Abstract
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This paper aims at exploring how the funding of higher education in Tanzania. This paper gives a historical background on how higher education has been funded in the past years and explores the major means for current funding.
The second section of this paper discusses the major ways of funding higher education that are currently in use which include; Loans and grants from government and higher education students’ loans board, private sources- individual contributions (cost-sharing), sponsors/donors, revenues and tax collection, education levy, contracted research and consultancy.
The other section takes a glance at the policies for funding higher education which are practiced and what are the consequences that Tanzania may face in the near future using such means of funding and policies.
It discusses on how the funding process has resulted in dividing Tanzanians; those from well-off families against those from low income families. The findings from this paper shows that, financing of higher education is still a challenge that the state needs to face for the benefit of the coming generation. The paper concludes by summing up the major means of funding and its impact on the fate of many Tanzanians.
Introduction
Funding for higher education in Tanzania has brought chaos and misunderstandings between the students, government, institutions and in fact with the studying schedule too. This is caused by the lack of clear higher education funding policy in the country. It was until 1992 after the creation of the new ministry of Science, Technology and Higher Education (MSTHE) that the need for the policy to fund higher education became necessary. (MSTHE, 1999)
The Tanzania government has been experiencing problems in funding higher education apart from the cost-sharing policy, it is either way that, the policy is toothless or else there is poor supervision in the implementation of the policy which as the result has led to “free loans and grants” disbursed to both; those qualifying for the loan and the other group which do not qualify.
Other problems include the influx of new enrollment in the higher education against un-coordinated system of including them. There is also a major problem of including the private universities in the system of loans from the government; such situation has also contributed to the high enrollment number of higher education students to be served by Loan board. (MSTHE, 1999)
Such a situation has caused majority of poor individuals to miss access to higher education since they can not afford paying even for the quarter of the costs.
Ishengoma (2008, p.2) puts it this way… The Tanzania government-despite of the existence of cost sharing in higher education policy for the past 15 years and its limited financial ability to finance public higher education because of many competing needs- still shoulders the burden of financing both public and private higher education through disbursing interest free loans and grants through the Higher Education Students’ Loans Board (HESLB) and the Tanzania Education Authority (TEA). The current system of financing public higher education is in dire need of being revisited to avoid further looming crises in the higher education sector.
The current means for financing higher education in the country which works under the cost-sharing policy include these; Loans and grants from government through higher education students’ loans board, private sources- individual contributions (cost-sharing), sponsors/donors, revenues and tax collection, education levy, contracted research and consultancy.
Therefore, this paper explores a variety of financing systems of higher education the country, its availability and accessibility, who benefit and what to be done.
Loans from government through higher education students’ loans board
This is a way of financing higher education by the government. It is an effective way of funding higher education which can be accessed by majority and increase equity in education from the low income families to the high income families. The effectiveness will depend however on the effectiveness on “means testing” and reduced misconduct by the board personnel. The tool however, has now proved failure to high misconduct of the board personnel, poor means testing, lack of proper and true information for the applicants and low follow-ups on the set criteria.
Private sources and individual contributions (cost-sharing)
It includes the self financed students and those financed by government by percents, it is also another effective way which if used properly could increase students accessibility to higher education but very unfortunately, this has been denied and therefore, everyone need to be included in the grants and loan scheme. Such claims were difficult to find out any written document to support this argument.
Sponsors/Donors
In the year 2004-2005 after the effective take-off of the loan board, all students were supposed to be under the board, no matter who was being financed by who, it was at this point when the role of the Sponsors and donors lost its meaning. This decision was never taken with care, the number of students to be sponsored under the board was also overlooked, the outcome was that, in one moment, the boards found laden with more students that it could handle. Sponsors and donors in this sense refers included, religious foundations and organization, community based organizations and individuals who were sponsoring students at different level.
Donors and sponsors (those who were helping individuals) withdrew from financing higher education at the level of individuals and their role was turned to finance direct to the government.
Revenues and Tax collection plus Education levy
This means of financing higher education could have been a solution to the current problem only if the government could have played its role in the collection of revenues and tax and proper allocation of the fund in the higher education.
