Challenges faced by institutionalised children in accessing education: a case of Ponesai Vanhu children’s home. · Electronic Theses and Dissertations

Author

Jayaguru, Audrey

Title

Challenges faced by institutionalised children in accessing education: a case of Ponesai Vanhu children’s home.

Abstract

The multifaceted challenges institutionalized children face in accessing education, the adequacy of available resources, and their coping strategies within Ponesai Vanhu Children's Home in Shamva District, Zimbabwe. Drawing on Bronfenbrenner's Ecological Systems Theory and a Rights-Based Approach, the study aimed to provide nuanced insights into these often-overlooked educational experiences. The study made use of qualitative research design making use of key informant interviews and in-depth interviews as data collection methods. Findings revealed that children's educational access is severely hampered by pervasive socioeconomic challenges, including chronic financial constraints leading to inadequate uniforms, poor nutrition, and inability to cover exam fees. These material deprivations directly result in physical discomfort, absenteeism, and significant psychosocial impacts such as stigmatization, affecting self-esteem and school engagement. Within the institutional setting, educational resources and support systems were found to be largely inadequate, characterized by a scarcity of learning materials, lack of conducive study environments, and limited access to qualified academic assistance. Furthermore, inconsistent communication between the home and schools, alongside precarious access to essential medical care due to reliance on intermittent NGO support, exacerbated educational vulnerabilities. Despite these systemic barriers, the study identified remarkable coping strategies employed by the children, including strong individual perseverance, active peer support, and resourcefulness in overcoming material scarcity. While demonstrating profound resilience, these strategies often compensate for systemic deficiencies rather than complementing robust support structures. The study concludes that the educational vulnerabilities of institutionalized children are deeply rooted in interconnected socio-economic challenges and inadequate institutional support, infringing upon their fundamental right to quality education. Recommendations include advocating for stable government funding, establishing structured educational support programs within homes, fostering stronger home-school linkages, implementing child-sensitive psychosocial support, and promoting community sensitization to stigma, all aimed at creating a more equitable and supportive learning environment for these children.

Date

June 2025

Publisher

BUSE

Keywords

Institutionalised Children

Ponesai Vanhu Children’s Home

Supervisor

Dr. L. Zinyemba