Appendices RE: APPLICATIO N FOR PURSUING EDUCATIONAL PRACTIC E

Size: px

Start display at page:

Download "Appendices RE: APPLICATIO N FOR PURSUING EDUCATIONAL PRACTIC E"

Archibald Richardson
5 years ago
Views:

1 Appendices Appendix 1: Lette r of Introduction Women Association of Mbezi Luis (WAMLU), Mbezi Luis, Kinondoni. Dar e s salaa m Naomi Makota P.O.Box Dar e s salaa m 22/9/2005 To Who m I t May Concern : RE: APPLICATIO N FOR PURSUING EDUCATIONAL PRACTIC E The above captio n matter is concerned. I am a Tanzania woman age d 35. Currently a m undertaking Master s i n Scienc e i n Communit y Economi c Developmen t a t Ope n University o f Dar e s salaa m i n collaboration with Southern New Hamsphire University which i s i n USA. I t i s 1 8 mont h programm e starte d fro m Septembe r t o Marc h One among condition s which are neede d t o fulfil l thi s programme i s to work with CBO, NGOs, FBO s i n an y projec t withi n th e organization, associatio n jus t t o mention, throughout th e programm e period. Providing technical assistance and sharin g experienc e in the areas of community economic development projects. For tha t reason, kindl y I reques t t o wor k i n you r associatio n durin g thi s period. My interest i s to wor k with Women association o r organizatio n that i s why I selecte d you r organization. So I will b e available incase you need my assistance. I will be able to produce mor e clarification and or evidences whenever needed. Based on the abov e explanation, I think you will conside r my application. Looking to hearing from your. Naomi Makota 92

2 Appendix 2 : Community Need s Assessment (CNA) Needs identified: 1. Titl e deed s 2. Sof t loans 3. Incom e generating activities 4. Et c Problems identified: 1. Increas e # of OVC 2. Lac k of water 3. Capita l 4. Soci o economic constrains 5. Etc. Prioritization o f Needs: 1. T o have title deed 2. T o support OV C The project decided: To support OV C 93

3 Appendix 3: WAMLU Organizatio n Chart CHAIRPERSON VICE CHAIRPERSON CED STUDENT SECRETARY TREASURER MEMBERS 94

95 Appendix 4 : Project Implementation Gantt Chart No Objectives 1 To mobilize social and financial resource s for OVC 2 To identif y strategie s fo r empowerin g OVC' s parents/guardians/caregivers

4 95 Appendix 4 : Project Implementation Gantt Chart No Objectives 1 To mobilize social and financial resource s for OVC 2 To identif y strategie s fo r empowerin g OVC' s parents/guardians/caregivers an d relative s i n orde r t o support their OVC. 3 To determin e level s of school performance agains t OV C and no n - OVC 4 To sensitiz e communit y o n importanc e o f supportin g OVC a s well as project initiatives. 5 To identif y factor s affectin g OVC student s i n their dail y life 6 To ensur e WAML U empowere d an d provide d wit h appropriate training for care and support of OVC.

5 Appendix 5 : Project Budget No. Objectives Activities Time Frame Actor(s) Budget (Tsh) 1 To mobiliz e socia l an d financial resources for OV C -To visi t different stakeholder s -To writ e projec t fundin g proposals. - Conductin g monitoring and March 0 6 on wards CED student, WAML U 50,000 evaluation o f support/contributions received 2 To identif y strategie s fo r Meeting wit h OV C April, 06 CED student, WAMLU, 230,000 empowering OVC' s parents/guardians/caregivers parents/guardians/caregivers parents/guardians/caregivers and relative s and relative s and relative s i n orde r t o - Conductin g monitoring and support their OVC. evaluation of strategies se t 3 To determin e level s o f Consulting wit h UPS, OV C June 06 UPS teacher s an d CED studen t 120,000 96

