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Tujifunze:- Centre Information and Technology (C.I.T)
Childrens Situation and Social Problems in Rushaka Village
-Toward prospective interventions-
p.o.box 1595,Bukoba
email:- [email protected]
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Research forms..
Research method...
Analysis Section
Basic Information..
Family Situation
Disabilities..
Schooling
Conclusion....
Appendix..
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8
10
12
16
17
21
22
Executive summary
This research is designed for analyzing existing problems of Rushaka village in Bukoba by
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exploring 253 childrens situation. The conducted research and following analyses are divided
into 4 sections; (1) Basic information, (2) family situation (3) disability, and (4) schooling.
The first section, basic information section, told us the characteristics of the researched
children. They are all living in the village and belong to the Haya ethnic group. The average ageis 6.48 years old, and there is not a significant gender disparity in our sample children. This
information made us convinced that there is not clear bias in our research, in which we aim to
analyze the problems in the village.
The second section, family situation, revealed the seriousness of poverty and HIV. 96.9% of
children are living with families who complain their poor economic situation, and most families
depend on primary industries. This indicates that the village needs a new business model in order
to solve the economic problems. Another problem is HIV that creates many orphans and widows
in the village. In fact 47% of children have lost at least one of parents, and HIV accounts for
66% of the reasons of fathers loss and 78% in mothers loss. Because the parents loss affects
family economics and schooling, it is important to address the HIV problem.
The third section, disabilities, illustrates that 11.7% of children have disabilities. Physical
disabilities account for 82% of the handicapped children, and they are sometimes caused by
diseases such as polio. Therefore, supports to health management are also effective to prevent
further increase of handicapped children in the village.
The forth section, schooling, shows us the serious infringement of learning rights among
children. Among children who must be in primary school, 55.9% of them have problems in their
primary education such as repetition, late entry, and drop-out. This suggests that childrens
situation in the Rushaka village leaves much to be desired in terms of education, and it is
important to support both childrens education and family economy at the same time in order to
solve these interrelated issues.
After all, we consider that HIV is the most serious problem because it has negative effects on
household economy, childrens health, and schooling. Therefore, it is important to address HIV
problem while we support new business models, cares for disabilities including health
management, and non-formal schooling for children having educational problems.
Research Design Section
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Purpose of our research
In this research, we aim to reveal the realistic and serious problems in Rushaka village in
order to decide the urgent area where we start a project. However, we have started our research
not on all stakeholders in the village but on children in the village. It is because we consider that
we can grasp the communitys problems clearer by analyzing situation of the children who are the
most vulnerable to social problems. In short, we aim to reveal the villages problem through the
childrens situation. In this concept, our research is unique since the basic unit is always a child
not a household or a village.
Targeted area
In Mwanza, there are many communities that desperately need supports to solve serious
problems like HIV, orphans, poverty, etc. However, Tujifunze cannot reach its help to all
communities because we are the small NGO. Therefore, we must have decided the targeted area
where we will make a substantial contribution. In this context, we have decided three criteria for
the decision: the seriousness of the existing problems, the existence of other active NGOs, and
the viability of our supports. In other words, we suppose to help the community where (1) there
is a serious problem, (2) other NGOs have not helped yet, and (3) we can successfully and
efficiently launch and develop our projects.
With these three criteria, we visited many places such as schools, NGOs, villages, etc. As a
result of our visiting and interviewing, we have decided Rushaka village as our targeted
community. First, Rushaka village is seriously threatened by HIV that causes increasing orphans
and widows, and poverty. Second, there is no NGO that helps the village so far. Third, it is
relatively easy and viable to start and develop our project in the village because we have some
members who are familiar with the village situation.
Rushaka village, in which the Haya ethnic group traditionally resides, accounts for a very small
part of Bugabo district in Bukoba. Because there is no accurate statistics of the villages
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population, we are not sure how many people actually live in there. There are no water and
electricity in the internal village, and it takes about 30 minutes to get there from Bukoba city by
bus. Therefore, it is difficult for people in the village to get necessary and enough information
for their safe life. The village economy is heavily dependant on agriculture such as banana, sugarcane, etc, and it causes unstable income among the people.
