Socio-Pedagogical Challenges facing Orphaned and Vulnerable Children in the Aftermath of the 2007-2008 Election Violence in Nakuru County, Kenya.

Abstract


The conflict situations that have afflicted parts of Kenya every five years, in the wake of general elections, since 1992 were most prominent after the disputed presidential elections of 2007. The magnitude of the clashes, loss of life, destruction of property and internal displacement of people were hitherto unwitnessed. The situation of Orphans and Vulnerable Children (OVC) in Kenya has continued to be of national and international concern. The 2007/2008 post-election violence exacerbated the dire situation of OVC in Kenya. United Nations Children’s Fund (UNICEF) estimated the number of children displaced by the 2007/2008 post-election violence (PEV) in Kenya at 100,000 and those orphaned at 300,000 high. Some of the OVC lost both parents during the violence. Many more were born during and after displacement, and have no knowledge of their homes or origin. They do not understand or even remember the circumstances that caused their parents to be displaced. A survey by UNICEF in 2010 noted that on the overall after 2007/08 post-election conflict, about 15% of orphans were 0- 4 years old, 35% were between 5 and 9 years old while up to 50% were 10-14 years old. This paper identifies the challenges the OVC are experiencing in schools as absenteeism, lack of physical infrastructure, insecurity, psychological trauma, among others. The paper also proposes strategies and programmes that various stakeholders have, and should put in place to assist OVC.



Eunice Majanga Phillip Mukonyi Silvia Vundi | source: Journal of Education and Practice 98 |
Categories: Protection Health


Other articles

Moving towards inclusive education policies and practices? Basic education for AIDS orphans and other vulnerable children in Zambia

The global spread of HIV and AIDS has presented a major threat to development, affecting the health of the poor and many…

Read more

Education for All: Myth or Reality for Orphaned and Vulnerable Children in Zimbabwe?

The freedom of Zimbabwe from colonial rule in 1980 brought with it the vision of Education for All by the year 2000. A number…

Read more

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans…

Read more

How Would You Describe a Mentally Healthy Person? A Cross-Cultural Qualitative Study of Caregivers of Orphans and Separated Children

The researcher-driven conceptualizations of mental health that undergird flourishing measures have not been extensively…

Read more