Education Programmes

Education is a fundamental element in the ability of children to meet their developmental potential. It promotes their mental, physical and psychosocial health, and offers a sense of normalcy, even in times of conflict. Schools are ideal for encouraging awareness of issues which place children at risk and increase the likelihood of child separation, such as HIV/AIDS prevention and child abuse.

Teachers themselves can help identify instances of abuse and neglect, and refer families to services that can help prevent family separation. Such awareness raising activities should also complement wider community work projects, in order to maximise their impact.

The type of curriculum and provision should be determined according to the cultural norms, needs of the children, and the available resources. These may vary considerably; for example children who support others and are required to work will need flexible hours for classes or vocational training, while those in a conflict affected area may require full-time education with an emphasis on psychosocial activities.

The literature in this section includes basic education and vocational programmes for children in low resource settings.

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Zimbabwe Education Cluster: Humanitarian Response & COVID-19 Sitrep #6

Zimbabwe Education Cluster (Save the Children & UNICEF), 25 Jun 2020

This brief from the Zimbabwe Education Cluster presents details on the humanitarian needs and response in Zimbabwe due to the COVID-19 crisis, including the acute needs of orphans and vulnerable children, children with disabilities, and others.

Educational outcomes for homeless young adults with and without a history in foster care

Kalah M. Villagrana, Elizabeth H. Mody, Siobhan M. Lawler, Qi Wu, Kristin M. Ferguson - Children and Youth Services Review, 12 Jun 2020

This study explores the factors that are associated with positive educational outcomes for HYA with and without a foster care history.

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The institutional shaping of children’s educational experiences in secure custody: A case study of a secure children’s home in England

Caroline Andow - International Journal of Educational Development, 10 Jun 2020

Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution.

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Basic education assistance module as a material and psychosocial support intervention for orphans and vulnerable children in Gutu District, Zimbabwe. An evaluation

John Ringson - New Ideas in Psychology, 09 Jun 2020

This article is a qualitative phenomenological study seeking to examine the perceptions, views and feelings of the orphans and vulnerable children (OVC), care-givers and community leaders on their experiences with Basic Education Assistance Module (BEAM) as a material and psychosocial support intervention in Zimbabwe.

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Effective use of Pupil Premium Plus to improve educational outcomes for looked after children

Dr Stuart Read, Dr Mel Macer and Dr Anne Parfitt - School of Education, Bath Spa University, 01 Jun 2020

This research project aimed to study and inform the effective use of Pupil Premium Plus (PP+)-funded interventions to support educational outcomes for looked after children in the UK.

‘What is left…?’: The implications of losing Maintained Nursery Schools for vulnerable children and families in England

Carla Solvason, Rebecca Webb, Samantha Sutton‐Tsang - Children & Society, 24 May 2020

This TACTYC funded research highlights the role that Maintained Nursery Schools (MNS) play in supporting families within areas of extreme social deprivation in the UK.

The Education, Inclusion, and Development of Orphans and Vulnerable Children: Crucial Aspects for Governance in Africa

Jace Pillay - Education and Development, 06 May 2020

The author argues that early childhood education interventions for OVC should be a priority of government since quality education and care programs in the early years can enhance the possibility of breaking the cycle of inequity in the lives of OVC and positively contribute to the economy of the country.

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Better outcomes for children in treatment foster care through improved stakeholder training and increased parent-school collaboration

Danita Henry Stapleton & Roy K. Chen - Children and Youth Services Review, 09 Apr 2020

This article provides a conceptual depiction of how schools and treatment foster parents partnerships can be formed and maintained.

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‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’

Lisa Jones, Charlotte Dean, Ally Dunhill, Max A. Hope, Patricia A. Shaw - Children & Society, 06 Apr 2020

This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling.

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Children in Need and Children in Care: Educational Attainment and Progress

David Berridge, Nikki Luke, Judy Sebba, Steve Strand, Mim Cartwright, Eleanor Staples, Louise McGrath-Lone, Jade Ward, Aoife O’Higgins - University of Bristol & Rees Centre, 01 Apr 2020

This project aimed to identify factors that might explain the ‘attainment gap’ for Children in Need (CIN) and Children in Care (CIC) in England.