As I explained briefly, the main and most serious problem in this village is HIV. Because of a
lack of information, most people do not have necessary knowledge about HIV. As a result, many
people have already died with HIV. HIV has also been the cause of increasing number of widows
and orphans. Widows who lost his husband by HIV have faced serious economic problems.
Children who lost both parents become orphans and have difficult life. These problems are
complicatedly interrelated one another, and therefore, it is expected to tackle these problems
comprehensively.
Graph 1: Structure of Bukoba Village District
Division
Ward
Village
6
Bugabo
Nyakato Buenndangabo Kagya Rubafu Kishanje
Bushagara Kibare Rushaka
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Targeted children
To conduct this research, we have to define children whom we target in our research. First,
we decided that children must be dependent on other adults. This means that children who
work for themselves and economically independent are not our targets. Second, children are
those who have not completed primary education. This definition was set because most children
in the village finish their education at primary levels. As a result of these definitions, most
children are less than 14 years old, the official age of the final grade in primary education.
However, some elder children are also included in our targeted children because they dropped
out from a school or repeated at a certain grade.
Graph 2: Targeted Children
7
Those who have notfinished primary
Those who depend onfamilies and relatives
Targeted children in our
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Research forms
We have designed the research form which members use in order to collect necessary
information. In this process, we carefully discussed what kind of information can represent the
childrens situation and which information is available. As a result of our consideration, we have
decided four categories that seem appropriate to analyze the childrens situation.
The first section comprises basic information such as name, sex, age, ethnic group, and living
places. This basic information is mainly made use of identifying individuals and checking bias in
our sample children rather than analyzing the childrens situation.
The second section consists of information of family situation including income sources,
parents presence, and the number of siblings. The information of familys income sources seems
useful to analyze their economic situation. Parents presence is considered to represent the
situation of childrens life because children who lost a parent tend to have severe life.
Furthermore, we also assume that the number of siblings affects their living standard including
education.
The third section explores the existence of disabilities. Disabilities in this village tend to be
more serious than those in other areas, because it is really difficult for them to get necessary and
sufficient supports in the remote village. In this context, it is important for us to get information
of disabilities in order to realize childrens situation in the village. For this section, we made the
other form, in which we ask an existence of disabilities, a description of the disability, the age
they got the disability, an attendance to special schools, the reason why they do not attend the
school, and the allowance for a handicapped person.
In the fourth section, we aim to explore childrens educational situation, which will be good
criteria to assess the quality of their life. Because primary education is compulsory, out-of-school
children are considered as victims of social problems. Besides, because parents have to cost
indirect fees for primary education like uniforms, materials, etc, children under poor economic
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circumstances may have repeated or dropped out at a certain grade. In those reasons, the
schooling information must be a significant indicator for the childrens situation. In this section
we asked if the children currently go to a school, and if so, in which grade they belong to. In
order to grasp the situation of drop-out students, we also asked the last grade children finished.In designing the forms, we kept in mind to simplify the questions as much as possible since
members capacity to collect information is limited. It is because all members have another daily
job for their living so that they cannot spend much time on this research. In addition, because of
members writing abilities, the simple question form helps them to conduct the research in an
appropriate way.
We also paid attention to the languages used in the form. Although the common language is
Swahili among the majority of members, we decided to inscribe all questions on the form in both
Swahili and English in order to get the information accessible to more people.
Graph 3: Concepts of the Research Form
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Informationof
Schooling
Informationof
Disabilities
Informationof
Families
Informationof
Identification
ChildrensSituation
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Research method
This research was conducted by several members who live close to the village. They visited
each house, interviewed children and the family members, and filled the forms. Because some
people speak only Haya, the local language of the Haya ethnic group, the members had to
translate obtained information into Swahili.
Although it is ideal to visit all households and get information of all children, it is beyond our
capacity due to the large number of families in the Rushaka village. In addition, we cannot know
the number of households in the village because there is no statistic data in the population.
Therefore, we had to decide the sample size and conduct the selection of the sample.