There is very low effort by the government to collect loan paybacks from the graduates who were under government sponsorship although the higher education funding policy states vividly that, the graduate shall be given grace period of one year before starting paying the loan which will last for ten to fifteen years, if the cash could have been collected from those graduates it could have helped the higher education finance more students, hence increasing accessibility to higher education. Ishengoma (1998) clarifies that the while domestic revenue has increased by 55% from 2000/01-2005/06, and during the same period Government finance registered consistent deficits between revenue and expenditure implying the Government’s inability to adequately finance critical sectors including higher education and also inability to control its expenditure.
Current policies for funding higher education
There have been several policies formulated since the creation of the Ministry of Science, Technology and Higher Education in 1990s, other policies and utterances from political leaders have also been given out, the major aim was to improve the process of financing higher education. Sources of financing higher education include these; contribution by the owners (infrastructures, buildings and other resources), contribution by beneficiaries, the government ( as main financier provide loans and scholarships), private sector ( encouraged to invest on education), individual and families and finally contribution by higher education institutions.
The 1999 policy as narrated in the number 2.2.5 articulates that; the big imbalance in students’ enrollment between the sciences and humanities shall be addresses. Currently, the policy was used as a determinant of who should get the loan for the on going academic year 2009-10.
The policy as narrated in 2.2.6 states that, deliberate action shall be taken towards increased financing of higher education in general and of higher education institutions in particular in order to facilitate pursuit of the missions of which they each are established. Increased funding towards the critical minimum of 1 to 1.5 percent of GNP shall be the goal. This policy has done nothing to its claims as Ishengoma ( 2008 p.6) narrates that, while domestic revenue increased by 55% from 2000/01-2005/06, during the same period Government finance registered consistent deficits between revenue and expenditure implying the Government’s inability to adequately finance critical sectors including higher education and also inability to control its expenditure. In such situation therefore, it is difficult to expect a miracle to happen in our higher education financing systems.
Another policy is found in 3.2.1 of the MSTHE document of 1999 demanding that, curricular emphasis on higher education shall be placed on programs that are geared towards responding to the changing world of sciences and technology and the corresponding ever –changing needs of the people… as agriculture will continue to be the back-borne of the economy, agricultural related disciplines and technologies shall be given priority. My doubt is, what is the meaning of having good policies with poor teaching technology and manpower? The execution of this policy may remain in the writings than in practical.
3.2.3 Policy states that, the education sector shall be given priority in allocation of resources by the government. Training and research objectives shall target the development and promotion of a strong indigenous base of science and technology to enable Tanzanians solves their development problems.
If Tanzania truly wants to produce strong indigenous base of science and technology, some of the policies needs or should be removed and that, there must be one source of information to avoid current “conflict of interest”. For example, while the Loan board claims that, there is no enough fund to fund all students, the head of the state stands out and declare that, no one student shall miss the university or chased out because of lacking loan.
Also the 5.2.5 policy states clearly that, the student relationship shall be that of the sponsor-sponsoree based on contract terms. The terms shall be clear to all parts. Take a simple loan form used for the academic year 2009/10, the instruction were not clearly stated, it was based on one side, the form dictated the Sponsoree( Student) to fill it quickly and agree to everything written in there, failure to do so or disagreeing meant that, you did not want to get the loan.
Since there are more than 15 policies, this paper can not go through all these but where necessary a policy can be copied as a reference.
How the Process of financing higher education divide the community
i) Equity
These policies do not allow elasticity- that is do not consider other cross-cutting issues that individual may face, example, the claim that, all science students shall be given priority in disbursement of loan and admission in the higher education does not consider students who come from villages where there have never been a laboratory and science materials are rare, therefore, it is vivid that, majority can not enjoy the loans from the loan board.
ii) Accessibility of Loans
Majority of Tanzanian students comes from rural areas where there is limited access to information, the loan board demands students to either download Loan forms from the website or collect them from the post offices, two, the particulars needed to qualify for the loan include certificates of birth, residents, property ownership which these parents do not have, therefore, failure to attach the required information result in missing the loan and miss the access to higher education. Dachi (2000, p.148) copies Woodhall (1989a, 1989b and 1989c:78) that
… no hard evidence to support the argument that, loans deter low income students, ethnic minorities and other marginalized groups from participation in higher education, the system of mandatory grants is restrictive and it is still the upper income families who are most likely to benefit from higher education despite the system of means tested grants.
iii) Quality of Education provided
Though the policies insist on producing our own scientist to cater our own problems there is great doubt about because, most of the studying time is spent on demonstrating for access to loans and good learning facilities.