6 97 No. Objectives Activities Time Frame Actor(s) Budget (Tsh) school performanc e agains t OVC an d non-ovc students an d thei r parents/guardians/caregivers and relatives 4 To sensitiz e communit y on Identify communit y t o May, 06 onwards CED student, communit y 215,000 importance o f supportin g participate members OVC a s wel l a s projec t - Meetin g wit h communit y initiatives. members 5 To identif y factors affectin g Consulting wit h UPS, OV C June, 06 onwards CED student, Teachers, 275,000 OVC student s in their dail y life 6 To ensur e WAML U empowered an d provide d students an d thei r parents/guardians/caregivers and relatives - Meeting with WAMLU staff. - Collectin g informatio n i n Community members, parents/guardians/caregivers and relatives March, 06 on wards CED student s and WAMLU 198,000

7 No. Objectives Activities Time Frame Actor(s) Budget (Tsh) with appropriate training for care and support of OVC. relation to OVC student s - Visi t WAML U offic e t o se e the progress of the project - Identif y trainin g need s fo r OVC project s 98

8 CARE AND SUPPORT INITIATIVES OF WAMLU TO OVC OF UPEND O PRIMARY SCHOOL (UPS), MBEZ I WARD, KINONDONI Prepared b y Naomi Makot a CED studen t January, Introduction Host Organizatio n i s WAMLU WAMLU - Wome n Associatio n of Mbez i Luis. WAMLU Goa l - Promot e an d improv e socio-economic welfar e o f community throug h educatio n an d training i n povert y reductio n relate d issues WAMLU ha s about 23 activ e members. WAMLU i s th e Matro n o f Upend o Primary Schoo l (UPS ) a t Mbez i Ward, Kinondon i Project duratio n 1 8 month s Background information abou t OVC OVC- Orphan an d Vulnerable Childre n Orphan s are the children left by their parents, whether single or both parents (ADRA; Williamson, f997). Vulnerabl e Children ca n either b e those whose parents are still alive but due to socio-economic constraints such as family disintegrations, low income and so on parents fail to meet or take care of their children (Williamson, 1997). Background Cont OV C "a child below the ag e of 1 8 wh o has lost one or both parent s o r lives in a household with an adult deat h (ag e years ) i n the pas t 1 2 month s or is living outside of family car e (UNAIDS/UNICEF,2003)" Objectives Overall Objective the Projec t T o provide care and support to OV C students in order to have better future and more independent generations Specific Objectives T o mobilize social and financial resources for OVC T o identify strategie s for empowering OVC's parents/guardians/caregivers in order to support their OVC. Specific Objective Con t T o determine level s of school performance against OVC and non - OVC T o ensure WAMLU is empowered and provided with appropriate trainin g for care and support of OVC. T o sensitize community on the importance of supporting OVC as well a s project initiatives. P To4dentif y factor s affecting OVC students in their dail y life 1

9 Problem Identificatio n UP S has a total number of 2,02 1 students I t ha s 46 classes. Ther e are 12 6 OV C students in the whole school. CCBR T Hospital used to support OVC students (2001) Problem Identification Con t Onl y 21 OV C students were supported i n the school. Increase d numbe r of OVC - HIV/AID S problems - Socia l constraints - Economi c constraints Problem Statemen t Th e problem of OVC seems to increase every yea r i n the country. N o plans are yet establishe d by respective authorities t o interven e th e problem. Lac k of care and support of OVC has great impac t on the futur e generations as well as economy of the country. Literature Revie w According to Worl d Vision report o f 2004 Mor e than millio n children under the ag e of 1 5 hav e los t their mothe r o r father o r both parents Nearl y 8 0 pe r cent of these orphan s live i n Sub-Saharan Africa Numbe r o f double orphans alone i n Africa is predicted to increas e by 18 0 pe r cent fro m 1990 an d reac h a staggering 7. 8 millio n by 2010 B y 2010, th e tota l number of children orphaned b y HIV/AIDS is expected to double to 25-million Literature Revie w cont... HIV/AID S generated mor e tha n 800,000 OVC (Axios, 2002) Th e plight of children orphaned and mad e vulnerabl e by HIV/AIDS continues to b e a tragedy goin g largel y unnoticed (World Vision, 2004 ) Projects/Initiatives OV C and Education - Axios, 2002 OV C and Community support - ITV, Improv e the capacit y of community base d responses for the care and support of 3000 OVC - ADRA, Tanzania, Smal l community grou p program i s providing funds for local level project s to increas e completion rates fo r OVC in primary schools, EQUI P projects, Namibi a (Gillies, 2005) Methodology Methods used were:- PR A - focu s group discussions, I n depth interview s wit h key informan t (WAMLU and UPS teachers) Structure d interview s - questionnaires Recor d review - fro m UP S and other sources

