educational input provision for orphans and vulnerable children-december
TRANSCRIPT
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
1/43
Educational Input Provision for OVC
EDUCATIONAL INPUT PROVISION FOR ORPHANS ANDVULNERABLE CHILDREN (OVC)
Assessing the Impact of Educational Input Provision for Orphans and VulnerableChildren: The case of Addis Hiwot Integrated Sustainable Development
Organization
By: Robel TayeEnrolment No. 099110965
In Partial Fulfillment of the Requirements for the Degree of Master of Social Work from Indira Gandhi National Open University, School of
Social Work
October, 2012Addis Ababa
i
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
2/43
Educational Input Provision for OVC
DECLARATION
I hereby declare the project work entitled Assessing The Impact Of Educational Input Provision
For Orphans And Vulnerable Children In The Case Of Addis Hiwot Integrated Sustainable
Development Organization submitted by me for the partial fulfillment of MSW to Indira Gandhi National Open University (IGNOU) New Delhi is my original work and has not been submitted
earlier to IGNOU or to any institution for the fulfillment of the requirements of any course of
study, I also declare the no chapter of this manuscript in whole or in part is lifted and
incorporated in this report form earlier work done by me and others.
Place________________ Signature_________________
Date________________ Enrollment No._____________
Name________________
Address______________
1
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
3/43
Educational Input Provision for OVC
CERTIFICATE
This is to certify Mr. Roble Taye student of MSW from Indira Gandhi National Open University,
New Delhi was working under my supervision and guidance for his project work for the course
MSWP001. His project work entitled Assessing the Impact of Educational Input Provision for
Orphan and Vulnerable Children the case of: Addis Hiwot Integrated Sustainable Development
Organization.
Place________________ Signature_________________
Date________________ Name ___________________
Address of the supervisor_______________________________
1
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
4/43
Educational Input Provision for OVC
Acknowledgement
First of all I would like to extend my heartfelt gratitude for the almighty God and His son and
our Savior Jesus Christ on whose will and grace I exist and conduct all activities in life.
Secondly, I would like to thank my cooperative skill full advisor PhD Candidate Dessalegn
Negeri for his constructive criticism that finally leads me to accomplish my tasks.
Then I thank my families from the bottom of my heart for their boundless financial and moral
support, without which I cannot succeed my studies. I am so humble and great full to forward my
gratitude for everyone who cooperated for the finalization of this paper.
1
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
5/43
Educational Input Provision for OVC
ACRONYMS AND ABBREVIATION
AIDS Acute Immune Deficiency Syndrome
AHISDO Addis Hiwot Integrated Sustainable Development Organization
OVC Orphan Vulnerable Children
CIA Central Intelligence Agency
CRC Convention on the Rights of Children
HIV Human Immune Virus
IHAUDP Integrated Holistic Approach for Urban Development Program
MDGS Millennium Development Goals
MOLSA Ministry of Labour and Social Affairs
UDHR Universal Declaration of Human Rights
UNESCO United Nation Education and Scientific Organization
UNHCR United Nation High Commission for refuge
UNICEF United Nations Children's Emergency Fund
1
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
6/43
Educational Input Provision for OVC
Table of Contents
Table of Contents ................................................................................................. ...... 1
Chapter One ....................................................................................................... ........ 3
Introduction .................................................................................................. .............. 3
Background of the Study ............................................................................ ................ 4
Statement of the problem .................................................................................. ........ 5
Objectives of the Study ............................................................................................ .. 6
General Objective ........................................................................................... ......... 6
Specific Objectives ...................................................................... ............................ 6
Research Questions .................................................................................................... 6
Significance of the Study ............................................................................................ 7Limitations of the study .............................................................................................. 7
Delimitation of the Study ............................................................................................ 8
Chapter Two ............................................................................................................... 9
Review of Related Literature .................................................................. .................... 9
Introduction ............................................................................................................... 9
Chapter Three .......................................................................................... ............ .... 21
Research methodology and Design ..................................................................... .... 21
Research Design .................................................................................................... 22Study population ......................................................................................... ......... 22
Sample ................................................................................................. ............ ..... 23
Tools for data collection ........................................................................ ............ .... 23
Data Processing and Analysis ................................................................................ 24
Ethics in Research ................................................................................................. 25
Chapter Four .......................................................................................... ............ ...... 26
Data Analysis and Interpretation ............................................................................. 26
The provision of basic school supplies ................................................................... 26
The provision of tutorial Support .................................................................. ......... 29
Expectations and reflections about the provided educational support ............. ..... 30
The provision of psycho social support for OVCs .................................................. 30
Chapter five ......................................................................................................... ..... 35
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 1
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
7/43
Educational Input Provision for OVC
Conclusion ................................................................................................................ 35
Recommendation ........................................................................... .......................... 36
Reference ................................................................................................. ................ 38
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 2
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
8/43
Educational Input Provision for OVC
Chapter One
Introduction
According to the definition obtained from Dan Church Aid (2006), United Nation defines
Orphans as children below 18 years who have lost a mother, a father, or both parents to any
cause of death. Vulnerable children are, children whose parents are chronically ill. These
children are often even more vulnerable than orphans because they are coping with the
psychosocial burden of watching a parent wither and the economic burdens of reduced
household productivity and income and increased health care expenses.
The number of orphans and vulnerable children throughout Eastern and Southern Africa is
growing. In large part, this is due to the death of parents from HIV and AIDS. The impact of
HIV and AIDS on children in the developing world is vast and multifaceted. More than 13
million children under the age of fifteen, most of them in the sub-Saharan Africa, have lost one
or both parents due to AIDS. This number is expected to increase to more than 25 million by the
year 2010. In 2001, 12% of the children in Sub-Saharan Africa were orphaned, compared to
6.5% in Asia and 5% in Latin America (UNICEF, 2008).
Children orphaned and made vulnerable would be affected by a number of factors.
Distress due to lack of food, shelter, health care, and other material goods is making their life
miserable. They may be forced to drop out of school or required to care for chronically ill
parents. They are exposed to abuse, discrimination, or stigma. Children living in households that
have taken in orphans, unless external resource was pledged or their income increased, existing
household resources would be spread more thinly among all children who create strain and stress
to the host families in this turbulent and hyperinflation period (UNICEF, 2008).
According to the CIA The World Fact Book 2000 Ethiopia, children between the age
of 0- 14 years accounts for 47% (30,144,741). The total population growth rate is estimated to be
2.76% while the birth rate is 45.13/1000. As a result of the existing low level of socio-economic
status of the country, exacerbated by recurrent draught and war, millions of children in Ethiopia
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 3
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
9/43
Educational Input Provision for OVC
are deprived of the right with basic needs and survival. The situation is exacerbated by the AIDS
pandemic, ravaging the country and deteriorating the active labor force that can a significant role
in the future socioeconomic development of the nation.