Two, the increased number of students is inversely proportion to the available facilities starting with accommodation, lecture room, seminar rooms, libraries and the teaching staff. For example, the University of Dar es Salaam has established two learning centers; Center for Continuing Education (CCE) and UDSMAVU Learning Center in 2001 has changed nothing to the lecturer’s pedagogical skills.
Galabawa (2005, p.84) show how technology can be integrated in higher education without segregating others as he says; the first step out of this trap would be to increase enrolment in higher education level in such a manner that, overtime, Tanzania can move into the category of “dynamic leaders” group: with the requisite human-capacity potential to trigger-off technological achievements through new ideas, research and knowledge.
iv) The concept of scarcity
Tanzania can not ignore the truth that, the supply of resources in our production is so limited and therefore, there are extra power needs to be employed to include both students from low income families too. We need scientist, teachers and engineers who will take us to somewhere else, therefore, the following must be included in financing higher education as Galabawa outlines them; (i) the end product (
graduated students) must be allocated among competing uses, assuming that behavior is rational, (ii) resources used in education provision have alternative uses,; thus it is possible to use the same kinds of resources to make different kinds of goods for Tanzanians with the education system itself and outside the education system.
The question comes in, should the state make the higher education scarce so that we may have quality education or allow the influx into higher education and miss the quality? Need more research especially on the rate of return to education, if the higher education has high rate of return both; private and public return regardless of quality let it be, but if not, the state therefore need to rephrase the policies and conduct of financing higher education.
v) Who benefit: Private and Public Returns
When it comes to the question of who benefit from the process of financing higher education, one can conclude that, it is the upper class because the loans scheme especially from the government as the main financier of education is being implanted without taking into consideration other issues like; the level of income of the families, as Dachi( 2000) copies Omari (1994) that…the loans schemes in Tanzania is implemented without taking into consideration family income levels, thus failing to institute a different criterion for disbursing loans between relatively, those who are considered as high income students and low income students.
Private Returns
Private returns refer to those benefits that an individual have after completing education (higher education in this context). There are several returns including;
a) Earnings- the increase of productivity goes direct with the increasing in earnings.
b) Quality Employment- with higher education, one is not going to seek for any job but a quality one, one therefore becomes more productive for himself but also for the community. Currently, more jobs are available for increased job-specific human capital among those with higher levels of education
c) Social status – human being likes being appreciated, that they exist, so when it comes to higher education individual would like to acquire it so as to increase their social status in their working society.
Public Returns
This refers to those benefit of an individual through which the public benefit from, these benefits include the following;
a) Economic growth- education has effect on the growth of the economy of any country in that education increases human capital. More highly educated individuals mean more analysts, and inventors, and scientists working to increase more human capital through the development ideas and technologies and proper implementations of those ideas. Hence more and quality goods are produced for the growth of a stable economy.
b) Development of good citizenry- this benefit need to be understood with a close eye, it is believed that, the society with more educated elites the chances of misconducts is lowered, therefore, these people will understand the importance of voting, cleanness and other society related issues.
The findings
Several findings have been identified from the discussion above; the current financing system do not have a specific criteria of deciding who deserves what, as the result, even the students from well-off families have been included the loan board, two, there is a need of having a guaranteed system of repaying back of loans, scholarships should also be aimed to those in need whose ability to afford the cost of education is almost zero.
Other findings are that, the political statements should be filtered from policy implementation because if this is allowed, the system will always be twisted by those political utterances and statements.
It is also noted that, the connection between education and opportunity has oriented the discourse around those who are most in need of enhanced opportunities. Low income, minority, and disabled students are often the targeted group in this context, and the same general focus has been applied to low-wealth or low-income taxpayers. (Berne& Stiefel…)
What to be done
The financing system in Tanzania has brought the education sector at dilemma, the state is struggling to move forward but there are pitfalls in the financing system that needs to be addressed.
