Exploring asset-based support for learners left in Zimbabwean child headed households in the context of parental migration

Abstract

This paper explores asset based approaches in the support, protection and empowerment for learners in Child Headed Households (CHH) in the context of parental migration in Zimbabwe. Left-behind children in the context of parental labour migration are perceived to be disadvantaged in terms of healthy behaviours and psychosocial functioning because of parental absence. It therefore becomes critical that education and community stakeholder organisations explore the environment of CHH learners in the scope of Ubuntu with the objective of establishing sustainable, roots-driven interventions. This study followed the qualitative research approach and data was collected through a focus group discussion organised, as an information sharing session. Six purposively selected learners in CHH arrangements and seven key community informants from a secondary school in the Shurugwi district of Zimbabwe, informed the study. The study revealed that the optimal utilisation of available environmental assets, capacities and skills that are rooted in culture goes a long way in building resilience. This in turn becomes an important mediating resource in improving the wellbeing and educational experiences of left behind children in Zimbabwe. The understanding is that parents will continue to be absent, hence, harnessing the best out of their circumstances is cardinal in building sustainable support.