The Ministry of Labor and Social Affairs (MOLSA, 2000) estimates those disadvantaged
children who are victims of all the above factors to be approximately five million. This shows
that orphaned and vulnerable children requires holistic and integrated response that will address
the psychological, social, biological, and educational need of the child. Educational support
provided for orphan and vulnerable children play a pivotal role in their wellbeing.
Background of the Study
Educating orphan and vulnerable children is an important component in the social well-
being of these children and in reducing poverty. Muhammad Yunus (2003) Nobel Peace Prize
winner and founder of the Grameen Bank, asserts that education is one of the primary
components for moving the poor out of poverty. The advocacy group Human Rights Watch
(2006) issued a strong statement concerning education and its influence in breaking the cycle of
poverty: Education breaks generational cycles of poverty by enabling children to gain skills and
knowledge for better life letter on.
Education is strongly linked to improvements in child health, nutrition and empowers them
to be full and active participants in society, which able them to exercise their rights and engage
in civil and political life, for improvement in maternal and childrens health, economic growth,
sustainable family size, and democracy. In the same token, denying children access to quality
education increases their vulnerability to abuse, exploitation disease and finally to death.
However, Ethiopian culture does not give rights to children as understood in the CRC;
Ethiopians have always taken the welfare of their children seriously. The government of Ethiopia
ratified the UN CRC in 1992. The tasks to harmonize national laws, including the Ethiopian
Constitution, and policies with the provision of the convention were completed a decade ago and
related program implementations has been under way with this frame work.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 4
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
10/43
Educational Input Provision for OVC
According to the United Nations Children's Fund (2006) orphans are less likely to be in
school and more likely to fall behind or drop out, limiting their abilities and prospects for a better
life. Becoming caretakers or parents and siblings, increasing awareness of stigma; sexual,
physical and verbal abuse, depression, increasing workload, (child labor) were some of the
factors contributing immensely for orphans to loss their education. Further increase in
responsibilities as they assume role of provider and caretaker, would further exacerbated their
exclusion from education sector. Hence, the effects of educational support provided orphan and
vulnerable childrens by different development agencies on their s must be examined in detail.
Statement of the problem
According to the CIA The World Fact Book 2000 Ethiopia, children between the age
of 0- 14 years accounts for 47% (30,144,741). The total population growth rate is estimated to be
2.76% while the birth rate is 45.13/1000. The estimated number of street children in Ethiopia is
in between 150,000 to 200,000 and according to the 1991 study conducted by UNICEF (2009);
around 1,000,000 urban poor children were at high risk of becoming street children. Around
seven million children are estimated to have some sort of physical or mental disabilities in
Ethiopia. The current estimate of AIDS orphans is about 750,000 and may increase to 980,000 by 2010 and to 2.1 million by 2014. The internal war that ravaged the country for three decades
has affected thousands of children. Out of the 1991, 200,000 displaced Ethiopians from Eritrea
120,000 were children. An estimated 120, 000 children have been displaced as the result of the
1998 and 99 Ethio-Ertria border conflict. Of the 491,502 returnees from the Sudan, Djibouti and
Somalia in the early 90s, 211,346 (43%) were estimated to be children. The 80s, i.e. the
1984/85 drought and famine left 36,339 minors unaccompanied and the 1987/88 drought and
famine left 37,000 orphaned. The above figures indicated the enormous nature and magnitude of
the problem and its impacts, on socio-economic condition of the country.
One of the primary objectives of this research is to assess the effects of educational support
provided for orphan and vulnerable childrens on their study, with particular emphasis to Addis
Hiwot Integrated Sustainable Development Organization. The aim of the study is to identify the
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 5
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
11/43
Educational Input Provision for OVC
impact of educational support frameworks and processes for meeting the needs and aspirations
orphaned and vulnerable children. More over it also tried to analyze the impact of the
educational support on the academic side of children orphaned and made vulnerable by
HIV/AIDS. In addition to these, the study also aims to identify key educational intervention
modalities as prioritized by the target children themselves and to use the findings of the study to
inform, recommend and draw the attention of key stakeholders towards educational support for
orphan and vulnerable children and respond appropriately to their operating environment.
Objectives of the Study
General Objective
The general objective of the study is to assess the effects of educational support provided
to orphan and vulnerable children by Addis Hiwot Integrated Sustainable Development
Organization.
Specific Objectives
The specific objectives of the study are:
To identify the major educational supports provided to orphan and vulnerable children
To identify the strengths and gaps in educational support provided for orphans and
vulnerable children by the agency
To examine the usefulness of the educational support on psychosocial well being of the
children.
Research Questions
To effectively analyze the main issues raised in the specific objectives of the study, the
study will use the following guiding research questions:
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 6
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
12/43
Educational Input Provision for OVC
What are the major educational supports provided to orphan and vulnerable children by
the agency?
What are the strengths and gaps in educational support provided for orphans and
vulnerable children?
Is the educational support provided to OVCs is effective in improving their psychosocial
well being?
What innovative educational interventions provided for the OVCs and will these
practices is captured as lessons for future programming?
Significance of the Study
The major significance of the study is to describe the situations of OVCs by focusing on
the educational support provided for them. It contributes for developing the knowledge towards
this segment of population. It can also guide community-based organizations and NGOs to
identify the core and essential needs of their beneficiaries and enable them to act effectively in
their response toward the communities problem. The research has also tremendous importance
in assisting attempts made by other researcher on OVCs by describing their situation and the
desired change that needs to be achieved. It can also benefit the beneficiaries by directing
possible solutions for better outcomes in providing assistance.
Limitations of the study
Due to the limitation of time, and resources constraint the following limitations have been
encountered in the study:
The study employed more of qualitative methods that some of the findings arecomplemented by quantitative data but the advanced quantitative analysis was not undertaken.
Hence the study is a qualitative study and confined to a single agency intervention, finding
obtained from this study cannot be generalized to larger population or some similar setting. The
research is limited to the intervention area of AHISDO , Kebele 08/09 which is a very tiny part
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 7
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
13/43
Educational Input Provision for OVC
of Addis and the findings and outcomes of the research cannot be represent entire OVC
situations within or in the large remaining part of Addis Ababa.
Delimitation of the Study
The study is limited to describing the existing situation in depth, but quantitative figures,
relationships and causalities are not described. The study involves OVCs supported by
AHISDO, Kebele 08/09, other metropolitan areas, which are not under the agencys operational
areas are not included.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 8
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
14/43
Educational Input Provision for OVC
Chapter Two
Review of Related Literature
Introduction
According to the definition obtained from Dan Church Aid (2006), United Nation defines
Orphans as children below 18 years who have lost a mother, a father, or both parents to any
cause of death. Vulnerable children are, children whose parents are chronically ill. These
children are often even more vulnerable than orphans are because they are coping with the
psychosocial burden of watching a parent wither and the economic burdens of reduced
household productivity and income and increased health care expenses.