There are several options that the state can deploy to enhance the current financing system, the following may be assistance per the finding; one, finance higher education out of taxation on a small scale, two, the government inter into contact with banks to provide educational loans to students just the same as “Mabilioni ya Kikwete” which was the loans taken from the bank, or else, create a special bank for generating, disbursing and collecting student loans. three, rely on private finance for students who comes from well-off families and, perhaps, a small number on scholarships for Low income, minority, and disabled students an or low-wealth or low-income taxpayers. (Dachi, 2000, Barr, 2004)
Other models of financing higher education in the country include these ones;
a) Potential Graduate Employers
This includes direct donations to the higher institutions from these graduate employers, students and professorial chairs sponsorship.
b) Alumni
These are graduate students who did their studies in that particular institutions, if well organized they can be usefully utilized to generate income for the institutions.
Concluding Observation
Having explored the policies for financing higher education, it is strongly recommended to have up-to-date policies which will have clear distinctions criteria of who deserves what and drop the current system of relying on paper information.
The government may opt for a system of tracing back the financial capabilities of parents therefore when it comes to means-testing it will be easier to come out with true deserving names.
Mshana, Elli
M.A Education Student
UNiversity of Dar es salaam- Tanzania
Monday, February 22, 2010
THE EXTENT OF LUTHERAN CHURCH IN FINANCING SECONDARY EDUCATION IN TANZANIA
CHAPTER ONE
INTRODUCTION
This Study aim at examining the extent to which Lutheran Seminary Secondary schools/ Owners as partners in the provision of education finance secondary education in Tanzania, taking two secondary schools in Tanga and one in Morogoro region as a case in point. Chapter one will present background information of the research problem, Statement of the research problem, purpose and objective of the Study, limitation and delimitation of the Study, research talks and questions conceptual frame work, significance of the Study, limitation and delimitation of the Study and finally the chapter ends with the definition key concepts.
1.1 Background of the Study
Education is the key to a genuine, informed and engaged citizenship and is thus the cement of greater democracy, respect of human rights, gender equality, peace and stability, (Commonwealth Education Partnership,2004). Financing education is the responsibility of both the government and community in general in order to make sure that every child has access to education. There is need of involving individual persons, NGOs and CBOs in financing education particularly secondary education in order to reduce the government burden of financing education all alone. In line with this view Makene (2004), maintain that, allowing partnership in the provision of secondary education may rid the government of huge expenditure on Secondary education.
More over, different partners can result to competition which in turn can contribute to good performance. Religious organizations, particularly Lutheran Missions, for long time have been active partners in financing Secondary education. This involvement of Lutheran Church has contributed to the quality and high performance of secondary education in these Lutheran owned schools.
To date there are different partners involved in financing Secondary education but Lutheran has taken considerable lead. This is a result of changes in policy, as it has been observed by Sammof (1994) that in 1996 change of policy resulting from the economic crisis and the agreement negotiated with the IMF, meant that private schools which had previously been discouraged but tolerated, was now actively encouraged.
According to Northern Zonal Statistics 2006, in Kilimanjaro and Tanga regions had 28 secondary schools owned by RC,18 Secondary schools under ELCT, one secondary school under Tanzania assembles of God, two secondary school under Seventh Day Adventist, 13 secondary schools under Central Government, 13 secondary under Islamic and 221 secondary schools under Community Based.
However, there is no Study that has been conducted specifically in relation to financing Lutheran Seminary schools. Since the Lutheran Church play an important part of enhancing the equality of education in the country, the researcher sees that there is a need to undertake the Study to examine the sources of revenues of secondary school owned by Lutheran Church in Tanga and Morogoro regions by finding out sources of funds, its management and utilization.
1.2 Statement of the Study
Lutheran Church for a long time has been an active partner in financing education in Tanzania, particularly secondary education. The studies by Cameron and Dodd (1970), and others showed that Churches lead in the provision of quality education in the country.