10 Sample Size Respondents Sample size Distribution Upendo Primary School Teachers Upendo Primary School OVC students WAMLU staff Parents/Caregivers/Guardians/Re latives Total Research Design Combination of ; Descriptive - informatio n o n groups like WAMLU, and phenomen a that already exis t - OV C problems in UPS Experimenta l desig n - to compar e information give n b y teachers and OVC students and parents/caregivers/guardians. Data Processin g and Analysis Conten t and Structural-Functional Analysis for Qualitativ e Data. - Verbal discussions - generate d themes and tendencies Quantitativ e Statistical Analysis - Descriptiv e statistical- SPSS and MS - Excel. - frequencies, means and percentages for preparing statistical charts, graph s and tables Findings Households Size % o f OVC lived i n household size ranging from 4 to 6 peopl e % o f OVC - 7 to % o f OVC t o 1 2 School Attendanc e 83.3 % o f OVC student respondent s attended whol e week. Findings cont. People living with OVC 61.9 % o f OVC student respondents were living with care givers/guardians 14.3 % wer e living with their parents 23.8 % o f OVC respondents were living with their relatives 63 % of guardians/caregivers were living with Girts OVC 60 % of guardians/caregivers were living with Boys. Findings Cont Difference i n School Performanc e 71.4 % o f respondent teachers agree d having these differences. Reasons - lac k of exercise books, pens, some OVC had n o good relationship wit h their caregivers/guardians, psychological problems.

11 Findings Cont Support/ contributions 54.8 % o f OVC respondent students - once 2.4 % o f OVC respondent student - twice 42.9 % o f OVC respondent student - none Findings cont Relationship btn Income & Education 57.1 % of respondent teachers agreed 28.6 % o f teacherrespondents did not agree 14.1% wer e not sure of relationship Findings cont. Care and Support Initiatives of WAMLU Bough t 70 schoo l desks Secur e 68 Mosquit o net s fro m Population Service International (PSI ) Pla n to prepar e mornin g meal s for OVC students, expecte d t o b e implemented fro m Findings Cont Community participatio n Ther e were no any support from th e surrounding communit y Mos t of parents/caregivers/guardian s had to take responsibilities of their OVC Communit y assume d OVC as family issues. Findings cont Strategies t o empower OV C parents/guardians/caregivers 62 % - establis h SACCOS 25 % - grou p projec t e g bread makin g 33 % - suppor t OVC direct

12 Conclusion Th e impact of HIV/AIDS and economi c constraints on children and families is too wide for any organization or body concerned with development to ignore, and too great for any single body to address them unilaterally. Communit y and other stakeholders need to participate OV C should be taken as community responsibility NOT family issue. Recommendations There wer e eleven recommendation s made durin g th e study. However, projec t focuse d on three recommendations. Du e to the capacit y o f th e organization (WAMLU)an d financia l constraints Recommendations cont.... Communit y members should be in the forefront t o support/assist CBOs, NGOs which deal with OV C Psychosocia l support and encouragement should be given to OVC in their studies because most of them are psychologicall y affected. Supportin g OVC parents/guardians/parents economically will reduce the burden they have and give more room to OVC to attend and concentrate with education rather than being involved in petty businesses. Implementation OVC received 68 out of 126 mosquito nets from PSI Handing over 68 mosquito nets to OVC students Bought desks for school Implementation Cont. To ensure WAMLU ar e empowered an d provided with appropriate trainin g for care and suppor t of OVC. Trainin g WAML U staff t o prepare fundin g proposal Preparatio n o f care and support trainin g (Tentatively 2"* week of March, 2007) Develope d a proposal for supporting OVC students

13 Monitoring Don e continuously (Monthly) Kept track of activities based on the objectives of the project Evaluation Ho w man y OVC students benefite d with support/contributi ons given durin g the projec t period. Ho w man y type s of support/contributi ons receive d b y WAMLU fro m various sources. Ho w man y trainin g given to WAML U staff in relation t o care and support of OVC and other projec t issue s Ho w man y strategie s were developed and implemented b y community member s T o be done end of February Sustainability Community participatio n Support/contribution s (In kin d / financially ) 'W e feeling' (Commitment) The End Thanks for listening!! Comments????

