The propose of the study was to probe in greater depth, and within the more systematic frame of a research methodology, the dynamics of two current initiatives aiming to provide support to vulnerable children in both Lesotho and Swaziland. Each of the four interventions had within their programme designs a main emphasis on enabling school enrolment and sustaining school attendance. At the same time, the interventions looked to support the more comprehensive needs of vulnerable children and, by doing so, to enhance their overall life situation. The research findings from these case studies were intended to contribute to both national and regional knowledge about ‘what works’ in complex, heavily burdened, and resources-limited settings. The main research questions guiding the study were: a) What are the range and type of resources (human, financial, physical or spiritual) that are involved in these interventions? b) What is the return or the ‘value’ that is derived from this use of resources? c) How is that ‘value’ defined and measured? To what extent is it child-centred or childfocussed? d) What facilitates coordinated interventions and what inhibits this kind of collaboration? e) What defines ‘impact’ and how can this be measured in order to capture the comprehensive effects on child well-being? f) What are the ingredients of sustainability? g) What has potential to be replicated? Why, or why not?
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