This has been noted in relation to the expansion of schools built, size of students enrolled, and in terms of extent performance. Moreover, Lutheran based schools have been potential contributors in terms of educational outcomes such as the national skilled manpower. Effective financing of secondary education in Lutheran Seminary schools depend on a number of factors such as sources of funds, its management and utilization of the funds.
Some studies related to financing of education in general have come up with some important information about the involvement of religious organization in promotion of education in Tanzania particularly Lutheran church. However, there is no enough record to show the extent to which Church finance secondary education in Tanzania with special reference to Lutheran Seminary Church owned school in Tanga region.
From the above arguments, therefore the researcher wants to find out the extent to which Lutheran Church as partners in education enterprise finance secondary education through establishing sources of funds, its management and utilization.
1.3.1 The Major Purpose of The Study.
The major purpose of this Study is to find out the extent to which Lutheran Seminary schools as partners in education enterprise finance secondary education.
1.3.2 The Specific Objectives of the Study
Specifically the Study will address the following objectives:
1. To identify sources of fund used in running secondary schools owned by Lutheran Church.
2. To examine the management of the collected funds from the various sources.
3. To analyze the utilization of funds collected from the various sources.
1.4 Research Tasks and Questions
In line with the purpose and objectives, the Study will address three major research tasks and their questions.
Tasks 1
Identifying various sources of funds that are used in running secondary schools owned by Lutheran Church
Research questions
1. What are the main sources of funds that are used in running schools?
2. Does the school have enough sources of funds for its efficient running?
3. How much each student is expected to pay per year as a school fees and other contribution?
Task 2
Examining the management of collected various sources
Research questions
1. Who are involved in planning and making decision of the school budget?
2. Is the school management involved teaching staff and parents in the preparation of school budget?
3. Do the school fund s collected from various sources will managed
Task 3
Analyzing the utilization of the collection from various sources
Research questions
1. What are the activities that have cost elements in assuring quality of teaching/ learning and the general performance of the school?
2. Do you agree that the school funds are well utilized?
1.5 A Conceptual Model for Financing Lutheran Seminary schools Schools in Tanzania.
According to Krishnaswami, (2003) conceptual or theoretical model is the simplified systematic conceptual structures of inter related elements in some schematic from such as narratives statement or mathematical questions. In this Study the conceptual model will be based on the inputs and process variables. It has been argued that there is no single factor that makes a good school and performance. Therefore, the successful school and academic performance depend on:
Input(s) – Where a successful school is with adequate funds from different sources.
Process – Where a successful school is one in which there is efficient management of and utilization of the funds, rational allocation of involvement of all stakeholders in planning and making decision on matters related to expenditure and budget. Monitoring and evaluation of the utilized funds.
Output – where a successful school is one that produces good examination results and good academic performance, highly motivated staffs and well furnished facilities.
Figure 1: Conceptual Model for Financing Education In Lutheran Secondary schools
Source: Mshana, (2010)
1.6 Significance of the Study
This Study is expected to come up with new knowledge of revenue, its management and utilization in Lutheran owned Secondary schools.
Such knowledge will assist planners in education sector, policy makers, managers and other stakeholders on matters related to financing education in Lutheran Owned Secondary schools, Particularly Educational Policy makers.
Finally the Study will develop the interest of future researchers on financing education and the role played by Lutheran Church in financing education in Tanzania particularly secondary education.
1.7 Limitations of Study.
Limitations are those conditions beyond the control of the researcher that may place restrictions on the conclusions of the Study and their applications to other situations.
This Study faces a number of limitations.
There are many schools being run by Lutheran Church but because of limited resources only two secondary schools in Tanga and one in Morogoro regions will be surveyed. Therefore, the sample will be small due to limited resources.
Most of the schools are located in remote areas; the researcher therefore will need immediate transport to and from those remotely located schools the situation that may hinder him.
1.8 Key Definitions of Concepts.
Finance: Refers to availability of necessary funds in order to achieve a desired end.
Partner: One that share in possession or enjoyment of property or something with another one of two or more persons associated as joint principles carrying out any business with a view of getting profit.
