Challenges of learners from Child-Headed families that affect their educational goals: A case study of three schools in Johannesburg East District, Gauteng Province, South Africa

A child-headed household is a form of family that is growing around the world, especially in the sub-Saharan Africa. These are families without adults, hence, are headed by children or adolescents, less than 18 years of age. The study investigated challenges faced by learners from child-headed families that affect their educational goals. This was done through an analysis and description of the experiences of learners from child-headed households through an ecological systems model that included stakeholders like, community, school, government departments and officials as well as non-governmental organisations. This study was based in the Johannesburg East District of Education, in the Gauteng Province, South Africa. A purposive sampling method was used to select three learners from child-headed families, six educators in the School Based Support Teams, three school managers and one social worker from Johannesburg East District schools in Kaalfontein, Ebony Park and Ivory Park in Gauteng Province of South Africa. A Phenomenological qualitative research design was used where face-to-face interviews were conducted, and documents (SBST, school reports and attendance registers) were reviewed. The face-to-face interview were conducted between the researcher and the sample in a one –on –one situation for privacy. The data collected from audio tapes was transcribed. Research quality control measures that are centered on trustworthiness which included aspects such as credibility, transferability, consistency and conformability were observed. To test and implement research ethics, measures such as - informed consent, confidentiality and anonymity, privacy, and empowerment, caring and fairness were employed. The study identified challenges such poor socio-economic background, child abuse, stigmatisation, exclusion, psychological and emotional abuses that were faced by children in child-headed families which and observed that they affected learners academically, socially, emotionally, physically and psychologically. Recommendations were provided to different stakeholders involved in addressing challenges faced by children living in child-headed households.

Author dc:creator

• Makuya, Rudzani Vanrijn

Advisors dc:contributor.advisor

• Runhare, T.
• Muthambi, S. K.

• Child-Headed Families
• Child
• School-Based Support Team
• Vulnerable children
• Attachment
• Learning Challenge

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11602/2240

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/2240