The number of orphans and vulnerable children throughout Eastern and Southern Africa is
growing. In large part, this is due to the death of parents from HIV and AIDS. The impact of
HIV and AIDS on children in the developing world is vast and multifaceted. More than 13
million children under the age of fifteen, most of them in the sub-Saharan Africa, have lost one
or both parents due to AIDS. This number is expected to increase to more than 25 million by the
year 2010. In 2001, 12% of the children in sub-Saharan Africa were orphaned, compared to 6.5%
in Asia and 5% in Latin America (UNICEF, 2008).
Children orphaned and made vulnerable would be affected by a number of factors.
Distress due to lack of food, shelter, health care, and other material goods is making their life
miserable. They may be forced to drop out of school or required to care for chronically ill
parents. They are exposed to abuse, discrimination, or stigma. Children living in households thathave taken in orphans, unless external resource was pledged or their income increased, existing
household resources would be spread more thinly among all children which creates strain and
stress to the host families in this turbulent and hyperinflation period (UNICEF, 2008).
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 9
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
15/43
Educational Input Provision for OVC
According to the CIA The World Fact Book 2000 Ethiopia, children between the age
of 0- 14 years accounts for 47% (30,144,741). The total population growth rate is estimated to be
2.76% while the birth rate is 45.13/1000. As a result of the existing low level of socio-economic
status of the country, exacerbated by recurrent draught and war, millions of children in Ethiopia
are deprived of the right with basic needs and survival. The situation is exacerbated by the AIDS
pandemic, ravaging the country and deteriorating the active labor force that can a significant role
in the future socioeconomic development of the nation.
Children are among the most vulnerable groups affected by HIV/AIDS. Most children who
have lost their parents to AIDS are denied their inheritance rights, discriminated against,
exploited, excluded, and more crucially, deprived of their basic rights to access social services
such as education. Indeed, orphans who have lost their parents to AIDS are more likely to missout on education than other children. This calls for interventions from various stakeholders to
enable these orphans and other vulnerable children to access education and acquire valuable
skills.
Education is an important human right. It is guaranteed by Article 26 of the Universal
Declaration of Human Rights (UDHR) and is considered as a cornerstone in the achievement of
the human rights framework (UNESCO 2002). The right is further reinforced in the International
Covenant on Economic, Social and Cultural Rights (ICESCR) as well as in the Convention on
the Rights of the Child (CRC). In 2000 Ethiopia signed up to the 2015 Millennium Development
Goals (MDGs) and the Education for All (EFA) goals. For children, especially OVCs, it is an
equally fundamental right that prepares them for full integration in society and broadens their
opportunities. However, its provision is often conditional on the fulfillment of other rights such
as non-discrimination under which OVCs often find themselves. Everyone is entitled to the right
to education without bias to social origin, birth, or other status.
The Federal Democratic Republic of Ethiopias Constitution and other national documents
and polices also guarantees the right to education and how children are entitled to be protected
from any interference in their education. Unfortunately, the right to education is often denied to
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 10
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
16/43
Educational Input Provision for OVC
young people especially OVC who are mostly reliant on external parties to provide them with
education support (Selam, 2002).
The educational needs of children born with HIV have also been ignored, possibly because
they are seen as children without a future and education is an investment for the future. This
standpoint becomes redundant with the increasing availability of ARVs and the consequently
rising number of pediatric HIV cases who are now reaching adulthood (UNESCO, 2002).
Another limitation of studies on educational disadvantage and OVCs is that the concept of
education is often restricted to one of enrolment. Though enrolment is one of the most important
educational indicators, education is far more complex: children may be enrolled at school but not
learning because they are hungry; they may be unable to concentrate due to anxiety at home; or missing classes to look after their family. Research therefore needs to look at the spectrum of
possible disadvantages these children face, including educational progression and outcome
variables such as repetition, highest grade completion, learning outcomes, gender equity and the
inclusivity of education (NOVOC, 2009).
Evidence that shows formal education can play against HIV is growing though dogged
by methodological problems in assessing causality. One of the strongest pieces of evidence
comes from Zimbabwe, where 15-18-year-old girls who were still enrolled in school showed
HIV prevalence rates of 1.3%. Prevalence among girls of a similar age who had dropped out of
school rose at 7.2% (Boler et al, 2003). The preferred interpretation is that, participation in the
formal education system reduces susceptibility to HIV infection. One explanation is that
participation in schooling leads to later sexual debut and lower numbers of casual sexual
partners. The second explanation of how formal education may change sexual behavior lies in
increased access to information: both to HIV related materials in school, and better access to
such material later in life ( Boler et al, 2003).
Education is in fact a confounder for socio-economic status: richer learners are more likely
to stay in the formal education sector; they may also be in a better position of power to protect
themselves from HIV infection (by avoiding situations of risk; being able to afford condoms; or
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 11
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
17/43
Educational Input Provision for OVC
having more self confidence and higher self esteem). If this is the case, as OVCs are less exposed
to educational opportunities, their vulnerability to HIV infection is higher, and then the argument
for addressing their specific educational needs is fortified (CRS, 2006).
Many schools and educators view their boundaries of responsibility as ending in the
classroom. However, the rigid timetables of schools make learning problematic for a number of
children affected by HIV/AIDS. There is a real need to adapt existing learning materials for
delivery at a distance. This would make them available to children who are out of school, would
prevent them from falling behind when they cannot attend schools and help them re-enter school.
Although specific open and distance learning courses have not been designed for OVCs, lessons
can be drawn from existing distance and face-to-face programs (CRS, 2006).
According to UNICEF (2009), for example, the Escuela Nueva program in Columbia
delivers the national curriculum in modular form through the provision of learner guides for each
subject. These guides enable children to learn independently and in groups in class or at home
when they cannot attend school for short periods. When children return to school, they carry on
wherever they have reached in the modular guides. This form of open distance and flexible
learning could be especially useful for children who are caring for sick parents or younger
siblings, or those who are working part-time.
Another solution is to provide school feeding schemes in which schools provide food for
the poorest children. Although school-feeding schemes can be beneficial to poor children, a
number of points need to be taken into consideration to improve the chances of success:
I. Timing of the school feeding scheme:
In many programmes, the food is distributed at the end of the day. This reduces the
potential level of impact on children: they need food at the start of the day to
concentrate. Moreover, it is thought that the poorest children are not able to stay after
the end of the school day because of work commitments at home, and they therefore miss
out on the school feeding program.