14 Appendix 6: Project Power Point Presentation 99

15 Appendix 7: Newspaper Cutting

17 Appendix 8: Questionnaires Used I. DODOS O KWAAJILIYA WANAFUNZIYATIMA NA WANAOISHI KATIKA MAZINGIRA MAGUM U NAMBA YA DODOSO TAREH E A. TAARIF A ZA UJUMLA 1. Jinakamil i 2. Jinsi a 3. Umr i 4. Daras a 5. Ukubw a wa familia B. MASUAL A YA KIJAMII 1. Unaish i na nani a) Wazaz i b) Walez i c) Ndug u 2. Mk o wanafunzi wangap i amba o ni yatima/wanoishi katika mazingira magumu katik a familia yenu? a) 1-2 b) 3-4 c) 5-6 d) zaid i ya 7 3. J e unauwezo w a kuhudhuria shul e sik u ngapi kwa wiki moj a a) Sik u zot e b) Siku 4 c) Siku 3 d) Siku 2 e) Sik u 1 4. Kam a unashindwa kuhudhuri a sik u zote kwa wiki taja sabab u a) Kusaidi a kazi za nyumbani b) Kukos a mahitaji ya shule c) Kufany a shughuli za kujiongezea kipat o d) Yot e yaliyotajwa hapo juu 5. J e kuna tofauti yeyot e ya maendeleo ya kielimu unzayoyaona katika darasa lenu kati ya wanafunzi amba o ni yatima na wanoishi katika mazingira magumu n a wasio yatima? a) Ndi o b) Hapan a c) Hakun a taarif a 6. N i kitu gani kinachangia hali hiyo 101

18 a) Mud a mchache wa kusoma kutokana na shughuli za nyumbani b) Mud a mchache wa kusoma kutokana na shughuli za kujiongezea kipato c) d) Kukos a watu wa kufuatilia masuala ya masomo yangu e) Kukos a mahitaji muhimu ya shule f) Kukos a tu ari ya shule kwaajili ya matatizo ya kifamilia 7. Umewah i kupata misaada yeyote ya kijami i a) Ndi o b) Hapan a 8. Ain a ya misaada a) Vifa a vya shule b) Vifa a vya kunisaidia nyumbani c) Pes a d) Hakunamsaad a 9. N i mara ngapi umepata msaad a hu o a) mar a moja b) mar a mbili c) mar a tatu d) Zaid i ya mara tatu C. MASUAL A YA KIUCHUMI 1. J e kuna shughuli zozote ambazo unawasaidia wazazi/ walezi /waangalizi katika ili kujipatia kipato? a) Ndi o b) Hapan a 2. Kam a j ibu ni Ndio zitaj e 3. J e ni muda gani unajishughulisha n a biashara hizo a) Baad a ya kutoka darasani b) Kabl a ya kwenda shule c) Sik u za mwisho wa wiki d) Sik u za sikukuu e) Sik u ambazo sihudhuri i shuleni D. MAONI / MAPENDEKEZO 102

