Policy Paper published in the New African Scientist | Issue 2, August 2023
A growing number of children worldwide are forced to live on the streets. Global policy agendas, such as the Sustainable Development Goals (SDGs), emphasize the importance of quality education for all children, viewing schools as safe havens and education as a powerful tool to combat poverty. However, in Zimbabwe, policies aimed at helping street children have been inconsistent, slow, and often punitive. Research on the effectiveness of education-based resilience building for these vulnerable children, such as those homeless or orphaned, is limited.
Furthermore, there is a noticeable gap in research and interventions from a psychological perspective. Family reunification programs in Zimbabwe have been disjointed, unsuccessful, and poorly designed, largely due to insufficient empirical evidence.
Policies that address the educational needs of children living and working on the streets in Zimbabwe are necessary. These policies should help establish national standards and outline the responsibilities of government ministries and civil service organizations providing children’s services. A good policy should provide a framework for gathering reliable statistics on the prevalence of homelessness among children and their associated drivers. This process should start with a common definition of ‘street children’, followed by systematic data collection.
A common definition and shared knowledge of drivers make coordinating efforts between government departments and private organizations easier. Parents, guardians, and other stakeholders play a significant role in shaping children’s futures. Their involvement in intervention plans is crucial for sustainable and comprehensive development. Legal measures should be taken to ensure that families protect their children from the dangers of street life and engage them in educational programs.
Education is key to helping these children transition from street life to a more stable future. However, it is not as simple as just sending them back to school. Many of these children have fallen behind academically. Placing them in a grade level matching their age can be counterproductive, as it can stigmatize the child and increase the likelihood of them dropping out.
We must develop teaching strategies, counselling services, financial support, and extracurricular activities that address these individual needs. Special classes offering remedial programs could help bring these children up to speed before integrating them into mainstream classes.
Integrating street children into Zimbabwe’s education system is a complex task that challenges administrators and teachers. Government departments need to create a systematic action plan addressing these issues. School staff should receive targeted training to prepare them for this task. Recognizing these children as a special needs group is important, focusing on those whose education has been most disrupted.
