ASSESSMENT OF ORPHAN AND VULNERABLE CHILDREN EDUCATION SUPPORT IN NIGERIA.

ASSESSMENT OF ORPHAN AND VULNERABLE CHILDREN EDUCATION SUPPORT IN NIGERIA.

ABSTRACT

This abstract provides a concise overview of a comprehensive assessment conducted to evaluate the education support available for orphan and vulnerable children (OVC) in Nigeria. The study aimed to identify the existing challenges and gaps in educational interventions for OVC and propose recommendations for enhancing their educational outcomes. The assessment employed a mixed-methods approach, combining qualitative and quantitative data collection methods. Qualitative data was gathered through interviews with key stakeholders, including government officials, educators, carers, and representatives from non-governmental organisations (NGOs) working in the field of child welfare. In addition, surveys and questionnaires were administered to OVC, their carers, and teachers to capture their perspectives and experiences. Respondents from selected schools in Chikun LGA in Kaduna State formed the study population. A random sampling technique was employed; 180 respondents formed the sample size of the study, and a structured questionnaire was used for collecting data from the respondents. The answers to the research questions were provided with tables of frequencies and percentages. It was found that there was no significant difference in the opinion of the teacher and parent on the guardian/careg commitment to school work, which has an influence on the education of orphans and vulnerable children (OVCs) in the selected school of Chikun local government areas in Kaduna state. On the relationship between guardian/carer commitments to academic work at home and the education of the orphan and vulnerable child, there was a significant relationship. Guardian/carer educational background was found to influence the orphan and vulnerable child. The orphan and vulnerable child education in the selected schools in Chikun local government areas of Kaduna State is significantly influenced by the financial income status of the guardian or careg. Based on the findings of this study, it was recommended that the government at various levels enhance the economic empowerment of guardians and carers by providing employment opportunities, providing credit facilities for farmers, and other avenues by which the local population can be made to be more productive so as to enhance their standard of living. The schools should also organise orientation and training programmes through members of the PTA to create awareness among guardians and carers about the need for orphan and vulnerable children’s education.

 

 

 

 

 

 

CHAPTER ONE

 

INTRODUCTION

 

1.1        Background to the Study

 

Orphan and vulnerable children (OVC) constitute a significant portion of Nigeria’s population, facing multifaceted challenges that impede their access to education. Nigeria, with its large population and diverse cultural landscape, has been grappling with issues of child welfare and education for decades. According to UNICEF, as of 2020, there were approximately 17.5 million orphaned and vulnerable children in Nigeria, many of whom lacked access to essential services such as education due to economic hardship, conflict, and the HIV/AIDS epidemic (UNICEF, 2020). The vulnerability of these children is exacerbated by Nigeria’s socio-economic disparities, where wealth and educational opportunities are disproportionately concentrated in urban areas, leaving rural and marginalized communities underserved (UNICEF, 2019).

In Nigeria, children who need special protection on account of being in vulnerable situations such as orphanhood and homelessness are observably increasing due to growing levels of poverty and the poor socio-economic situation of the country. The Cove Welfare Indicator Questionnaire (CWIQ) survey (2006) indicated that 0.4% of children under the age of 18 were orphans who had lost both parents. In addition, about 3.4% lost their fathers, while 1.3% lost their mothers. Interrelated social, cultural, political, and economic forces, which have in recent times overstretched the coping capacities of families, communities, and governments, fuel the above disturbing trend. The family, being the primary socialisation agent and a safety net for the care and support of the underprivileged, including orphans and vulnerable children, no longer performs its functions. This is a clear indication of social disorganisation in society. This has a number of implications for the children, the communities, and society. A vulnerable child has less access to nutrition, healthcare, and education. In addition, the report of the Rapid Assessment Analysis Action Planning (RAAAP, 2004) indicates that a vulnerable child is less likely to enrol in school and more likely to drop out of school to engage in risky sexual behaviour and substance abuse. Often, such a child is exposed to abuse, exploitation, and social exclusion.

Child rights protection issues cover a wide range of areas bordering on obligations of all levels, tiers of government, parents, families, communities, civil society groups, and other stakeholders to orphans and vulnerable children in society. Laden (2006) observes that obligations to observe, respect, promote, and protect the survival, development, protection, and participation of OVC’s rights are grossly lacking when viewed against the various manifestations of child abandonment, exposure to moral danger, maltreatment, abuse, and all forms of exploitation in Nigeria. The result is that OVC are vulnerable to victimisation, child trafficking, ritual killings, drug abuse, sexual and labour abuse,, economic exploitation, and recruitment as agents of destruction in times of civil disturbance. In such situations, they are also deprived of their rights to life, human dignity, qualitative and quantitative education, health, and access to healthcare services; growing up in a family with care, love, and affection; and a safe or secure environment free from neglect, violence, exploitation, and all forms of abuse.

Furthermore, Nigeria’s education system faces numerous challenges, including inadequate infrastructure, a shortage of qualified teachers, and limited funding, which significantly impact OVC’s ability to access quality education (Federal Ministry of Education, 2018). Despite efforts by the government and NGOs to address these issues through initiatives such as the Universal Basic Education (UBE) programme and various community-based interventions, the educational needs of OVC remain largely unmet. Moreover, cultural factors and social stigmas surrounding orphanhood and poverty often deter OVCs from attending school, perpetuating cycles of poverty and marginalisation (Adegbola, 2017). Therefore, there is an urgent need for research to assess the effectiveness of existing education support programmes and identify strategies to improve access to education for OVC in Nigeria.