Religious organizations: These refer to those organizations under religious faith or denominations. The major categories of religion in the world are Christianity and Islam. Denominations include Lutheran, Roman, Moravian and Pentecostals among Christians. Also they include Muslim Council of Tanzania (BAKATWA), Africa Muslim Agency (AMA), The Aga Khan and others.
Secondary school: These are schools that provide post – primary education. In simple term it just institution that provide education after pupils’ complete primary education.
1.9 Organization of the Study
This is organized into three chapters; one is an introduction; chapter two is review of related literature. Chapter three comprises research methodology.
CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
The chapter will be reviewing related literature on sources of revenues in secondary school managed by Lutheran Church. It will comprise a thorough theoretical discourse on the concept of financing, historical background of sources of revenues in education, financing education experience from various countries, organization of secondary schools owned by Lutheran Church in Tanzania.
2. 1 The Meaning of Finance
Bohmler, (1956), define finance as an essential field of economic activity and operate through financial institutions. Finance is a complex concept and can not readily be defined in a single simple statement. For the time being, it will serve our purpose to say that it is frequently termed the “science of money” Finance has to do with obtaining money with saving and spending with borrowing and investing.
Furthermore Zymelman (1973) view financing and its provision for education as an essential separate function. As shown by Galabawa (1994) total government control is common in areas where all education services are reflected in the market provision. However partnership in running secondary school education still carries weight due to the scarce resources especially in developing countries
2.2 Background to the Financing of Secondary Education In Tanzania
Education is one of the largest sectors of the national economy in terms of budgetary allocation and human resources involved. Therefore from these all embracing national policy perspectives the education sector derived the following sectoral policy thrust perspectives the education and Culture (MOEC) which, among other things calls for enhancing of partnership in the provision of education and training through the deliberate efforts of private agencies in the provision of education to establish and manage schools and other education institution at levels.
The traditional partners in the education enterprise have always been the state and the church but over time the landscape and contours have dramatically changed such that in Tanzania today the following have to be included in that financing of education. These included the state, private sector religious institutions non-government organization, community based organization, present, pupils, donors and employees, (Omari, 2002).
Generally, the trend shows that, religious institutions for a very long time have been successful partners in fund raising and financing Secondary education with comparison to other parties, in line with this view, Galabawa (1995) maintain that, the involvement of the Christian Churches in secondary education is extensive. The impetus started in 1986 When the government made a bold call on churches and other Non Governmental Organizations to play an even greater role in the provision of Education and health Services.
Majority of the private secondary schools in Tanzania are owned or managed by Religious organizations. This shows that despite the 1969Education Act, Religious Bodies are still interested in Education and most likely playing their spiritual role of providing essential social services to humanity.
In 1994, Christian churches and organizations managed 141 schools in Tanzania ,while there were only twenty schools run by the Muslims,(Galabawa, 1989).This shows that, religious organization particularly Lutheran Church have been an active partner in the development of education in Tanzania.
2.3 The Need for Financing Education
Financing education is the responsibility of both the government and community in general in making sure that every child has access to education regardless of the resources for financing education. Hence there is a need of involving partners in financing education in order to reduce government burden of financing education. Similarly, the Jomtien Declaration of Education for All (EFA) emphasize on involving partners in financing education since government has no capacity to finance education.
Moreover, with regard to the economic crisis facing most of African countries including Tanzania, it is obvious that, government alone can not take the whole responsibility of providing education to its people, chance encouraging partners and intern linkage in the provision of education training, thought establishing and managing schools and other educational institutions.
It is expected that trough involving partners such as the religious organization, NGO’s COBO’ s and private groups, it will reduce the government burden of financing education as well as improving the quality of educations services provided.
Moreover, different partners can result to competition, which in turn can contribute to good performance. As it has been argued by Mosha, (2000) that, effective financing is a crucial factor in the whole question of academic, he further argued that, effective fund raising enhances quality education while inadequate fund raising my be a source of conflict in schools due to lack of enough facilities and other and other necessary conditions to keep education institutions in harmed running, hence encouraging partnership.
Similarly, Galabawa,(1995), unveil that a sustainable financing and management system is a pre-condition for producing secondary education capacity and maintaining minimum levels of quality cervices effective financing helps to create a positive climate, a thin which motivates both teachers and students. It is a catalyst, which makes everyone in an academic instruction committed so as to be winner and produce winners.
