The boundaries of care: education policy interventions for vulnerable children
SOURCE: Education and poverty reduction strategies: issues of policy coherence: colloquium proceedings
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2008
TITLE AUTHOR(S): U.Hoadley
SOURCE EDITOR(S): S.Maile
KEYWORDS: EDUCATION, EDUCATIONAL POLICY, HIV/AIDS, ORPHANS AND VULNERABLE CHILDREN (OVC)
Intranet: HSRC Library: shelf number 5518
HANDLE: 20.500.11910/5174
URI: http://hdl.handle.net/20.500.11910/5174
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2008
TITLE AUTHOR(S): U.Hoadley
SOURCE EDITOR(S): S.Maile
KEYWORDS: EDUCATION, EDUCATIONAL POLICY, HIV/AIDS, ORPHANS AND VULNERABLE CHILDREN (OVC)
Intranet: HSRC Library: shelf number 5518
HANDLE: 20.500.11910/5174
URI: http://hdl.handle.net/20.500.11910/5174
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This chapter interrogates a growing vision of schools as sites of care and support for vulnerable children, especially in the context of HIV/AIDS. The chapter is based on two research activities: a desk review of projects working in the area of schools in the context of HIV/AIDS and poverty; and documentation of a particular project in the Free State province of South Africa. The author also considers the South African policy framework for schools and vulnerable children. The chapter begins by sketching out some of the major education policies pertaining to vulnerable children, especially in the context of HIV and AIDS. It then offers three cautionary notes in relation to the thrust of these policies and those programmes attempting to implement them. The first is a consideration of the context of implementation - the schooling system. The second is the resourcing of these policies. The third considers policy visions of schools and teachers. How schools and teachers are conceptualised both in policies and programmes is problematised. The misalignment between the policies around schools and vulnerable children, the resourcing of these policies and their contexts of implementation as well as the implications for thinking about expanded roles for schools and teachers are brought into relief.-
Related Research Outputs:
- Boundaries of care: the role of the school in supporting vulnerable children in the context of HIV and AIDS
- Examining the impact of HIV & AIDS on South African educators
- 'Think for yourself - Think for tomorrow': Exploring the impact of peer-led HIV intervention and psychosocial support groups for vulnerable youth in South Africa
- Educating street and homeless children in South Africa: the challenge of policy implementation
- State of the nation: South Africa 2003-2004
- Human resources development review 2003: education, employment and skills in South Africa
- South African education policy review: 1993-2000
- Improving school children's mental health in an era of HIV/AIDS
- Education and health facilities (including HIV/AIDS and gender)
- Education and health facilities (including HIV/AIDS and gender)
- State of the nation: South Africa 2004-2005
- Foreword
- Workplace policies in public education: a review focusing on HIV/AIDS
- Potential attrition in education: the impact of job satisfaction, morale, workload and HIV/AIDS
- Education and health facilities (including gender and HIV/AIDS)
- State of the nation: South Africa 2005-2006
- Education and health services (including HIV/AIDS and gender)
- Foreword
- The use of implementation research networks on orphans and vulnerable children to encourage research-driven policies: the case of Botswana, South Africa and Zimbabwe
- The role of the health sector in strengthening systems to support children's healthy development in communities affected by HIV/AIDS: a review