The impact of community-based capital cash transfers on orphan schooling in Kenya

Skovdal, Morten; Webale, Albert; Mwasiaji, Winnie; Tomkins, Andrew

doi:10.1080/09614524.2013.809697

Cited by 3 publications

(5 citation statements)

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“…To synthesise the data and develop overarching interpretative themes, the 27 basic themes were arranged into eight 'organising themes', which in turn were summarized by four 'primary themes' (see Table 2), which structure the discussion of the findings. In a neighbouring community, we found approximately 20% of orphaned children to experience high rates absenteeism in primary school (>12 days/term) compared to 3.5% of their non-orphaned peers (Skovdal et al 2013).…”

Section: Discussionmentioning

confidence: 73%

“…Although literature on the impacts of HIV in Eastern and Southern Africa has focused predominantly on orphaned children as recipients of care within the home (Van Blerk and Ansell 2007) or community (Skovdal et al 2013), policymakers, practitioners and researchers are now beginning to explore children's and teachers' care interactions within school spaces (cf. Skovdal and Campbell 2015).…”

Section: Schools As Spaces Of Care and Support?mentioning

confidence: 99%

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The emergence of an ethic of care in rural Kenyan schools? Perspectives of teachers and orphaned and vulnerable pupils

Skovdal

Evans

2016

Children's Geographies

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In the context of HIV, there is considerable debate about the role of schools and teachers as potential sources of care and support for vulnerable children. This qualitative research examines 'care' as experienced and practiced by pupils and teachers in rural Western Kenya. In primary and secondary schools, interviews were conducted with 18 teachers and 57 orphaned and vulnerable pupils, alongside Photovoice. Drawing on thematic analysis and an 'ethic of care' theoretical perspective, we unpack the informal caring practices of teachers within resource-constrained settings. The research provides glimpses of schools as spaces of care, participation and support for orphaned and vulnerable pupils. Recognising and providing institutional support for the development of an ethic of care in schools may help to tackle the considerable educational barriers facing girls and boys who are orphaned and vulnerable and move 'care' closer towards the centre of educational policy and practice in the global South.

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Section: Discussionmentioning

confidence: 73%

Section: Schools As Spaces Of Care and Support?mentioning

confidence: 99%

The emergence of an ethic of care in rural Kenyan schools? Perspectives of teachers and orphaned and vulnerable pupils

Skovdal

Evans

2016

Children's Geographies

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“…( 2015 ). A community-based capital cash transfer programme in Western Kenya, which provides community groups with funds to set up social enterprises, has demonstrated its potential to both strengthen livelihoods, further children's education, as well as strengthen orphan care and support structures at household and community levels (Skovdal, Mwasiaji, Webale, & Tomkins, 2011 ; Skovdal et al., 2013 ).…”

Section: Discussionmentioning

confidence: 99%

“…A literature review of 23 studies exploring children's educational outcomes found overwhelming evidence that HIV-affected children are less likely to be enrolled in school, or less likely to attend school regularly if enrolled (Guo, Li, & Sherr, 2012 ). Studies have also identified children affected by HIV to have worse school performance relative to their peers (Skovdal, Webale, Mwasiaji, & Tomkins, 2013 ; Tu et al., 2009 ).…”

Section: Introductionmentioning

confidence: 99%

“It's because they care”: understanding pathways to classroom concentration problems among HIV-affected children and youth in Western Kenya