Therefore partnership in education provision is inevitable, for quality education for all has to be attained with regard to economic of developing courtiers including Tanzania .With education, the only solution will to accept private financing of education hence partners like churches.
2.4 Limitations and Strength in Financing Education
Financing may contribute to the decline of quality education or may create classes in the society on the basis of religious and ethnicity. Moreover, some of the partners may not be social demand. Noting the dangers of partnership and inter linkages in education provision, Omari (2002) comment that, a partnership is not a Humanitarian Act, but an economic and social process geared to wards the production of better educations services in the most effective and efficiency manner.
All, in all, financing education provision is most appropriate, since education development will only be accelerated if we share ideas and exchange best practices that promote better targeting of resources. Producer harmony and optimize the quality of the product, which is an education services, secondly there must be common objectives such as making and sharing of profits which is case of education, is the production of a well equipped future generation and satisfying current clients parents and pupils.
Moreover, genuine partnership also requires seriousness of purpose on all side education there fore, this include parents, students and responsible partners as well as the government.
2.5 Economic Policies and Financing EducationThe history of financing education in Tanzania indicates that, resources allocation will in most cases determined by education policy or policies prevailing at a particular time. Important education policies formulated by the government have been supported financially to affect implementation, Galabawa (1995). Educational policy is, thus, a matter of vital importance, and this is clearly reflected in the increasing share of educational expenditure in both the national budget and the GDP, despite the latter relatively rapid growth.
Education financing is typically one of the largest items government expenditure, often claiming as much one or more of the total budget. Spending in education increases in line with population and income growth and is a long –term investment that requires a predicable income source. Task force higher Education and Society,(2000). In addition to that, Galabawa,(1985) comment that, the development of financing education in Tanzania shows that there is a limit to which central government can depend on fiscal to finance education solely from tax-revenue without destabilizing effects. There is a need to go back to the conventional methods of financing education. In addition to that, Structural Adjustment programmer (SAPs), the word Bank (WB) and the International Monetary funds (IMF) advocated reduction in public financing of education, Butcher, (1994).
In implementing the policy the government initiated the Education sector Development programmer (ESDP) in 1997.The overarching objective of the programmer will that of pulling resources trough the involvement of all key stakeholders in education planning implementing, monitoring and evaluation (MOEC,200ia). Its main thrust will be on the enhancement of sources of revenues coordination and cooperation among all educational stakeholders especially religions organizations. .
Table 1: type of Lutheran Secondary school Under Study
S/N Name of school Owner
1 Lwandai Secondary School ELCT-NED
2 Bangala Junior Seminary ELCT-NED
3 Morogoro Junior Seminary ELCT- CD
2.6 SynthesisAnalysis of literature on partnership financing has revealed a number of attributes of interests in partnership financing. It is seems that little research has been done on financing education despite the long history of Lutheran Seminaries as partners who support the finance of education in the country. Lutheran church has been an active partner in financing education particularly secondary education in the country.
The Study of financing in Lutheran Seminary secondary schools is therefore guided by the need to find out various sources of revenue, its management and utilization in Roman Lutheran Secondary School
CHAPTER THREE
RESEARCH METHODOLOGY
3. INTRODUCTION
This chapter presents the research design and methodology that will be employed during data collection. It also covers area of Study. Population, sample and sampling techniques research instruments that will be employed in getting the needed information, validity of the research statements and data analysis plan.
3.1 Research Design
Research design, according to Kothari, (1990) is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. Krishnaswami (2003) defines research design as a logical and systematic plan prepared for directing a research Study.
It specifies the objective of the Study, the methodology and the techniques to be adopted for achieving the objectives. It is a blue print for the collection, measurement and analysis of data. A good research design is the one, which is flexible, appropriate, and economical, minimizes bias, and maximizes there liability of data collected.
The research design differs depending on the purpose of conducting the Study .The research problem determines the type of the design that cold achieve the desired results and required research question .In this Study, a survey research design will adopted. Krishnaswami (2003) view survey as a’ fact –finding’ Study. It is a design of research involving collection of data directly from the population or a sample at particular time. Data may be collected by observation, or interviewing or mailing questionnaires.