19 II. DODOS O KWAAJILIYA WALIMU WA SHULE YA MSINGIUPENDO NAMBA YA DODOSO TAREH E A. TAARIF A ZA UJUMLA 1. Jinakamil i 2. Jinsi a 3. Mwalim u wa Darasa 4. Idad i ya wanafunzi katik a darasa 5. Idad i ya wanafunzi yatim a na wanaoishi katika mazingira magumu wa Shule ya Msingi Upendo(Kijinsia) - Wasichana Wavulan a B. MASUAL A YA KIJAMII 1. Mahudhuri o ya wanafunzi yatim a na wanaoishi katika mazingira magum u a) Mazur i sana b) Mazur i c) Yakuridhish a d) Dhaif u 2. Maendele o y a wanafunzi yatim a na wanaoishi katika mazingira magum u katika darasa lako a) Mazur i sana b) Mazur i c) Yakuridhish a d) Dhaif u 3. Ushirik i wa wanafunzi yatim a na wanaoishi katika mazingira magum u katika shughuli za kielimu a) Mzur i sana b) Mzur i c) Wakuridhish a d) Dhaif u 4. J e kuna tofauti yeyot e kati ya wanafunzi yatim a na wanaoishi katika mazingira magumu n a wanafunzi w a kawaida a) Ndi o b) Hapan a 5. Kam a jibu ni ndio, taja tofauti unayoiion a au unazozion a 103

20 6. Je, unaitathimini vipi hali ya wanafiinzi yatima na wanaoishi katika mazingira magumu n a wanafunzi wa kawaida katika masuala ya sare za shule, viandikio, n.k? a) Nzur i sana b) Nzur i c) Yakuridhish a d) Dhaif u C. MASUAL A YA KIUCHUMI 1. Unadhan i kuna athari yeyote inayochangiwa na hali ngumu ya wazazi/walezi/waangalizi wa wanafunzi yatim a na wanaoisha katika mazingira magumu? a) Ndi o b) Hapan a c) Siju i 2. Kam a jibu ni Ndio, taj a 3. J e kuna uhusiano wowot e kati ya masuala ya elimu na uchumi wa wazazi/walezi/waangalizi wa wanafunzi yatim a na wanaoisha katika mazingira magum u a) Ndi o b) Hapan a c) Siju i 4. Kam a Ndio,eleza 5. J e katik a darasa lako wapo wanafiinzi yatima na wanaoisha katika mazingira magumu wanojihusish a n a biashara ndogondog o a) Ndi o b) Hapan a c) Hakun a taarif a 6. J e kuna wanafunzi yatim a na wanaoisha katik a mazingira magumu ambao wanashindwa a u wameacha shul e kwaajili ya hali ngumu ya uchumi a) Ndi o b) Hapan a c) Hakun a taarif a 104

21 D. MAONI / MAPENDEKEZ O 105

22 III. DODOS O KWAAJILIYA WAZAZI/WALEZI/WAANGALIZIW A WANAFUNZI MAYATIMA NA WANAOISHIKATIKA MAZINGIR A MAGUMU WA SHULE YA MSINGI UPENDO NAMBA YA DODOSO TAREH E E TAARIF A ZA UJUMLA 1. Jinakamil i 2. Jinsi a 3. Umr i 4. Ukubw a wa familia 5. Shughul i anazozifanya a) Mkulim a b) Mfanyabiashar a ndogondog o c) Mwajiriw a d) Han a shughuli yeyot e 6. Mku u wa famili a a) Mum e b) Mk e F. MASUAL A YA KIJAMII 1. Unaish i wanafunzi wangap i ambao ni yatima/wanoishi katika mazingira magumu? a) 1 b) 2 c) 3 d) 4 e) 5 f) Zaid i ya 6 2. J e kuna msaada wowote unaopata katika kuwatunza wanafunzi amba o ni yatima/wanoishi katika mazingira magumu unaoishi nao? a) Ndi o b) Hapan a 3. Kam a jibu ni Ndio, misaada hiy o inatoka wapi a) Ndugu, jamaa n a marafiki b) Katik a madhehebu y a kidini c) Asas i za kijamii d) Serikal i e) Hakun a msaada wowote. 4. Kam a jibu ni hakuna msaad a wowote, je unamudu vip i kuwasaidia au kumsiadia wanafunzi/mwanafunzi hao/huyo? 106