II. Nutritional value of food:
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 12
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
18/43
Educational Input Provision for OVC
Consideration needs to be taken of the content of the school-feeding scheme. For
example, is the food provided through the scheme an addition to a home meal, or a
replacement? The content of food programmes designed by international agencies has
also been criticized for not having a high nutritional value, or for not including
indigenous foods.
III. Sustainability:
IV. Food schemes are often undertaken by NGOs, which leads to difficulties in sustainability
and up scaling. Governments should therefore be active partners in such feeding
schemes.
V. Stigmatization:
Feeding schemes that specifically target poor children also label them as poor, causing
inadvertent stigmatization. Sensitivity needs to be taken to prevent poor children being
stigmatized, and to ensure respect and confidentiality wherever possible.
VI. Source of food:
Food should be sourced locally, ensuring the scheme support local income-generation
work. Transporting food from outside will creating greater expense, be less sustainable,
less appropriate, and have less impact on the community as a whole.
Source: UK working group on education and HIV/AIDS, 2003 p: 14-16
Many of the problems faced by OVCs are linked to AIDS-related stigma and denial.
Unfortunately, schools are not immune to stereotypes and in some cases may serve to exacerbate
negative labeling and treatment of people with HIV. The other remedies could be to encourage,
all schools to aim for inclusive education. This means minimizing all barriers to learning and
participation, whoever experiences them and wherever they are located within the cultures,
policies, and practices of a school (UNICEF, 2009). Inclusive education involves, valuing all
learners and staff equally, restructuring the cultures, policies and practices in schools so that they
respond to the diversity of learners in the locality. Inclusion also requires learning from attempts
to overcome barriers to access and participation of particular learners to make wider changes for
the benefit of learners and viewing the difference between learners as resources to support
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 13
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
19/43
Educational Input Provision for OVC
learning, and learners as problems to overcome. (UK working group on education and
HIV/AIDS, 2003)
It is clear that we need to know more about the difficulties faced by OVCs and
their corresponding spectrum of educational needs. Educators have been grappling
for decades with how to include marginalized children into mainstream schooling:
we, therefore, should be able to respond knowledgeably to the orphan crisis with
appropriate tools developed by tackling similar issues. Reviewing and building upon
best practice with out-of-school children in a number of different settings, UK
working group on education and HIV/AIDS delineates some of the core OVC issues,
their educational consequence and remedies that need to be done which will be
elaborated in detail in the table below.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 14
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
20/43
Educational Input Provision for OVC
Consequences for Education
Response
OVCs
Issues
Education Response
Drop out of education due to
unaffordable schools fees Stigmatized because of inadequate
uniform and learning materials
Low attention span due to hunger
POVERTY Abolish school fees or provide
bursaries for poor children School feeding schemes
Change polices around uniforms
and learning materials Social exclusion: marginalization
of children affected by HIV/AIDS
Negative learning environment
Barriers to participation
STIGMA Create inclusive school policies and
practices
Eliminate discrimination in
education and care services
Pressurize authorities to recognize
rights and allocate funds
Encourage all learners and
educators to adopt inclusivity and
zero tolerance towards
discrimination.
Education of community and
parents to combat AIDS-relatedstigma
Special educational needs
Difficulty to concentrate and learn
TRAUMA Sensitivity training for educators to
identify special needs
Counseling and referral skills for
educators and children
Access to counselors and
educational psychologists Low expectations of children Fear of infection by learners and
educators
Difficulties in adhering to ARV
treatments due to lack of
HIV-Positive
Train teachers and learners aroundinfection, to reduce stigmatization
and ensure that necessary safety
precautions are available
Foster policies, practices and
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 15
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
21/43
Educational Input Provision for OVC
understanding cultures on inclusive education
Treatment education
Low prioritization of education
within families and society
Fear of violence (including sexual
violence) in the school place
GIRLS Flexible, certified educational
options
Safety to and in school
Women teachers
Evening literacy classes High demands for labor at home
Household chores and
responsibilities
Sexual risks
Perceived irrelevance of education
GIRLS
Contd
Financial incentives for girls
Life skills training
Analysis of texts and content for
gender stereotyping
Gender-sensitive teacher training
and school facilities (e.g. toilets)
Community advocacyConsequences for Education
Response
OVCs
Issues
Education Response
Low motivation for learning due todepression and anxiety
Silence surrounding death in
many countries may lead to
emotional problems, which in turn
are likely to impact on learning
BEREAVE
MENT
Strengthen links between schoolsand local health and counseling
providers, to ensure referral and
access to bereavement counselors
when necessary
Include coping with death as part
of school curricula Low educational expectations of
orphans Lower prioritization of orphans
education over other children
within the household
Lack of homework support or
LACK OF
FAMILYSUPPORT
Increase school-home liaison to
work with families on increasing
support to education Create after-
school homework clubs to provide
additional support to those without
families
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 16
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
22/43
Educational Input Provision for OVC
household encouragement of
education
Create mentor schemes in which
vulnerable children have a mentor to
provide emotional and intellectual
support to their studies Tiredness during classes
Erratic school attendance
Lower learning achievement
WORKING
CHILDREN
Provide flexible but sensitive
educational options[LS15] that are
regulated and certified
Encourage open and distance
learning
Link to broader poverty reduction
strategies and to the development of
alternative livelihood strategies No access to schooling
Problems with authority:
difficulties in
adapting to mainstream education
intuitions
Drug abuse
STREET
CHILDREN
Link to broader poverty reduction
strategies and to the development of
alternative livelihood strategies
Provide flexible, certified
educational options, including open
and distance learning Low attention
Absenteeism
Difficulty in participating in
certain school activities (e.g.
sports)
CHRONIC
ILLNESS
Take special consideration with
respect of each school activity to
ensure that less physically able
children are included
Train all staff in first aid
Resource person within the school
with knowledge of local healthcare
providers
Consequences for Education
Response
OVCs
Issues
Education Response
Increased responsibilities at home
reduce the amount of time
available for education
ADULT
ROLES
Include more relevant and
vocational courses
Acknowledge that young people are
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 17
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
23/43
Educational Input Provision for OVC
Education becomes less relevant
Problems with respect and
discipline in the classroom as
young people become adults
prematurely and consequently,
expect to be treated as such
taking on different roles in the
family and need educational support
on how to care for sick parents or
younger siblings
Nurture respect in the classroom
between learners and educators, and
vice versa Denial of the right to education
Trauma
Difficulties in accessing schools
Fear of violence affects learning
CONFLICT Prioritize the provision of education
in refugee camps and areas of
conflict
Ensure that place of learning is
secure and not a focus for conflict Provide flexible learning options
Provide sensitivity training for
educators on how to deal with
traumatized children
Source: UK working group on education and HIV/AIDS, 2003 p: 19-21
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 18
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
24/43
A child who knows how to read, write and do basic arithmetic has a solid foundation for
continued learning throughout life. Education is also critically important to childrens social
integration and psychosocial well-being. School attendance helps children affected by trauma to
regain a sense of normalcy and to recover from the psychosocial impacts of their experiences anddisrupted lives (Selam, 2002).