In sample size, we decided to collect information of approximately 250 children. We believe
this number is enough to analyze the general characteristics and situation of children in the
village. Besides, because available time for members is limited, 250 are considered as a
reasonable number for our research.In selecting the sample, we decided not to set a strict rule for the selection. In other words, the
members visited households randomly. There are two reasons for this random selection. First,
the characteristics of families and children are generally similar in the remote village. Second, it
is difficult to get the detailed information that can be criteria for our selection because even
family members do not have their own information such as the reason of parents death, an
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accurate number of siblings, etc.
Based on these conditions, we conducted the research on 253 children in Rushaka village
through one week. Although there is some information we could not collect from existing
familys members, we consider that the information is enough to analyze the childrens situation
and social problem in the village.
Analysis section
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I. Basic Information
Living place and ethnic group
All 253 children live in Rushaka village, and therefore, their living is considered relatively
similar. In addition, the children are all Haya, the major ethnic group in the village. This oneness
of ethnicity is helpful to analyze the childrens situation fairly since it makes us possible to ignore
differences in life style and culture among different ethnic groups.
Sex
In terms of sex, boys account for 53% (134) and girls
amount to 47% (119) of our sample, and the gender ratio in
our research is 0.89. We are not sure if the slightly fewer
number in girls is attributed to the real population in the
village or just a result of our random selection. However, we
decided not to consider the difference as a bias in our sample
selection because we had expected such a small difference
between the number of boys and girls due to the small size
of our sample.
Age
As a result of sample selection based on our targeted children, the childrens age ranges from 0
to 17 years old although there is one child whose age is not available. The number of children at
each age is displayed in Graph 5 below.
The number of children at an age of 3 and 4 are the most, and there are 33 children at the each
age. However, children are widely distributed up to 17 years old because there are some elder
children who have not yet completed primary school owing to various reasons. Because of this
wide distribution toward higher ages, the average age is 6.48 years old.
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Graph 4: Ratio by Sex
Girl
47%
Boy
53%
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We also
focused on the relationship between age and gender balance in our sample. Graph 6 expresses a
gender ratio at each age group with a blue line and the average ratio of 0.89 with an orange line.
According to the Graph 6, girls account for more than 50% in age groups of 6-8 and 12-14 years
old. We consider that the gender ratios from the age group of 0-2 to that of 9-11 are within an
acceptable error range caused by a natural error. The gender ratios in the age groups of 12-14 and
15-17 years old are apparently different from the average. However, it is conceivable that these
errors are mainly caused by the small number of children in those age groups as only 30 children
exist in the age group of 12-14 and 3 children in the group of 15-17 years old. Therefore, we
consider that there is no apparent bias in the relationship between age and gender balance, and we
are confident that our further analysis will not be disturbed by this kind of bias.
13
Graph 6: Gender Ratio by Age Group
0.33
1.5
0.7
1.1
0.850.820.89
0.00
0.25
0.50
0.75
1.00
1.25
1.50
1.75
0~2 3~5 6~8 9~11 12~14 15~17
Age
Ratio
Graph 5: Number of Children by Age
3
10
27
33 33
19
14 1612
19 20
12 12 12
6
2 1 1 1
0
10
20
30
40
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 ?
Age
Number of
Children
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II. Family Situation
Families income source
All children in our sample are
economically dependent on adults such
as parents, relatives, etc. According to
our research, as Graph 7 indicates,
62.8% of children depend on adults who
make a living with agriculture. They
mainly cultivate bananas, coffee, and
sugar cane. Next to agriculture, stock-
farming accounts for 21.7% and fishery
follow after that. In sum up, 88.1% of children depend on adults who engage themselves in
primary industries, and we can also say that economy in the Rushaka village heavily depends on
primary industries. In fact, although there are adults who do small business and tailoring, they
are few and only 4.0% of children is supported by adults with such occupations.
Poverty
We confirmed that poverty is a serious problem in almost all families in this village.
According to our research result based on self-assessment, 96.9% of children are living withfamilies who complain their poor economic situation. Because we have not researched on the
degree of poverty such as annual income, we are not sure how serious they are. However, by
visiting each family for interviewing, we realized that they are living with the minimum standard
of living.