23 5. Kam a kuna misaada mnapat a je inakidhi mahitaji y a kuweza kuwa saidia wanafunzi ha o a) Misaad a inakidhi b) Misaad a inaridhisha c) Misaad a haikidhi 6. Taj a aina ya misaada mliyowah i kupata kwajlil i ya kuwasaidia wanafunz i yatima/wanoishi katika mazingira magumu a) Vifa a vya shule b) Vifa a vya kuwasaidia nyumbani c) Pes a d) Hakun a msaada G MASUAL A YA KIUCHUMI 1. J e unatumia kias i gani cha pesa kwa matumizi yako kila siku kama chakula, nauli,n.k a) sh b) sh c) s h d) sh e) s h f) s h 5000 na zaidi 2. Je ni malipo gani unalipa kila mwisho wa mwezi a) Kod i ya chumba/vyumba/nyumba b) Maj i c) Umem e d) Uzoaj i wa taka e) Kod i ya sehemu y a biashar a 3. Watoto wangapi katika familia yako wako katika ngazi ya shule ya msingi a) 1 b) 2 c) 3 d) 4 e) 5 na zaidi 4. Kam a wapo je unaweza ukakadiria gharama y a mahitaji ya shule kwa mtoto mmoja kwa mwezi? a) Sh b) Sh c) Sh d) Sh e) Sh f) Zaid i ya Sh

24 5. J e kuna jinsi yeyote unayofanya il i kujiongezea kipato nje ya biashara au ajira uliyonayo? a) Ndi o b) Hapan a 6. Kama jibu ni Ndio, taj a 7. Je mtoto wako anakusaidia katika shughuli za kujitafutia n a kujiongezea kipato? a) Ndio b) Hapana 8. Je kuna unadhani nin i kinaweza kufanyika ili kuweza kuwasaidia wanafunzi ambao ni yatima/wanoishi katika mazingira magumu? a) Kuwapa vifaa vya shule b) Kuwapa mafunzo maalum u ambayo yataweza kuwasaidia baadae c) Kuwa mtaj i wazazi na walezi kwa madhumuni maalumu ya kuwasiadia d) Kutokuwahusisha katika shughuli za biashara e) Kuwapa nafasi zaidi ya kuhudhuria masom o f) Kufuatilia maendele o ya masomo ya o C. MAON I / MAPENDEKEZO 108

25 IV. MWONGOZ O WA MASWALI KWAAJILIYA WAHUSIKA WAKUU TAREHE A. TAARIFA ZA UJUMLA 2. Jin a la muhusika 3. Che o 4. Kaz i 5. Jinsi a B. MASUALA YA KIJAMII 6. Mahusian o na Shule ya Msingi Upendo 7. Mchang o katika shule 8. Hudum a wanazozitoa kwaajili y a wanafiinzi yatima na wanaoishi katika mazingira magum u 9. Uwez o katika usimamizi wa miradi wanayoifanya C. MASUALA YA KIUCHUMI 5. Hal i ya kiuchumi 6. Mipang o iliyopo na ya baadae ili kuendele a kuwasaidi a wanafunzi yatim a na wanaoishi katika mazingira magumu pamoja n a wazazi wao 7. Mikakat i ya kuwezesha mipang o iliyotajw a kati swali la 6 D. MAONI/ MAPENDEKEZO 109

26 Appendix 9: List of Upendo Primary School OVC i n

32 Appendix 10: Training Contents for Proposed for WAMLU member s Topic Area to be Covered Time Resources needed Project Cycle Project Formulatio n an d Project management, 3 hrs Transport, Stationery, Venue and Snacks. Proposal How t o fin d donors/fundin g 2hrs Transport, Writing partners (Techniques used), Stationery, Venue Standard Content s foun d i n and Snacks. Proposals, Care an d Psychosocial suppor t fo r 2 hrs Transport, Support fo r OVC Stationery, OVC Facilitator, Venu e and Snacks. Ill

Appendix 1 (a): Questionnaires use d i n research

Appendix 1 (a): Questionnaires use d i n research DODOSO KW A VIONGOZ I Kilimanjaro CBR ni Shirika iinalotoa hudum a kw a watu weny e ulemav u w a aina mbalimbal i na kuzui a ulemavu unaowez a kuepukik