As well as benefiting individuals, education benefits whole nations as a major instrument
for social and economic development. Particularly at the basic level (primary and lower
secondary), it is a major contributor to the reduction of poverty. Education increases labor
productivity, improves health, and enables people to participate fully in the economy and the
development of their societies (World Bank et al. 2005).
The experiences obtained from Catholic Relief Service Ethiopia Office, developed
guidelines for providing education support to OVCs in 2006. According to the guidelines,
education support is defined through a comprehensive package of assistance, which includes
school fees, learning materials and school uniforms. In addition to the specific material support
noted above , provision of food and nutrition, provision of psychosocial support, delivery of
education and skills building schemes; and economic strengthening innervations and livelihoods
development, need to be part and parcel of the educational support package provided for orphan
and vulnerable children ( CRS Ethiopia Country Offices,2006).
The AIDS epidemic has thrown up new and difficult challenges for the education
community. Children affected or infected by the epidemic known as OVCs face a spectrum
of vulnerabilities. The risk to their education and future well-being is immediate, and yet there
are still many unknowns. Multi-dimensional research is urgently needed to explore which
children are at risk, when they are most vulnerable, and why. There will never be one answer;children affected by the AIDS epidemic are too diverse for that. However, it is possible to
identify a spectrum of vulnerability in which to place individual children or subgroups of
children. In order to do this, lessons must be learnt from the past: the many initiatives for out-of-
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
25/43
Educational Input Provision for OVC
school or marginalized youth should be assessed with respect to their applicability to the current
AIDS crisis.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 20
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
26/43
Educational Input Provision for OVC
Chapter Three
Research methodology and Design
Main objective is to describe the variation in a phenomenon, situation or attitude of the
AHISDO administrators and instructors as well as OVC orphan and students opinions towards
the academic support provision. e.g., description of an observed academic situation, the historical
enumeration of events of the center, an account of different opinions different people have about
an issue, description of the students learning and the organizations working condition in a
particular.
In addition, this research attempts to focus on qualitative and quantitative research
approach as specific inquiry, which will become the building block for further in depth
investigation. Accordingly, the study is designed as a comprehensive assessment by taking the
situation of OVC and orphan student cases to gather the necessary information for the study.
Given that, the aim is to classify, describe, and explain what is prevalent with respect the
situation of OVC and the provision of essential supplies for them including support in education
and psychosocial supports, mixed method is relevant. Quantitative research is one where data isexpressed in figures, and involves the measurement of facts and variables (Neuman, 2006). On
the other hand, qualitative research aims to gather data in form of words, and data is usually
acquired through observations and interviews. This approach is mostly used when the researcher
targets a smaller sample in order to gain an in-depth understanding about the services. Hence,
employing this approach becomes useful as it allows the opportunity to gather different opinions
via the use of different methods, which increase the robustness of results and strengthens the
findings through the cross-validation.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 21
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
27/43
Educational Input Provision for OVC
Research Design
David and Walonick (2010) state, descriptive studies are intended to answer the questions
of who, what, where, when and how cases. This research applied both qualitative andquantitative methods since the intention is to describe what is prevalent in the organization. But
qualitative approach is taken as major method and quantitative as supportive in studying and
analyzing about the situation of OVC and the provision of essential supplies for them including
support in education and psychosocial supports. The research describes the situations of OVC in
particular focusing on the educational assistance that was provided for the orphan students by the
community-based organization which engaged in such activities. Since, it emphasize in
describing the social economic and the status of OVC it is mainly explanatory and descriptive
research. Often in many social scince research books Descriptive research design has been stated
as a method which attempts to describe systematically a situation, problem, phenomenon,
service or programme, or provides information about , say, living condition of a community, or
describes attitudes towards an issue.
The study is carried out to assess and describe the educational support provided for OVC
in a community-based organization called, Addis Hiwot Integrated Development Sustainable
Organization (AHISDO). The operational are of AHISDOs is in Addis Ababa, Kirkos Sub City,
Kebele 08/09. Mainly this geographical area and the agency were selected for this study,
because, it is one of the areas in Addis Ababa where HIV is striking seriously and exposing
many children to be orphan and vulnerable. In addition, it is because of the accessibility and
proximity of the agency and its operational areas to the student researcher were also taken into
consideration.
Study population
The study was conducted in Addis Ababa, Kirkos Sub city, Kebele 08/09, which is the
operation area of Addis Hiwot Integrated Sustainable Development Organization (AHISDO).
Currently 356 OVCs (163 males and 193 females) are being supported by the agency.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 22
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
28/43
Educational Input Provision for OVC
Sample
Out of the total 356 OVCs (i.e. 163 were males while the rest 193 were females) that are
being supported by Addis Hiwot Integrated Sustainable Development Organization (AHISDO).
As this research deals with the educational support for OVCs, a 10% of the total population, i.e.
36 subjects were selected to be analyzed through simple random sampling. The size of the
sample to be studied was decided depending on the objective of the research and the context. As
this research is descriptive; therefore, it requires adequate samples, from which sufficient data
was collected and analyzed, made future replication of the study in other similar setting possible.
Most importantly, the sample size was determined based on what is recommended in most of
social science research books (>=5% of the target population). However, the total number of the
population is small and due to this reason only 10% of the population was taken and the resultwas generalized for population and similar contexts. Accordingly, due to the expected
homogeneity of the responses, the sample size for this study is equal to 10% of each target
population.
In addition, simple random sampling was used to select participants, this give equal chance
for all the population to be selected since the experience and response is assumed similar. In
simple random sample, every member of the population has a known and equal chance of being
selected. In stratified random sample, population is divided into mutually exclusive groups such
as age groups and random samples are drawn from each group.
Tools for data collection
The survey is the most common method of gathering information in the social sciences. It
can be a face-to-face interview, telephone, or mail survey. A personal interview is one of the best
methods obtaining personal, detailed, or in-depth information. It usually involves a lengthyquestionnaire that the interviewer fills out while asking questions. It allows for extensive probing
by the interviewer and gives respondents the ability to elaborate their answers. Telephone
interviews are similar to face-to-face interviews (David S. Walonick, 2010).
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 23
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
29/43
Educational Input Provision for OVC
Both primary and secondary data are collected by employing survey strategy via structured
interview, questionnaire and focus group discussion techniques.
In order to collect essential datas for the purpose of this study, information has been
collected by deploying structured interview and observation. In-depth interview was used as principal tool for data collection. Since, the research is descriptive and qualitative; in-depth
interview was conducted with study subjects, their parents and other staffs working in the
agency. Interview questions have been gathered by the researcher via face-to-face personal
approach with the study samples particularly with the organization top management group and
instructors. Because this approach enables the researcher to see the reaction of the respondents
and take his judgment .
