Africa's orphan crisis - is it the teacher's concern?

Area of Science:

• Sociology
• Education
• Development Studies

Background:

• Sub-Saharan Africa faces a high orphan rate (15% in some countries), impacting social and economic structures.
• Parental absence due to the pandemic necessitates understanding orphans' developmental needs.
• Limited research exists on guiding orphans to responsible adulthood.

Purpose of the Study:

• To investigate the needs of orphans transitioning to adulthood.
• To explore how teachers can support orphans in becoming responsible adults.
• To understand the role of cultural values in defining adulthood for orphans.

Main Methods:

• Qualitative research approach.
• Exploration of cultural value systems in defining adulthood.
• Analysis of the school's role as a parental substitute (loco parentis).

Main Results:

• Cultural contexts significantly shape the understanding of adulthood.
• Schools are crucial institutions for addressing orphans' needs.
• Curriculum planning must accommodate learner diversity and community interpretations of adulthood.

Conclusions:

• Teachers play a vital role in guiding orphans towards adulthood.
• Education systems must adapt to support vulnerable children.
• Further research is needed on community-specific definitions of 'proper adulthood'.