Skovdal

2016

AIDS Care

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Children and young people living in households affected by HIV are experiencing poorer educational outcomes compared to their peers. This article explores how different forms of marginalisation interface and manifest themselves in classroom concentration problems, undermining their education. This mixed qualitative methods study was conducted with teachers and pupils from three primary and three secondary schools in the Siaya County of Western Kenya. Specifically, it involved 18 teachers through individual interviews and 51 HIV-affected children and youth through individual interviews (n = 47) and Photovoice (n = 51). Verbatim transcripts were imported into NVivo10 for thematic indexing and analysis. The analysis revealed three core pathways to classroom concentration problems amongst HIV-affected pupils. One, a general ‘lack of care’ and neglect in the context of household poverty and illness, meant that many of the participating pupils went to school hungry, unable to follow classes. Others were teased by peers for looking visibly poor, and felt anxious when in school. Two, some HIV-affected pupils play a key role in keeping their household afloat, generating food and income as well as providing practical support. ‘Caregiving’ pupils often reported coming to school exhausted, with limited physical and mental energy left for learning. Three, many participating pupils had their minds at home (‘caring about’). They were concerned about sick or frail household members, thinking about their next meal and care needs. Although the pupils demonstrated an admirable attentiveness to the needs of others, this came at a heavy price, namely their ability to concentrate in class. The paper argues that care ethics, household poverty and familial HIV are central to understanding the classroom concentration problems of HIV-affected pupils. To ensure school-going children and youth affected by HIV have the same opportunities as their peers, education initiatives must simultaneously alleviate both household poverty and other challenges pertaining to familial HIV.

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“…Based on UNICEF's definition, there were an estimated 140 million orphans in the world in 2015, of whom 15.1 million had lost both parents [15]. Orphans are less likely to be attending school; more likely to have lower academic achievement and higher absenteeism; and are less likely to be in the right grade level for their age than non-orphans [16][17][18]. Previous research has found that there are many barriers to educational attainment for orphans, including the psychological trauma (i.e.…”

Section: Introductionmentioning

confidence: 99%

Effect of care environment on educational attainment among orphaned and separated children and adolescents in Western Kenya

et al. 2022

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Background There are approximately 140 million orphaned and separated children (OSCA) around the world. In Kenya, many of these children live with extended family while others live in institutions. Despite evidence that orphans are less likely to be enrolled in school than non-orphans, there is little evidence regarding the role of care environment. This evidence is vital for designing programs and policies that promote access to education for orphans, which is not only their human right but also an important social determinant of health. The purpose of this study was to compare educational attainment among OSCA living in Charitable Children’s Institutions and family-based settings in Uasin Gishu County, Kenya. Methods This study analyses follow up data from a cohort of OSCA living in 300 randomly selected households and 17 institutions. We used Poisson regression to estimate the effect of care environment on primary school completion among participants age ≥ 14 as well as full and partial secondary school completion among participants age ≥ 18. Risk ratios and 95% confidence intervals were estimated using a bootstrap method with 1000 replications. Results The analysis included 1406 participants (495 from institutions, 911 from family-based settings). At baseline, 50% were female, the average age was 9.5 years, 54% were double orphans, and 3% were HIV-positive. At follow-up, 76% of participants age ≥ 14 had completed primary school and 32% of participants age ≥ 18 had completed secondary school. Children living in institutions were significantly more likely to complete primary school (aRR: 1.18, 95% CI: 1.10–1.28) and at least 1 year of secondary school (aRR: 1.28, 95% CI: 1.18–1.39) than children in family-based settings. Children living in institutions were less likely to have completed all 4 years secondary school (aRR: 0.79, 95% CI: 0.43–1.18) than children in family-based settings. Conclusion Children living in institutional environments were more likely to complete primary school and some secondary school than children living in family-based care. Further support is needed for all orphans to improve primary and secondary school completion. Policies that require orphans to leave institution environments upon their eighteenth birthday may be preventing these youth from completing secondary school.

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The impact of community-based capital cash transfers on orphan schooling in Kenya

Cited by 3 publications

References 3 publications

The emergence of an ethic of care in rural Kenyan schools? Perspectives of teachers and orphaned and vulnerable pupils

The emergence of an ethic of care in rural Kenyan schools? Perspectives of teachers and orphaned and vulnerable pupils

“It's because they care”: understanding pathways to classroom concentration problems among HIV-affected children and youth in Western Kenya

Effect of care environment on educational attainment among orphaned and separated children and adolescents in Western Kenya

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