Document review was also used as another tool to substantiate and verify data gathered
through interview process. In addition, on site observation through structured checklists was also
been used. In combining the use of these data, collection tools, trustworthiness was assured by
triangulating the data obtained from in-depth interview, document review and on site
observation.
Data Processing and Analysis
The collected data was analyzed and further elaborated through qualitative means of data
analysis and interpretation. The information collected through all the above methods and
techniques was transcribed, organized and summarized by building themes and categorically
analyzes them against the research question set for the study.
For the quantitative data, tools of analysis proposed are descriptive and inferential
statistics; thus, questions were tested quantitatively using statistical tools. In other words, after
the collected data is summarized using tables, it was analyzed and interpreted in detail in line
with the conceptual framework of the study to draw possible conclusions. Manual data analysis
is extremely time consuming and labor intensive. Hence, to make the analysis easier data was
coded and it directly onto large graph paper in columns. Data collection tools were developed,
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 24
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
30/43
Educational Input Provision for OVC
after the necessary correction and amendments were given by the advisor, then the tools were
administered to the study participants by the researcher.
Ethics in Research
The assumption that research should be governed by ethics and principles is a universal
fact and this research is strictly adhering to this fact. First informed consent was signed with each
respondents and their willingness to participate in this research was assured. Then, the
importance of their involvement in the study was described and every precaution was in place to
keep the data and other sensitive information gathered from the confidential. In addition to this,
their anonymity through the research process was also maintained.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 25
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
31/43
Educational Input Provision for OVC
Chapter Four
Data Analysis and Interpretation
Part I- Qualitative analysis
The conducted depth interview mainly includes the beneficiaries or OVCs supported by
AHISDO and the other key informants or professionals working in the organization. After the
data was collected through depth interview and observation, it was transcribed and presented for
the research purpose as follows. The depth interview focused on the research question and
attempts to describe the efficiency of academic support provided for the OVCs and its outcome
in transforming their life. The respondents were the beneficiaries or OVCs themselves and the
key informants or professionals working in AHISDO. Ten OVC respondents took part in this
research and out of these six are males and the rest four are females. Seven out of the ten are
double orphans and the rest are single orphans who are made to be vulnerable by their parents
failure to meet their basic needs. For the sake of confidentiality, the names of these children are
given pseudo names as Kirubel, Dawit, Mekdes, Tsegereda, Iman, Hana, Nahome, Fantaye,
Thomas, and Anteneh. Serious consideration has been given for the interviewee to conduct thestudy without affecting the safety and interest of the beneficiaries or OVC respondents. Their
age group ranged from 12-19 and the minimum grade level is 5 and the maximum is a second
year university student. Apart from this, the depth interview also includes the key informants or
the professional employees working in AHISDO. These are the Manager, Psychologist,
Community Worker, Nurse, Supervisor and Librarian. Seven out of the ten are double orphans
and the rest are single orphans who are made to be vulnerable by their parents failure to meet
their basic needs.
The provision of basic school supplies
The need to provide adequate educational support for OVCs is extremely crucial in
transforming their life and enables them to assume a better destiny or make their dreams of better
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 26
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
32/43
Educational Input Provision for OVC
tomorrow possible. Thus, with the provision of educational support it is possible to liberate
OVSs from their social and economic deprivation and make them self reliant and confident
citizen. Addis Hiwot Integrated Development Sustainable Organization is among the institutions
in Addis launched an intervention program through education to support OVCs .The support
includes educational materials like pen, pencils, exercise book, uniform and the likes and tutorial
classes and psychosocial support.
Concerning the delivery of basic educational materials, most of the respondents believe
that it is sufficient and they receive it according to their need. This, according to the
respondents, mainly includes things like exercise book, pen, pencil and the likes. These
respondents are first cycle students and they state that they are satisfied in the provision of
educational materials. According to these segments of the beneficiaries, they are receiving it upto their needs and they are satisfied with it. On the contrary, some respondents, which mainly
include the high school students, state that the academic material provision is not sufficient and
on top of that, there is problem during distribution. They state that employees of the organization
do favor for some and ignore others based on personal intimacy and they are adamant to
cooperate whenever they are asked. Such factors play prominent role in the outcomes of the
students educational achievement. They suggest that some employees lacks work ethics and
serve through partiality and this as they stated in the long run creates frustrations and failure on
the students. Therefore, according to these respondents, which mainly consists of the high school
students and the older ones the provision of educational materials in AHISDO, is not satisfactory
and a lot remained to be done to achieve the targeted objective.
Most of the respondents complained when it comes to the delivery of uniform by stating
the fact that they will not be provided on time and as a result, it consumes their academic time.
Because of this, many students are supposed to waste their precious academic time at home by
the organizations failure to provide them on the required time. In addition to this they mentioned
about the problems related with the size of the uniform and the failure of the institution to
provide them enough uniform that can serve them for the entire academic year. Especially, they
stressed that things are worsened by the delivery of one uniform for the whole academic year
created a problem on their learning. Since, most schools use white shirt as a uniform and that
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 27
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
33/43
Educational Input Provision for OVC
cannot be used for the entire academic year. Thus, most of respondents stated that the delivery of
basic school supplies in relation to uniform is not enough and there is a lot remained to be done.
On the other hand, when it comes to the provision of other basic educational supplies like pen,
pencil and exercise book some of the respondents stated that they are receiving it adequately and
whenever there is the need.
The first respondent was a student by the name Kirubel who is nineteenth, studying supply
management said even though they provide the basic school materials that help them, the time of
provision is not at the required time. The respondent also mentioned the uniform stays for about
a month or so after class commenced. Even that very often has a problem with size and they are
forced to stay for additional times as well as it really consume their school time for a very long
time. But with regard to the educational materials like pen, pencil and exercise books have been provided at the beginning of the year with sufficient number.
The respondent also confirmed that the support given to them seems insufficient and
inadequate to follow their education without any doubt. As a result he believes all these traverse
wont make him self-reliant and will lay their shadow on his confidence.
Hence, from all these one can conclude that the educational support given for the students
attending in the organization give the impression to say insufficient and the organization need to
work hard to launch extensive tutorial program so as to help them overcome the academic
problem they face during their stay in the school and the remaining life time.
The second respondent was a student called Fantaye a grade eleven natural science student
and he further elaborated on what the first respondent said. Concerning the provision of basic
educational materials he stated that the support is not satisfactory and up to the expected level.
The distribution has also problem according to the respondent. There is a lot remained to be done
he said regarding the adequacy and reliability of the provided support.
