2nd National Conference on Orphans and Other ... - FHI 360

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SLIDE 9: CURRENT RESPONSES TO THE PLIGHT OF OVC IN NAMIBIA 1. Many non-education (NGO) initiatives but limited coverage and co-ordination. 2. Very limited responses by schools. 3. Problems are identified late as dropout, fee non-payment or “discipline” problems – “late” meaning a child has already left school when e.g. inability to pay fees is discovered. 4. School system is highly dependent on the individuals caring for OVC, and on external motivation – from MBESC Head Office, NGOs etc. Schools themselves are still in denial. 5. A range of responses is needed and feasible. 6. Capacity of all role-players varies. Commentary: In formulating policy recommendations this conference must consider the range of responses needed to address these issues effectively and the role-players’ capacities in this effort. SLIDE 9A: QUOTATION “On the surface it may appear that their problems are as simple as inability to pay fees or discipline issues but you later discover that their problems have deeper roots.” – Social Worker, Rundu Commentary: The study report includes quotations from social workers in the different regions, which all reveal that they are passionate but despairing because they are overwhelmed by the problems facing them. The quotation on this slide is particularly relevant to the education sector at the moment. Before we can say that the children ought to be in school, we have to identify precisely what the problems are. SLIDE 10: PRIORITY FUNCTIONS TO PROTECT OVC EDUCATION: “The school as a multi-purpose development and welfare institution?” 1. Keep children in school: Early recognition of vulnerability. Timely response to prevent problems; refer if necessary. Monitor well-being. 2. Provide for basic needs and assistance before complex services. 3. Enable dropouts to re-access education. Commentary: The study found that schools could act as multi-purpose development and welfare institutions and fulfil the functions outlined on the slide if we plan very carefully and provide the right training. SLIDES 11-13: RECOMMENDATIONS ON OVC 1. Define responsibilities of the sector, education institutions and other partners. 2. Develop systems to identify vulnerable learners. 3. Develop a Circle of Support for each school. 4. Enhance capacity within schools to provide and co-ordinate support through: Guidance and Counselling and class teachers; Cluster and Special Education Unit roles; and social worker integration into education. 5. Expand school nutrition programmes. 6. Consider creating an education fund for OVC education (e.g. small grants to schools which have enrolled a particular number of orphans). 7. Increase school flexibility to respond to OVC circumstances through: inter-school referral, scheduling and rules; and hostel accommodation. 8. Actively support the strengthening of social services capacity and efficiency. 9. Involve learners in planning and responses. 10. Mobilise resources for education sector initiatives. 11. Develop and disseminate codes of conduct and guidelines. Commentary: The diagram of the Circle of Support may look complicated, but it is not. This is how it works: The child is at the centre of a large circle, and around him/her are all the stakeholders – the class teacher, who should be able to detect that a child has problems and to identify them; 44 <strong>2nd</strong> <strong>National</strong> <strong>Conference</strong> on Orphans and Other Vulnerable Children – Windhoek, Namibia, 25-27 June 2002: Full Report
RACOC Regional Director PEER SUPPORT Donors, NGO’s Colleges of Education Principal HODs Administrators Auxillary staff HOSTEL SUPERINTENDENT RACE Regional HIV/AIDS Coordinator Regional Counselor (SEU) Inspectors POLICE AND LEGAL Legal Aid Centre CLASS TEACHER the hostel superintendent, who should also be able to detect and identify problems and liaise with the class teacher; the Guidance and Counselling teacher, who should liaise with the class teacher and hostel superintendent once the problem has been brought to this teacher’s attention; the social workers, who should be alerted by the above parties; peers, for whom the above parties should search to render support to the child; the police and legal assistance services in cases