Situation Analysis Of Children In Rushaka Village1

Tujifunze:- Centre Information and Technology (C.I.T)

Children’s Situation and Social Problems in Rushaka Village

-Toward prospective interventionsp.o.box 1595,Bukoba email:- [email protected]

Tujifunze:- Centre Information and Technology Jutaro Sakamoto December 20, 2005

A Table of Contents

Executive Summary…………………………………………

3

Research Design Section Purpose of research………………………………...

4

Targeted Area………………………………………

4

Targeted Children………………………………….

6

2

Research forms……………………………………..

6

Research method…………………………………...

8

Analysis Section Basic Information…………………………………..

10

Family Situation……………………………………

12

Disabilities…………………………………………..

16

Schooling……………………………………………

17

Conclusion………………………………………………….... 21

Appendix……………………………………………………..

22

Executive summary This research is designed for analyzing existing problems of Rushaka village in Bukoba by 3

exploring 253 children’s 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 age is 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 father’s loss and 78% in mother’s 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 children’s situation in the Rushaka village leaves much to be desired in terms of education, and it is important to support both children’s 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, children’s 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 4

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 community’s problems clearer by analyzing situation of the children who are the most vulnerable to social problems. In short, we aim to reveal the village’s problem through the children’s 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 village’s 5

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, sugar cane, 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

Bugabo

Nyakato

Buenndangabo

Kagya

Bushagara

Kibare

Rushaka

Ward

Village

6

Rubafu

Kishanje

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

Those who have not finished primary education

Those who depend on families and relatives

Targeted research

children

in

7

our

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 children’s situation and which information is available. As a result of our consideration, we have decided four categories that seem appropriate to analyze the children’s 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 children’s situation. The second section consists of information of family situation including income sources, parents’ presence, and the number of siblings. The information of family’s income sources seems useful to analyze their economic situation. Parents’ presence is considered to represent the situation of children’s 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 children’s 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 children’s 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 8

circumstances may have repeated or dropped out at a certain grade. In those reasons, the schooling information must be a significant indicator for the children’s 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

Information of Identification

Information of Schooling

Children’s Situation

Information of 9 Disabilities

Information of Families

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 10

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 family’s members, we consider that the information is enough to analyze the children’s situation and social problem in the village.

Analysis section

11

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 children’s 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

Graph 4: Ratio by Sex

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

Girl 47%

Boy 53%

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 children’s 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.

12

Graph 5: Number of Children by Age 40

33 33 27

30

We

Number of 20 Children 10

19 14

19 20

16 12

10

12 12 12

also

6

3

2

1

1

1

0 0 1 2 3 4

5 6 7 8 9 10 11 12 13 14 15 16 17 ? Age

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.

Graph 6: Gender Ratio by Age Group 1.75 1.50 1.25 1.00 Ratio 0.75 0.50 0.25 0.00

1.5 1.1 0.89 0.82

0.85

0.7 0.33

0~2

3~5

6~8

9~11 Age

13

12~14

15~17

II. Family Situation Families’ income source All

children

in

our

sample

Graph 7: Families' Income Source (Occupation)

are

economically dependent on adults such as parents, relatives, etc.

Small Business 3.6% (9)

According to

our research, as Graph 7 indicates, 62.8% of children depend on adults who make a living with agriculture.

They

Fishery 3.6% (9)

mainly cultivate bananas, coffee, and sugar cane.

Tailoring 0.4% (1)

StockFarming 21.7% (55)

Unknown 7.9% (20)

Agriculture 62.8% (159)

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 with families 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, 14

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, people’s living is economically 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 Graph 8: Percentage of Children by Parents' Presence

Parents’s presence in Graph 8 illustrates the seriousness of children’s situation in the Rushaka village. According to our research, 23% of children lost a father, 7% lost their

Lost a mother 7% (17)

mother, and 17% of them lost both parents. In total, 47% of children have lost at least

Lost both parents 17% (42) Lost a father 23% (59)

one of parents, and only 53% of them live with both parents. It is easy to assume that