Finally he suggested that the relationship between the staffs in the organization is not
satisfactory and there is discrimination in distribution. This shows the discrepancies in the
academic support provided by the organization.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 28
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
34/43
Educational Input Provision for OVC
The provision of tutorial Support
Concerning tutorial support excluding the elementary or lower grade students all other
respondents said that they do not receive tutorial support and they are only striving by their
academic effort and this according to them is a serious blow, which hinder their academic
progress. The high school and preparatory students share a common view in this respect. The
problem is exacerbated by the fact that science subjects are very challenging and they are not
receiving any tutorial support from AHISDO. They suggest that it would make their academic
achievement by far better if they acquire support in their education. All high school attendants
strongly suggest that they are highly dissatisfied and unhappy about the provided tutorial support
especially when they consider the scope of the support only includes junior students.
According to some respondents high school is very important in deciding the future
academic prospect of a student, whether one join territory education or not is determined by high
school result and it is a grade level whereby students strive to score up better grade and join
university. Thus, the tutorial support provided by AHISDO is not inclusive and satisfactory in
the eyes of the beneficiaries.
Instead, it excludes the high school students who are striving on the verge of completing
their secondary education. One University student stated that he attended his high school without
receiving tutorial support through his own personal effort and it was very tough and challenging
for him as he described it. He further elaborate his statements by consolidating his complain on
the organization and by suggesting that it would be by far better if AHISDO can extend its
intervention on tutorial support by embracing high school student and by supporting the program
through full commitment. According to some informants, the organization needs to recruit high-
qualified teachers for high school students especially in the science stream to assist and
supplement the effort of the students. In this respect, AHISDO needs to take experience from
other organizations and launch a full committed tutorial support to promote better destiny for its
beneficiaries.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 29
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
35/43
Educational Input Provision for OVC
Expectations and reflections about the provided educational support
Most of the beneficiaries state that they do not expect the provided academic support is
sufficient as a result; they suggest they do not expect it to make them self-reliant. Thus, it showsus how the targeted aim of the project does not appear to create confidence in the minds of the
beneficiaries. From the above statements, we can deduce that the educational support of
AHISDO failed to create reliability in the eyes of the beneficiaries. In the very beginning the
project needs to boost the confidence of its beneficiaries regarding its service and the outcome
they expect from it. Though the first cycle students themselves state that they are satisfied and
happy about the provided support their conclusion when it comes to future expectation appeared
to be below the expectation and they suggest that they dont expect it to make them self reliant.
Thus, the future prospects of the supports tend to be gloomy. If the beneficiaries think that they
cannot be self-reliant the activities of the organization in relation to children fall under question,
since these issues are the aim of the project targets the organization tends to achieve.
The provision of psycho social support for OVCs
The need for educational support for OVCs cannot be detached from psychosocial support
since such children needs a special support in this aspect to enable them to meet their future
dreams. All the respondents unanimously, stated that they do not receive any psychosocial
support from AHISDO. They further strengthened the idea by elaborating the discrepancy
created through the absence of psychosocial support. According to most of the respondent the
failure of AHISDO to provide them with psychosocial support created a gap on them. In fact
educational support cannot be detached from psychosocial support since the two are
interdependent.
The beneficiaries are orphans and vulnerable children who are the most deprived and
downtrodden segments of the population and they need special support and treatment from the
community in general and the organization helping them in particular. However, all the
respondents stated that they do not get any psychosocial support from AHISDO this create a
huge discrepancy in the personality and future identity of the children. According to the
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 30
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
36/43
Educational Input Provision for OVC
researchers view psychosocial support is the most prominent issue which takes the forefront and
lion share in the hierarchy of needs. Before it launches its intervention the organization needs to
conduct need assessment to boost its effort in helping these children.
Psychosocial support play pivotal role in the socialization process of the OVCs and in
transforming their entire life. Though the organization has a psychologist due to several reasons
the beneficiaries are not getting psychosocial support and he is busy in handling the office paper
work.
In addition to the direct beneficiaries or the OVCs themselves depth interview was also
conducted with the key informant or various professionals and semi professionals working in
AHISDO. Through detailed method substantial and extensive data was gathered and transcribed.The collected data through the depth interview is described as follows. The key informants
include the Manager, Psychologist, Community Worker, Nurse, Supervisor, and Librarian.
Key informants from the employees
In the conducted depth interview apart from the beneficiaries or the orphan children other
key informants or employees in AHISDO were interviewed and responded for the interview
question as follows. Concerning the material provision all the respondents stated that it is
adequate and the beneficiaries are offered with all the basic educational materials including
exercise book, pen, pencil uniform and the likes. On the contrary the beneficiaries elaborate that
the provision is not sufficient and adequate, especially uniform and exercise books are not
enough.
Regarding the reliability and consistency of the support with the exception of two of the
key informants the rest claim that it is consistent and it is up to the beneficiaries to exploit it
effectively. To substantiate their claim they state that the sponsors promised to provide the
support until they complete secondary education. They also consider students behavior as a
factor for the consistency of the service. That means if the students behavior is good it will keep
the program and the sponsors will sustain in providing the support. Based on this statement it is
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 31
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
37/43
Educational Input Provision for OVC
the students failure or success in their achievement that determines the sustainability of the
provided support. On the other hand some of the respondents suggest that they do not think the
support is consistent since AHISDO as an organization is not self sufficient in terms of its
income and the organization do not have its own financial source and it is dependent on another
local NGO, called IHAUDP.
For the last question which deals with whether the provided support will make the
beneficiaries self sufficient or productive citizen most of the key informants suggest that it will
make them if the beneficiaries are capable of exploiting it. However one among the key
informants mentioned that she is cautious and suspicious about the issue since as she stated
cannot hundred percent relay on the donors promise only. Another respondent strengthen this
idea by mentioning the fact that there is a lot remained to be done to make the beneficiaries self-sufficient. According to her the organization is expected to maximize its effort toward this to
promote better self esteem among the beneficiaries that enable them to be self reliant and
productive citizen for the future.
Part II- Quantitative analysis
A total of thirty five survey questionnaire has been sent to sample subjects and thirty three
of them have been returned.
Respondents characteristics
1. Sex
Table II
Respondents
Males 21
Females 14
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 32
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
38/43
Educational Input Provision for OVC
From the total of the respondents twenty one of them were males and the rest of them only
fourteen were females. This implies the majority of the respondents that were selected randomly
were males.
2. Age category
Table III
6-9 10- 13 14-17 18-20
No % No % No % No %
Age
category
4 12.1 6 18.2 10 30.3 13 39.3
As one can easily observe from table three, 12.1% of them were under the age of nine, six
or 18.2%, ten or 30.3%, and thirteen or 39.3% of the students were aged under thirteen,
seventeen and twenty respectively.
