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Dr. Sharayi Chakanyuka , Ms Nokuthula Vilakati , Mrs Karen Ferreira-Meyers

Contribution of the Certificate in Community- Based Work with Children and Youth towards the development of human resources among marginalised groups in Swaziland. Dr. Sharayi Chakanyuka , Ms Nokuthula Vilakati , Mrs Karen Ferreira-Meyers NADEOSA Conference 29-30 Aug 2011, Johannesburg, RSA.

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Dr. Sharayi Chakanyuka , Ms Nokuthula Vilakati , Mrs Karen Ferreira-Meyers

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  1. Contribution of the Certificate in Community- Based Work with Children and Youth towards the development of human resources among marginalised groups in Swaziland Dr.SharayiChakanyuka, Ms NokuthulaVilakati, Mrs Karen Ferreira-Meyers NADEOSA Conference 29-30 Aug 2011, Johannesburg, RSA

  2. OVERVIEW OF THE PAPER Introduction Contextual background The Certificate: structure and content Focus of the study Literature review Research methodology Research findings Recommendations Conclusion

  3. Introduction • Evaluation of extent of contribution of Certificate in Community-based Work with Children and Youth to development of human resources in Swaziland. • Government of Swaziland: use of open and distance learning as way of increasing access to education. • Ministry of Education and Training: in the process of drafting the Swaziland Open and Distance Learning Policy

  4. Contextual background • Swaziland has a population of about 1000 000 and an estimated adult HIV prevalence of 26%. (Lusweti, 2009) • In addition, 26% of children are orphaned and vulnerable. • The Government of Swaziland Psychosocial Strategic Plan (GSPSP) (2008-2010) estimates that the number of orphans and vulnerable children will increase from 130,000 to 189,000 by 2010.

  5. Contextual background • Orphans and vulnerable children need support and care. Effective and sustainable support for OVCs relies on volunteers, community-based Government and NGO personnel, including single mothers, grandmothers, child heads of homes, programme officers, rural teachers, youth leaders and law enforcement agents. • All of these have a need for relevant, up-to-date skills and knowledge development to support and enhance the work they do with children and families every day.

  6. Contextual background • 2004: REPPSI, UNICEF, ACC and University of KwaZulu-Natal • Two-stage plan for implementing a capacity building programme for people working with children. • The first stage: develop and pilot the ODL material + offer Certificate as a UKZN accredited certificate. • The second stage: encourage national educational institutions to take ownership of the ODL programme as part of a localisation initiative.

  7. Structure and content of the Certificate A total of six modules have been designed to disseminate basic human rights and child protection concepts. Carers also need to understand themselves and their profession to develop into competent and confident practitioners. • Module 1: Personal development • Module 2: Human Rights and Child Protection • Module 3: Child and Youth Development • Module 4: Care and Support of Children at Risk • Module 5: Integrated Development in Communities. • Module 6: Service-Learning Project

  8. This study seeks to find out the extent to which it contributes to the development of human resources among the marginalised people in Swaziland. Focus of the study

  9. Literature review Naidu (2006): need for increased access is driven by need for skilled people within a changing economy/sustainable learning Cookson (2002): if open and distance learning institutions are to increase access and equity, they must also enact a genuine commitment to quality Study on UNISWA responsiveness to labour market environments in Swaziland (2009): identified gap in skills-based programmes Swaziland National Skills Survey (2003): more women were either semi-skilled or unskilled;

  10. Research methodology The study was a combination of quantitative and qualitative research methods relying on a questionnaire as the data collecting instrument. The respondents were students on the Certificate programme in Cycle 2 - the transitional phase managed by both UNISWA and UKZN.

  11. Research methodology 120 questionnaires were distributed, 40 were returned (return rate of 33%) open and closed questions Johnson and Turner (2003): intra-method mixing information for data triangulation purposes.

  12. TABLES 1 AND 2: Levels of schoolingand age range

  13. Research findings • Coping with study materials areas that need attention: language used + need for localisation). • Assessment participants noted overall relevance of assessment and underlined the importance of comments and feedback • Group sessions main reasons for attending these: to share ideas and experiences, to discuss and solve problems arising when studying alone, to receive further information in order to better understand the issues at stake

  14. Overall perceptions of the programme All respondents indicated their overall satisfaction with the programme. They all recommend the programme to others. One participant stated that s/he would recommend the programme “because it opens the minds of people making them aware of situations and how to solve problems”. “I transformed into a new person with a new perspective towards vulnerable children”. A third one would recommend the programme “because it is very useful, especially in our country setting, we have OVCs,we should be in a position of understanding their needs”.

  15. Overall perceptions of the programme “Living in a traditionalist country makes one to see why more laws are needed and the need [for these laws] to be enforced” “This programme shows that children need to be cared [for] as they are the future” “It has improved my understanding of vulnerable children and youth”, it “came at the right time for me” and “It helps to know psychosocial support and to be a reflective practitioner” “I now somehow altered the way I used to perceive children since I am capacitated with the rightful skills – and not what I think is right” “For an experienced person in the field yet without formal PSS education it has helped me be aware of my role, the standards and what I can do practically to improve the lives of children”.

  16. recommendations • To strengthen relevance of the programme, it is essential for IDE to incorporate at multiple levels inputs from the professional sector of practitioners involved in community work with children and youth. • There is also need to localise the learning content so that students can identify with it and understand it more easily. • For maximum benefit to the students, marking of assignments should be done meticulously with the student in mind so that feedback is both meaningful and useful

  17. CONCLUSION The programme has contributed towards human resources development in Swaziland in an area where there is demand of scarce psychosocial skills. The programme has widened access to education. The programme is more likely to bring about equity by ensuring that the students have good supportive systems to achieve success: self-study materials, module guides and mentors for additional support. Since good learning resources are not enough for most students, group and individual support is provided.

  18. THANK YOUSIYABONGA DrChakanyuka: schakanyuka@uniswa.sz MsVilakatithula@unisw.sz Mrs Ferreira-Meyers kmeyers@uniswa.sz

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