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It shows the importance of giving life skills to the affected children and their families so that they can eventually take responsibility for themselves. Such strategies are excellent in that they do not create dependence, therefore, many more families can be reached.
A major limitation of this study is that the agency of the affected children was not explored. Further research would need to look at how do drop-in centres assist them to become agents of their care, support and development. As Khanare (2009) so rightly observes, when vulnerable learners are not involved in the development of interventions aimed at caring for and supporting them, it does not add value to their development.
Supporting Vulnerable Children Through Drop-in Centres: A Case Study of Two Rural Communities in KwaZulu-Natal 399