A. Major variables
Table IV
Variables Highly
satisfactory
Satisfactory Unsatisfactor
y
Highly
poor
No % No % No % No %
Educational material
support
- 6 23 69.6 4
Psycho-social support 2 6.0 4 12.1 26 78.7 1 3.0
Tutorial 4 12.1 5 15.2 22 66.6 2 6.0
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 33
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
39/43
Educational Input Provision for OVC
Future expectation - - - 17 51.5 - -
Regarding the major research themes that the research study tries to uncover, the
respondents offer their answer in the following way.
For the first question focusing on the educational material provision as indicated on Table
four above, the majority of the respondents (69.6%) were not happy about the adequacy. While
only six (18.2%) of the respondents gave their agreement on the sufficiency of the support they
obtained in relation to the total educational support. On the other hand students aging less than
nine do not gave their opinion. This implies the educational support offered by AHISDO seems
less than the students expectation.
Similarly, for the issue that pertain psycho-social support provision, the majority that
means 26 or 78.7% said that they were not satisfied and 4 or 12.1% indicated that the support is
satisfactory for them.
Regarding the tutorial provision that offered for them, 22(66.6%) of the respondents said
not satisfactory and only 4(12.1%) conformed as highly satisfied. This can said the organization
needs to engage in more time for tutorial class particularly for high school students.
Finally, from the students included as subject, most of them that means 17(51.5%) were
highly in doubt about the contribution of the support they obtained on their future life reliance.
On the other hand with unknown reason not able to respond. Hence, the organization needs to
evaluate its plan and establish effective and efficient strategy that enables them to help its
students.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 34
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
40/43
Educational Input Provision for OVC
Chapter five
Conclusion
The findings from the research indicate that the educational support provision for OVC by
AHISDO proves that the non-existence failure to include the most important input that makes
learning to go smoothly called the psychosocial support. As it was clearly stated by the
respondents and information gathered, psychosocial support provision is not as it was expected
level and seems neglected. Moreover, the general academic support given by AHISDO was
almost inadequate.
The existing literature on educational support shows that childrens right on the convention
and other international document fulfillment is one of the crucial elements. To this end the
document suggests that all children in general and orphan and vulnerable children in particular
need to get psychosocial support which contributes for the effective development of the child.
Therefore, the educational support provided by AHISDO cannot be satisfactory and helpful
without addressing the psychosocial needs of its beneficiaries or the OVCs.
When it comes to the consistency of the provided educational support, the data collected
from the respondents and key informants, it was pointed out that the program is not conducted in
a regular basis. According to the respondents this was happened due to several reasons. Among
these reasons lack of independent financial source (i.e. the organization so far did not look for
financial aid providing either local or international body- if it makes relationship or link itself
with sponsors that would make the support provision sustainable and helpful in addition to using
the available experts who have the potential to assist).
Secondly it is unlikely to think that the OVCs will develop self-reliant attitude without
receiving psychosocial support which is the sole and key ingredient that can satisfy long lasting
needs of the OVC. To conclude the AHISDO educational support provision is far from being
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 35
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
41/43
Educational Input Provision for OVC
expected and inadequate. It is also inconsistent and will not contribute in promoting the desired
self-reliant spirit that required in developing the mind of the young.
Thirdly, educational work in general and student assistance in particular is not the job of
individuals, rather it demands the organized effort of all the stakeholders such as family,
academic and administrative staff, the community and higher officials as a whole. Thus, the
school needs to have smooth and intimate relationship with the above listed groups and
constantly arrange discussion session and use the idea that will be obtained to use it as an input
as well to make the support provision effort successful.
Recommendation
Based on the conclusions made from the findings above and cognizant of the vitality of
psychological support in addition to the academic sessions; and as well as to achieve the desired
goal of the launched project the following recommendations are provided.
it would be better to consider the psycho-social environment and needs of the children so
as to make the educational resource distribution fair and adequateit would be advisable to provide psychological support in order to help students to spell
out their potential so as to harness the instructions offered in the regular sessions it would
be good to support with tutorial classes for all levels
it would be better to make the support provision in a regular basis so that they can use it
as additional impetus
it would be nice to encourage students constantly to express their potentials which help
them to boost their self reliance
to be successful the organization had better assess students need and embed itself with the
plan made at the beginning of the year
moreover, acknowledging the available teaching staff skill will help to avoid the need to
look outside support, etc
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 36
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
42/43
Educational Input Provision for OVC
In general, since the study limited it on a single organization and it would be difficult to
generalize and make the result to all similar organizations. That is to mean, this research does
not give detail attention and focus, researchers that need to study on such a topic in the future it
would be good to increase the number organization that will be assessed.
Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 37
-
7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December
43/43
Educational Input Provision for OVC
Reference
CIA The World Fact Book, 2000. Overview of service for orphan and vulnerable
children in Ethiopia: Accessed through, www.cia.state.gov/pop-fact-ethiopia
CRS Ethiopia Country Offices, 2006. Education Programming for Orphan and
Vulnerable Children Affected by or Vulnerable to HIV, Moving Beyond School Fees and
Uniforms, Final report
Dan Church Aid 2006. HIV/AIDS Program Context Analysis and Strategy 2006 2010.
Addis Ababa, AIDS Resources Center
Network of Organization for Vulnerable and Orphan Children (NOVOC) 2009.Declining Education Support For Orphan and Vulnerable Children in Malawi Analysis
and Review of the Malawi Government Budget of Education Support for OVC: Accessed
through www.novocmalawi.org/publication
Selam, 2002 Lesson Learned and Experience Gained from Wollo Child-Family
Reunification Project. Addis Ababa AIDS Resource Center.
Tania Boler & Peter Aggleton 2003. Life skills-based education for HIV prevention: a
critical analysis Policy & Research: ISSUE 3: Accessed through:
http://www.aidscorsortium.org.uk/education/educationworkinggroup.html
UK working group on education and HIV/AIDS, 2003. Addressing the educational needs
of orphan and vulnerable children: Accessed through:
http://www.adisconsortium.org.uk/education/educationworkinggroup.html
UNICEF 2008. Children on the Brink: A joint Report on New orphan Estimates and A
Framework for Action, Washington DC
UNICEF 2009. Living in a World with HIV/AIDS: The Framework for the Protection,
Care and Support of Orphan and Vulnerable Children, Washington DC
UNESCO 2002. Report on Multi-Sectoral HIV/AIDS Response. Addis Ababa, AIDS
Resource Center
http://www.cia.state.gov/pop-fact-ethiopiahttp://www.novocmalawi.org/publicationhttp://www.novocmalawi.org/publicationhttp://www.adisconsortium.org.uk/education/educationworkinggroup.htmlhttp://www.novocmalawi.org/publicationhttp://www.adisconsortium.org.uk/education/educationworkinggroup.htmlhttp://www.cia.state.gov/pop-fact-ethiopia