We also analyzed the relationship between poverty and occupations in the village. However,
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Graph 7: Families' Income Source
(Occupation)
Agriculture
62.8% (159)
Stock-
Farming
21.7% (55)
Fishery
3.6% (9)
Small
Business
3.6% (9)
Unknown
7.9% (20)
Tailoring
0.4% (1)
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because almost all families feel economically poor, we could not find a clear relationship
between poverty and occupations. In fact, according to the self-assessment by the families,
96.9% of children living with a farming family are under poverty. In other occupations, 100% of
children are living in poverty. In short, we can say that, in any occupation, peoples living iseconomically severe in the village. This fact also suggests that the village need a new business
model in order to address the heavy dependence upon the primary industries.
Parents Presence
Parentss presence in Graph 8 illustrates
the seriousness of childrens situation in the
Rushaka village. According to our research,
23% of children lost a father, 7% lost their
mother, and 17% of them lost both parents.
In total, 47% of children have lost at least
one of parents, and only 53% of them live
with both parents. It is easy to assume that
their living will be worse economically if
they lose one of parents who can make
money for the family. However, we could not find the clear relationship between the parents
presence and poverty because almost all families insist on poverty. It is also noteworthy to
mention that the number of children who lost only father is much larger than that of children who
lost only mother. This question is explored by analyzing the cause of parents loss.
The cause of parents loss
As Graph 9 indicates, the most common cause of parents loss is HIV in both fathers and
mothers loss. According to our research, HIV accounts for 66% of the reasons of fathers loss
and 78% in mothers loss. In addition to HIV, children lost their parents by traffic accidents,
other diseases, divorce, and lightning. However, we considered that these causes are much less
serious than HIV because of two reasons. First, compared to HIV, they account for a small
15
Graph 8: Percentage of Children
by Parents' Presence
Lost both
parents
17% (42)
Lost a
mother
7% (17)
Lost a
father
23% (59)
Living
with both
parents
53%
(135)
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portion of the causes of parents loss. Second, it is natural and unavoidable that some children
lost their parents by these reasons to some extent. In other words, deaths caused by HIV are
avoidable. In these reasons, it is clear that HIV is the most serious problem in the village and it
has threatened childrens life.
Our research also revealed that a contagious aspect of HIV increases the negative impact on
childrens life. In fact, among the children who lost both parents, 73.6% of them lost both
parents because of HIV. This number indicates the risk that, once either father or mother is
infected with HIV, the partner tends to be infected with HIV through unsafe sex. Because this
situation results in death of both parents and aggravates childrens life, HIV must be seen as a
very serious problem in the village.
However, the situation of HIV is not the same between mothers and fathers. For example,
81.6% of children who lost their mother with HIV also lost their father by HIV, while only 44.9%
of children who lost their father with HIV also lost their mother by HIV. This statistics illustrate
that it is highly possible that a father has HIV if a mother is infected with HIV, but it is less
possible that a mother has HIV if a father is infected with HIV. After all, we can assume thatfathers are more vulnerable to HIV and they tend to get HIV first due to unsafe sex with other
women. We believe that this tendency is the main reason why the number of children who lost
only father is much larger than that of children who lost only mother.
In the analysis of the cause of parents loss, we are sure that parents death by HIV is the serious
factor that threatens childrens life, and therefore, we can improve childrens situation in the
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Graph 9: The Cause of Parents' Loss
HIV, 66%
HIV, 78%
Traffic accident, 8%
Traffic accident, 14%
Disease, 10%
Disease, 6%
Divorce, 5%
Lightning, 4%
Unkonwn, 4%
Unkonwn, 5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Mother
Father
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village by managing HIV. In order to solve the HIV problems in the village, it would be a key to
prevent unsafe sex by raising awareness among people, especially men.
The number of siblings
Graph 10 shows the number of siblings among targeted children in our research. Although
those who have 2-3 siblings are the most, there are also many children who have 4-5 and 6-7
siblings. To sum up, we can conclude that most children have 2-7 siblings in the village, and the
average is 4.2 siblings.
There are some children who have more than 8 siblings. Although there is no criterion for a
number of children, having many children must be an economic burden to the families, and it
may prevent the children from well-being and schooling. Especially because the most families in
the village insist on economic difficulties, it is natural to consider that family planning leads to
economic stability and childrens better life.