of abuse; NGOs and community organisations, who should be contacted for material and other support which the school cannot provide; and so on. If it is well planned and co-ordinated, and if the right training is given, this system would relieve the pressures on social workers . In practice only the most difficult situations would be referred to social workers because most problems could be solved at the school level. The provision of small grants to schools through the recommended OVC Fund would CHILD NGOs CIRCLE OF SUPPORT FOR VULNERABLE CHILDREN GUIDANCE & COUNSELING TEACHER COMMUNITY SOCIAL WORKERS Boards, Parents, Church, CBOs ECD HEALTH WORKERS Women & Child Protection Unit HBC team Social workers Counsellors Nurses relieve the pressure on schools to make up for the loss of school fees. Schools could use the small grants not only to cover the costs of equipment or materials, but also to provide direct support to OVC within the school system. This too is a measure that has to be very carefully planned and co-ordinated. A USAID-funded project for the education sector operating in the Ondangwa East and West, Katima and Rundu Education Regions, is an example of an initiative with a focus on bringing parents into the school system. The parents are involved in formulating the school development plan and prioritising aspects of this plan. One school that applied for a small grant to raise awareness on HIV/AIDS in the school used the funds to purchase information materials for an ‘AIDS corner’ which learners as well as the parents and other community members also use to get the information they need, e.g. on homebased care. In conclusion, we believe that total commitment and proper co-ordination are essential for an effective response to the plight of OVC. Thank you. <strong>2nd</strong> <strong>National</strong> <strong>Conference</strong> on Orphans and Other Vulnerable Children – Windhoek, Namibia, 25-27 June 2002: Full Report 45
Page 1 and 2: 2nd Nation
Page 3 and 4: CONTENTS FOREWORD ACRONYMS AND ABBR
Page 5 and 6: FOREWORD Namibia has come a long wa
Page 7 and 8: INTRODUCTORY SESSION Session chairp
Page 9 and 10: Legal Assistance Centre (LAC) Mult
Page 11 and 12: Promote and facilitate the exchange
Page 13 and 14: As mentioned in the previous presen
Page 15 and 16: I am here to represent the MWACW ta
Page 17 and 18: the mother will take custody, for t
Page 19 and 20: permission for it? In other words,
Page 21 and 22: Questions and comments on Ms Hubbar
Page 23 and 24: a basis and guidelines for operatio
Page 25 and 26: parents when a child is arrested; a
Page 27 and 28: I will now read out our group’s s
Page 29 and 30: Lack of food and parental supervisi
Page 31 and 32: Recommendations: 1. Information on
Page 33 and 34: Social services: Lack of knowledge
Page 35 and 36: Impacts on OVC: 1. Psychosocial nee
Page 37 and 38: OFFICIAL OPENING SESSION Session ch
Page 39 and 40: anecdotal reports from communities
Page 41 and 42: Trauma associated with losing a par
Page 43 and 44: Namibia’s resource distribution i
Page 45 and 46: Ms Kovambo Nujoma Keynote address,
Page 47 and 48: EXPERT PRESENTATIONS PRESENT TIONS
Page 49: 3. Psychosocial Normal stresses an
Page 53 and 54: equests for increments in the Schoo
Page 55 and 56: tance of proper co-ordination can n
Page 57 and 58: then not deliver. The other conside
Page 59 and 60: OVC VC LOGO AND DEFINITION Session
Page 61 and 62: WORKING GROUP SESSIONS Session chai
Page 63 and 64: Before calling on the first group r
Page 65 and 66: Learned/enforced roles Domestic vi
Page 67 and 68: Comment: Everything in the strategy
Page 69 and 70: GROUP 2 SUB-GROUP 2: FAMILY-CENTRED
Page 71 and 72: egardless. We know it will take a l
Page 73 and 74: Questions and comments on Group 3 r
Page 75 and 76: SUMMARY OF GROUP 4 DISCUSSION (verb
Page 77 and 78: the why? If it is for the purpose o
Page 79 and 80: COMMENTARY AND ADDITIONAL POINTS IN
Page 81 and 82: therefore reached consensus that a
Page 83 and 84: Session chairperson Ulitala Hivelua
Page 85 and 86: Official reports and policy documen
Page 87 and 88: MINISTRY OF WOMEN AFFAIRS AND CHILD
Page 89 and 90: CATHOLIC AIDS ACTION (CAA) Dr Lucy
Page 91 and 92: Dr Marita Grobler, Head of Departme
Page 93 and 94: OUTGOING AND INCOMING OVC VC NATION

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