CONTEXT MATTERS: FOSTERING, ORPHANHOOD AND SCHOOLING IN SUB-SAHARAN AFRICA

Kate Hampshire · Gina Porter · Samuel K. M. Agblorti · Elsbeth Robson · Alister Munthali · Albert Abane

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Poverty, Education, and Child Welfare Family Dynamics and Relationships Child Welfare and Adoption

Abstract

A growing body of research suggests that orphanhood and fostering might be (independently) associated with educational disadvantage in sub-Saharan Africa. However, literature on the impacts of orphanhood and fostering on school enrolment, attendance and progress produces equivocal, and often conflicting, results. This paper reports on quantitative and qualitative data from sixteen field-sites in Ghana and Malawi, highlighting the importance of historical and social context in shaping schooling outcomes for fostered and orphaned children. In Malawi, which has been particularly badly affected by AIDS, orphans were less likely to be enrolled in and attending school than other children. By contrast, in Ghana, with its long tradition of 'kinship fostering', orphans were not significantly educationally disadvantaged; instead, non-orphaned, purposively fostered children had lower school enrolment and attendance than their peers. Understanding the context of orphanhood and fostering in relation to schooling is crucial in achieving 'Education for All'.

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References

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2020Creating a better kinship environment for children in Ghana: Lessons from young people with informal kinship care experience 2016Father absence but not fosterage predicts food insecurity, relative poverty, and poor child health in northern Tanzania 2020Kenya’s Over-Reliance on Institutionalization as a Child Care and Child Protection Model: A Root-Cause Approach 2021An Enduring Institution? Child Fostering in Sub‐Saharan Africa 2019What makes kinship caregivers unprepared for children in their care? Perspectives and experiences from kinship care alumni in Ghana

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