Graph 10: Tendency of the Number of Siblings
25
74
57
70
5 5
17
0
20
40
60
80
0~1 2~3 4~5 6~7 8~9 10~ UnknownNumber of Siblings
Number of
Children
17
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We also focused on the relationship between the number of siblings and parents presence.
According to Graph 11, children with both parents tend to have more siblings than children who
lost one of or both parents. This tendency is seen natural because parents who lost a partner also
lose opportunities to have more children.Furthermore, we pay attention to the children who do not know the number of their siblings.
In the groups of children living with both parents, losing a father, and losing a mother, the
percentage of children who do not know the number of their siblings are less than 0.1% in each
group. However, among the children who lost both parents, 28.0% of them do not know their
number of siblings. From this statistics, we assumed that children having lost both parents tend
to separate from their siblings and live with their relatives respectively. However, it does not
often occur among the children who lost only one of their parents. After all, losing both parents
has a risk to break off the relationship among siblings. In this context, we must tackle HIV that
tends to cause death of both parents due to its contagious aspect.
III. Disability
Type of disabilities
Among 253 children in our sample,
28 children (11.7%) have disabilities,
and none of them has received special
allowance from the government. In
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Graph 11: The Relationship between the Number of Siblings and
Parents' Presence
0-5 siblings, 82.5%
0-5 siblings, 53.0%more than 6
siblings, 47.0%
more than 6
siblings, 17.5%
0% 20% 40% 60% 80% 100%
Children who lost one
of or both parents
Children with both
parents
Graph 12: Type of Disabilities
Physical
(hand)
50% (14)Physical (leg)
25% (7)
Physical
(both)
7% (2)
Mental
14% (4)
Both phys ical
and mental
4% (1)
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terms of type of disabilities, physical disabilities account for 82% of the handicapped children,
and mental disabilities do 18% of them. As Graph 12 illustrates, the half of the children has a
handicap with their hands, 25% has a disability in their leg, and 7% has a handicap in both hands
and legs. In other hands, mental disabilities are less common than physical handicaps in thevillage.
We also focused on when they got the disabilities. According to our research, more than 85%
of the handicapped children got their disabilities when they are 0-2 years old, and others got them
at the age of 3-5. Although some children have innate disabilities, most children got disabilities
after their birth, and remarkably some of the disabilities are caused by diseases such as polio. In
this context, it is important to intervene in their health management to prevent further victims of
disabilities.
IV. Schooling
Schooling situation
The analysis on schooling revealed that there are some problems in not only access to primary
education but also retention in schooling. Among children we researched, 127 children are in
school age or more than school age at primary education. There are 16 out-of-school children in
that group, and they account for 12.6%. They are deprived of the basic human right, educational
rights, in spite of the governments positive attitude to Universal Primary Education.
The remaining 87% of children fortunately attend a primary school. However, they also have
a problem in terms of retention. In fact, there are 55 children who attend a school but are not in a
proper grade because of repetition, temporary drop-out, and delayed entry into Standard 1.
Among children who are in school age and more than school age, they accounts for 43.3%.
Although we can attribute the cause of this problem to quality of education in primary schools,
economic situation within families is considered to strongly affect their childrens retention in
primary education. It is because poor families have to urge their children to help family work,
and it results in repetition due to poor achievement. Of course, it is easy to imagine that family
work also compel children to drop out from a school. After all, these educational problems are
strongly related to economic problems in households.
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In total, among children who are in school age and more than school age, 55.9% of them have
problems in their primary education. This suggests that childrens formal education in the
Rushaka village leaves much to be desired, and it is important to support both childrens
education by giving non-formal education and family economy at the same time in order to solvethese interrelated issues.
The relationship between schooling situation and age
We also explored the relationship between the schooling situation and age among the children.
The details are shown in Graph 12 below. The children who are more than 14 years old are not
included in the following Graph because they are all allocated to either Be in a lower grade or
Out of school. It is because the official age in graduation of primary education is 13 years old.