1.2 Statement of the Problem

Orphans and vulnerable children (OVC) in Nigeria face significant barriers to accessing education, primarily due to a lack of financial and educational support. Many OVC come from impoverished backgrounds, where resources for education are scarce or nonexistent. Without adequate financial support, these children often struggle to afford school fees, uniforms, books, and other educational materials, forcing them to forego schooling or drop out prematurely (UNICEF, 2020). Additionally, OVC are less likely to receive the educational support they need due to the absence of parental guidance and advocacy, further exacerbating their educational disadvantage (Adegbola, 2017).

 

The lack of educational support for OVC not only undermines their present well-being but also hampers their future prospects and perpetuates cycles of poverty and marginalisation. Education is widely recognised as a key determinant of socio-economic development, providing individuals with the knowledge, skills, and opportunities necessary to improve their lives and contribute positively to society (World Bank, 2018). However, without access to quality education, OVC are more likely to experience lower educational attainment, limited employment opportunities, and increased vulnerability to exploitation and abuse (Federal Ministry of Education, 2018). Consequently, the long-term consequences of inadequate educational support for OVC extend beyond individual hardship to encompass broader societal issues such as reduced productivity, increased social inequality, and diminished human capital development.

 

This research intends to address the problem of insufficient financial and educational support for OVC in Nigeria by conducting a comprehensive assessment of existing education support programmes. Through identifying the gaps and shortcomings in current interventions, the study aims to inform the development of targeted strategies and policy recommendations to improve access to education for OVC.

 

1.3 Research Questions

 

The following research questions will guide the study:

1.4 Aims and Objectives of the Study

The aim of this research is to assess the effectiveness of existing education support programmes for orphan and vulnerable children (OVC) in Nigeria, identify the challenges hindering OVC’s access to education, and recommend strategies to improve education outcomes for this marginalised population.

The specific objectives of this study are to:

• Examine the extent to which guardian or carer commitment to school work has an influence on the education of orphans and vulnerable children (OVCs) in Nigeria.
• Determine the influence of guardian or carer involvement at home on the education of orphans and vulnerable children (OVCs) in Nigeria.
• Examine the influence of a guardian or carer’s educational background on the education of orphans and vulnerable children (OVCs) in Nigeria.
• Determine the influence of the guardian or carer’s socio-economic status on the education of orphans and vulnerable children (OVCs) in Nigeria.

• Research Questions

 

• What impact does guardian/careg commitment to school work have on OVC education in Nigeria?
• Does guardian/carer involvement at home have an effect on an orphan and vulnerable child’s (OVC) education in Nigeria?
• To what extent does the parent’s educational background affect Orphan and Vulnerable Child’s (OVC) education?
• What is the influence of the guardian or carer’s socio-economic status on the Orphan and

• A vulnerable child’s  (OVC) education?

 

1.5 Significance of the Study

The significance of this research extends to multiple stakeholders involved in addressing the educational needs of orphan and vulnerable children (OVC) in Nigeria. Orphanages play a crucial role in providing care and support to OVC, and this study’s findings can inform their practices by shedding light on effective education support strategies tailored to the unique needs of these children. By understanding the challenges OVC face in accessing education and the potential solutions available, orphanages can enhance their efforts to promote educational attainment among the children under their care, ultimately improving their long-term outcomes and well-being.

Policy makers, both at the national and local levels, can benefit from the insights provided by this research to inform the development and implementation of policies and programmes aimed at supporting OVC’s education. By highlighting the effectiveness of existing interventions and identifying areas for improvement, policymakers can make informed decisions to allocate resources more effectively, address systemic barriers to education access, and promote inclusive policies that prioritise the needs of OVC.

Non-governmental organisations (NGOs) working in the field of child welfare and education support can use the findings of this study to enhance their advocacy efforts and programmatic interventions. By aligning their initiatives with evidence-based recommendations, NGOs can maximise their impact and ensure that their interventions are targeted, efficient, and responsive to the specific needs of OVC. Additionally, NGOs can use the research findings to collaborate with other stakeholders, share best practices, and advocate for policy changes that advance the rights and well-being of OVC.

Social institutions, including schools, community centres, and educational facilities, can also benefit from this research by gaining a deeper understanding of the challenges faced by OVC and the support mechanisms needed to facilitate their educational success. By fostering a more inclusive and supportive environment for OVC, social institutions can contribute to breaking the cycle of poverty and marginalisation, promoting social cohesion, and building a more equitable society.

Finally, this research will serve as a valuable addition to the existing literature on OVC education support in Nigeria, providing stakeholders with evidence-based insights and recommendations to inform their practices and policies.

 

1.6 Scope of the Study

This research will focus on assessing the effectiveness of education support programmes for orphan and vulnerable children (OVC) in Chikun Local Government Area (LGA) of Nigeria. Chikun LGA, located in Kaduna State, serves as a representative case study for understanding the broader challenges and opportunities related to OVC education support in Nigeria.

 

ASSESSMENT OF ORPHAN AND VULNERABLE CHILDREN EDUCATION SUPPORT IN NIGERIA. GET MORE SOCIAL WORK PROJECT TOPICS AND MATERIALS

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