Orphans Rights in Accessing the Educational Support in Selected Public Secondary Schools in Lusaka, Zambia

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue II, February 2021 | ISSN 2454–6186

Orphans Rights in Accessing the Educational Support in Selected Public Secondary Schools in Lusaka, Zambia

Melody Ziile, Gistered Muleya and Francis Simui
University of Zambia, Lusaka, Zambia

Abstract: This study explored Orphans Rights in accessing the educational support in selected public secondary schools in Lusaka district. The study was guided by qualitative research methodology and case study design under pinned by three objectives namely: (i) describe the awareness of the rights on Educational support by the orphans and teachers, (ii) explore challenges faced by orphans’ in accessing education and (iii) explore strategies that should be put in place in order to allow them have access to education. .Emergent findings indicated that very feel learners were knowledgeable about the support system existing for them as orphans. Some teachers were aware of the educational support to be given to orphans but they were not sure if there was a policy in Zambia supporting such rights. The study revealed that orphans faced a lot of challenges in accessing education such as lack of sponsorship, Social stigma and Corruption in sponsorship awards. Among the measure to ensure that the orphans have access to education included, increased financial support system, enhancing collaboration among stakeholders, empowering orphans with diverse skills, and motivation ventures for well performing orphans. Thus, there is need for the relevant authority to coordinate organizations that look into the plight of orphans to come on board for support.

Key Words: Orphans, Education Support, Access. Rights, Lusaka, Zambia

I. INTRODUCTION

This study is an extract from the lead researcher’s Masters Dissertation pursued at the University in Zambia. The thrust of the study focused on orphan’s rights in accessing the educational support in selected public secondary schools in Lusaka district. The right to education is a very important right and key component of a child’s survival, protection and development because it promotes individual freedom, enables individuals to participate in democratic processes and empowers the marginalized to participate in development activities (Coombe, 2002). This is particularly important with regard to Orphaned and Vulnerable Children (OVCs). It is for this reason that international human rights law encapsulated in, among others, the Universal Declaration of Human Rights (UDHR), International Covenant on Social, Economic and Cultural Rights (ICESCR), the United Nations Convention on Rights of the Child (CRC) and Convention on Elimination of All forms of Discrimination Against Women (CEDAW), maintain that states have an obligation to promote, fulfil and protect the right to basic education. Zambia is not

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