As this Graph indicates above, 75% of children are in appropriate grades when they are 7-8
20
Graph 13: Schooling Situation of School Age Children at Primary Education
20.8%
28.2%
75.0%
83.3%
66.7%
48.7%
14.3%
16.7%
12.5%
15.4% 7.7%
10.7%
0%
0%
0%
0%
0% 20% 40% 60% 80% 100%
13
11~12
9~10
7~8
Age
Be in a right gradeBe in a lower grade than an expected grade
Out of School
Be in a higher grade than an expected grade
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years old. However, the ratio decreases gradually as their ages increase, and it records 0% when
children reach 13 years old, the appropriate age for Standard 7. This indicates that, the higher
school grades are, the percentage of children in appropriate grades decrease. The main reason of
this tendency is considered that children must face repetition and drop-out due to various reasons.In fact, children who were in a lower grade than an expected grade increase as their age becomes
higher. According to Graph 12, they accounts for only 14.3% during the age between 7 and 8,
but the percentage increases and reaches 83.3% in their age of 13. Furthermore, the similar
tendency is also observed in out-of-school children. There are no out-of-school children in our
sample during the age of 7-8. However, above that age range, we observed that approximately
12-17% of children lost their schooling opportunities as out-of-school children. After all, among
children at age of 13, none of the children is in an appropriate grade in the village. This situation
makes us consider the needs of educational supports to the children in Rushaka village.
Children who are in a lower grade than an expected grade are at a risk to repeat again or drop
out from a school. Therefore, it is important to give them supplementary learning opportunities.
We also have to give educational opportunities to out-of-school children especially because
educational rights are human rights that should not be infringed. Therefore, while we give
supplementary education to them, we must enable their family to send their children to primary
school by giving economic supports.
Another consideration is that there are some children who started primary education before
reaching an official age. As Graph 12 illustrate, 10.7% of children at the age of 7-8 and 7.7% of
children at the age of 9-10 study in a higher grade than an expected grade. This situation clearly
indicates that they started Standard 1 before reaching an official age. In concrete, 11 children
start their primary schooling before reaching official school age, and the earliest age is 4 years
old. Because such an early enrollment might prevent other children at the right age from
enrolling Standard 1, this undesirable custom should be severely restricted by schools. In this
context, it must be meaningful to ask each school to follow the rule about the enrollment age.
The relationship between disabilities and schooling
We also pay attention to the relationship between disabilities and schooling because the
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Conclusion
Through this research on 253 children in Rushaka village in Bukoba, we could see the severe
situation of the childrens life, and it also represents the social problems in the village. According
to our research results, poverty, HIV, and schooling are considered as main problems in the
village. However, it is worthy to mention that these social problems are closely inter-related one
another so that multilateral approaches are important to solve the complex problems in the
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village.
First, poverty is seen as a serious problem in the village since 96.9% of children are living
with families who complain their poor economic situation. This economic difficulty is attributed
to the structure of the village economy, which heavily depends on cultivation of banana and
stock-farming. In fact, 84.5% of children are living with families who engage themselves in
agriculture or stock-farming. This indicates that the village needs a new business model in order
to solve the economic problems. In addition to the economic structure, increasing number of
widows is also considered as another factor of poverty. The families who lost a father tend to
face serious economic problems since he was the breadwinner in the family. In this context, we
consider that the new business should start by widows, and therefore, we think tailoring is a
possible idea as a new business model in the village. At the same time, we must make efforts to
prevent death of fathers and the increase of widows in order to solve the economic problems in
the village. For this problem, HIV prevention will be a key because the majority of parents loss
is caused by HIV.
HIV is a very serious problem in the village because not only it causes deaths but also it
causes the increase of widows and orphans, serious economic difficulties in households, and
problems in childrens schooling. In our research, 47% of children have lost at least one of
parents, and the most common reason of parents death is HIV. In fact, HIV accounts for 66% of
the reasons of fathers loss and 78% in mothers loss. Because HIV is preventable if people have
enough knowledge and awareness, we believe that giving opportunities to learn about HIV leads
to dramatic decrease in number of death with HIV in a long term, and it will also contribute to the
decrease in number of widows and orphans as well as more stable economic in the village.
Because our research suggests that men are more vulnerable to HIV, it seems important to raise
awareness about HIV prevention among the male.
