Situation Analysis of Children in Rushaka Village1

8/14/2019 Situation Analysis of Children in Rushaka Village1

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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

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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

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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.

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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

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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

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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

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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)

Situation Analysis of Children in Rushaka Village1

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