Living with both parents 53% (135)

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 parent’s loss is HIV in both father’s and mother’s loss. According to our research, HIV accounts for 66% of the reasons of father’s loss and 78% in mother’s 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

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 children’s life. Graph 9: The Cause of Parents' Loss Disease, 6%

Father

Lightning, 4%

HIV, 66% Traffic accident, 14% Divorce, 5% Unkonwn, 5% Disease, 10%

Mother

HIV, 78% Traffic accident, 8% Unkonwn, 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Our research also revealed that a contagious aspect of HIV increases the negative impact on children’s 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 children’s 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 that fathers 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 children’s life, and therefore, we can improve children’s situation in the 16

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 children’s better life.

Graph 10: Tendency of the Number of Siblings 74

80

57

60 Number of 40 Children

70

25

17

20

5

5

0 0~1

2~3

4~5 6~7 8~9 Number of Siblings

17

10~

Unknown

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. Graph 11: The Relationship between the Number of Siblings and Parents' Presence Children with both parents

more than 6 siblings, 47.0%

0-5 siblings, 53.0%

Children who lost one of or both parents

more than 6 siblings, 17.5%

0-5 siblings, 82.5% 0%

20%

40%

60%

80%

100%

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 Graph 12: Type of Disabilities Type of disabilities

Both physical and mental 4% (1)

Among 253 children in our sample, 28 children (11.7%) have disabilities,

Physical (both) 7% (2)

and none of them has received special allowance from the government. In 18

Mental 14% (4)

Physical (leg) 25% (7)

Physical (hand) 50% (14)

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 the village. 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 government’s 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 children’s 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. 19

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 children’s formal education in the Rushaka village leaves much to be desired, and it is important to support both children’s education by giving non-formal education and family economy at the same time in order to solve these 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.

Graph 13: Schooling Situation of School Age Children at Primary Education 0% 7~8

75.0%

9~10

14.3%

28.2%

48.7%

15.4%

10.7%

7.7%

Age

0% 11~12

20.8%

66.7%

12.5% 0%

0% 13

83.3% 0%

20%

40%

16.7% 60%

80%

100%

Be in a right grade Be in a lower grade than an expected grade Out of School Be in a higher grade than an expected grade

As this Graph indicates above, 75% of children are in appropriate grades when they are 7-8 20

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 21

children with disabilities might be discriminated in educational opportunities. Therefore we compared the schooling situation between children without handicaps and those with disabilities.

Graph 14: The Relationship between Disabilities and Schooling Situation Children without Disabilities

Children with Disabilities

6% (14)

7% (2) 14% (4)

23% (51)

71% (160)

79% (22)

Be in a right or a higher grade than an exptected grade Be in a lower grade than an expected grade Out of school

Be in a right or a higher grade than an exptected grade Be in a lower grade than an expected grade Out of school

As Graph 13 illustrates above, there is not clear difference in schooling situation between children without disabilities and those with disabilities.

While 29% of children without

disabilities have problems in schooling like repetition and drop-out, the ratio is only 21% among children with disabilities. Although the sample size among the disabilities is small, we can conclude that educational discrimination against the disabilities is not obvious in terms of attendance at schools. However, there might be some discrimination within a school such as poor facilities, a lack of teachers, teachers’ attitude etc.

22

Conclusion Through this research on 253 children in Rushaka village in Bukoba, we could see the severe situation of the children’s 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 23

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 children’s 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 father’s loss and 78% in mother’s 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 children’s 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 out24

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 families has to urge their children to help family work and it results in repetition and temporary drop-out. To sum up, children’s 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 children’s 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, children’s 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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Appendix

1. The Form for Children’s Situation Analysis

2.

Handicapped Children Identification Form

26

Tujifunze: The Form for Children’s Situation Analysis Serial Number____ 1. Name (Jina)........................................................................................................ ......

Picture (Picha)

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 ishi?).................................................................................................... 27

inapo/ilipo

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) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 28

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)

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