The poverty and HIV also seem to have negative impact on childrens schooling. Among
children who must be in primary school, 12.6% of them are not in a school as out-of-school
children. Although the reason is not clear for each child, economic difficulty is considered as one
of reasons because parents must pay for uniform, materials, etc. We can see this situation as
infringement of human rights that declare every child has right to education. In addition to out-
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of-school children, 43.3% of children are not in a proper grade because of repetition, temporary
drop-out, and delayed entry into Standard 1. After all, 55.9% of children have some problems in
their primary education in total. This reality must be considered with the fact that poor familieshas to urge their children to help family work and it results in repetition and temporary drop-out.To sum up, childrens schooling situation in the Rushaka village leaves much to be desired, and it
is impossible to address this problem without supporting families economy. In short, it seems
important to support both childrens education in an non-formal way and family economy at the
same time.
Besides, there are some problems in the disabilities. Among 253 children, 11.7% of them
have disabilities, and most of them are physical handicap. Because some physical disabilities are
caused by diseases such as polio, there is a possibility to reduce the number of the handicapped
children by supporting health management among families. One positive thing in handicapped
children is that there is no clear discrimination against the disabled children in terms of education
because their schooling situation is not much different from that of children without disabilities.
In conclusion, we consider that HIV is the most serious problem because it has negative
effects on the increasing number of widows and orphans, household and village economy,
childrens health, and their schooling. In this context, we prioritize the supports to HIV
prevention among our options. At the same time, we hope to support a new business model to the
village, care for disabilities including health management, and non-formal learning for children
who have educational problems. This multilateral approach must be essential in order to solve
the various and complex problem in the Rushaka village.
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Tujifunze: The Form for Childrens Situation Analysis
Serial Number____
1. Name
(Jina)........................................................................................................
......
2. Sex 3. Age 4. Ethnic group
(Jinsia)............... (Umri)............. (Kabila).................
5. Living place
(Makazi
yake)..................................................................................................................................
6. How to make a living?(Namna ya kupata
chakula/pesa)...................................................................................................
...........................................................................................................................................
................
7. Family situation
(Hali ya familia yao kwa
ujumla)....................................................................................................
Baba................................................................................................................................
..................
Mama................................................................................................................................................
Ndugu..............................................................................................................................
.................
8. Past/Current household location
(Mahali familia inapo/ilipo
ishi?)....................................................................................................
Picture
(Picha)
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9. Reasons why s/he became an orphan
(Kwanini ni
yatima?).......................................................................................................................
...........................................................................................................................................
...............
10. Mental/Physical Disability
(Ulemavu)......................................................................................................................
................
11. Schooling Last education
(Je anasoma shuleni?)............................. (Ni darasa la ngapi aliishia
kusoma?)................
(Darasa la ngapi?)...................................
12. Any Comments
(Maoni kwa
Ujumla)....................................................................................................................
.
............................................................................................................................................
....
Name of project facilitator Date
(Jina la mwezishaji mradi)............................................. (tarehe)........................
Tujifunze Handicapped Children Identification Form
(Fomu ya Maelezo ya Mtoto Mlemavu)
Serial Number (Namba) ________
1. Name (Jina) ______________________________________________
2. Type of the Disability
(Aina ya ulemavu)
Physical Disability (Ulemavu wa viungo)
Mental Disabilityu (Ulemavu wa akil)
Both (Ulemavu wote)
3. Description of the Disability (Maelezo ya aina ya Ulemavu)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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4. When does s/he notice the disability?
(Alipata Ulemavu akiwa na umri gain?) ________________
5. Schooling
(Shule)
Going to a school with special education (Anakwenda shule maalumu)
Going to a normal school (Anakwenda shule kawaida) No schooling (Hapana kwenda shule)
6. If you chose No schooling, why she/he does not go school
(Kutoka swali la 5 ,kama aendi shule kwanini?)
Financial Reason (Kwa ajili ya pesa)
A lack of special school (Kwa ajili ya tatizo la shule maalumu)
Other Reasons (Sababu nyingine?)
___________________________________________________________
7. Did s/he get special allowance for a handicapped person?
(je wanapewa msaada kama walemavu?)
Yes (Ndiyo) What allowance?
(ni msaada gani anapata?)
___________________________________________
No (Hapana)