In this Study, Qualitative and Quantitative research approaches will both be employed for data collection. In the case of qualitative research approach, interview schedule will be conducted with parents. While for quantitative research approach, questionnaires will be administered to three heads of school who will purposefully sample and 36 teaching staff who will be randomly selected.
3.2 Area of Study
The Study will be conducted in two secondaries owned by Lutheran Church in Tanga and one in Morogoro regions, namely, Lwandai, Bangala Junior and Morogoro Junior Secondary schools. Tanga and Morogoro regions will be chosen because of their familiarity and accessibility to the researcher and its likelihood obtain the needed information for the Study.
3.3 Population
A researcher must know what kind of information she/he wants, who has the information and where to find the person. The people that a researcher has in mind from who she/he can obtain information are called population. Population according to Krishnaswami(2003) is the aggregate or all the units pertaining to a Study; It is the target group to be studied. It is the unit or group of units with one or more characteristic in common that is of interests to the researcher. he population of this Study comprised all secondary schools owned by Lutheran Church in Tanzania.
Due to financial constraints, it will not possible for the researcher to research all schools managed by Lutheran Church in Tanzania, therefore, the target population for this Study will be three secondary schools managed by Lutheran Church in Tanga and Morogoro regions. This sample of the population will select bearing in mind that, the knowledge that will generate from the Study, represented the whole population.
3.3.1 Samples
It is not possible that everybody among the accessible population can participate. So, the research would plan of a small proportion to select who to participate. The Process of selecting the participants is called sampling. Kothari,(1990) define sample as a smaller group of subjects drawn from the population in which a researcher is interested in gaining information and drawing conclusion about the universe if randomly obtained.
Sample is the part of a population. The use of sample in conducting research may be necessitated by some physical social and economic constraints that surround the researcher. In supporting this view, Kenya Makau and Mani(1989) argued that, financial, physical and social constraints might force a researcher to rely only on the part of population to obtain information. Moreover, the use of samples enables the research samples enables the researcher to achieve the same research objectives with reduced resources. The general role that governs the samples is that, the findings on it should reflect as much as possible similar characteristics of those of the findings, which would be obtained. The samples for this Study will respondents from three secondary schools owned by Lutheran Church in Tanga and Morogoro Regions.
3.3.2 Sampling Procedures
Sampling procedure or techniques is a definite plan for obtaining sample from a population. Krishinaswami (2003), define sampling as a process of drawing sample from a large population. In this Study, both simple and random sampling will be used. Simple random sampling is the type of sampling, which provides equal chance to every member in the population to be included in the Study. The researcher prefers simple random sampling for teachers because it reduced bias and errors. Thirty six teachers will be randomly sampled from three schools that will be involved in the Study.
Purposive sampling, on the other hand, is the type of sampling in which the researcher selects samples based on a certain purpose. It will prefer because it enables the researcher to solicit relevant information. In this Study, three head of schools will be purposely sampled for the administered questionnaire. On the other hand, twelve parents will be randomly sampled. This makes a total number of fifty –one respondents.
3..4 Instruments for Data Collection
A researcher cannot collect data without instruments. An instrument is a method of data collection. It makes it easy for the researcher to collection information. The task of the researcher is, therefore, to select suitable instruments data collection the task of carrying out any research investigation must be accompanied with the collection of data.
Many different methods and procedures have been developed to aid in the acquisition of data. These instruments employ distinctive ways of describing and quantifying the data. Each method or instrument is appropriate for certain sources of data, yielding information of the kind and in the form that can be most effectively used, this is according to Best an Khan,(1989). For this particular Study, the researcher instruments in collecting data, namely, documentary reviews, interview guides and questionnaires.
3.4.1 Documentary Review
This involves deriving information by carefully Studying written documents, or visual information from sources called documents. These will include the textbooks, newspapers, articles, speeches, pictures and files. The documents that will be reviewed include various studies related to the subject of Study, which will be obtained from the main library, University of Dar es salaam.
Other documents will be obtained from the schools under Study like the joining instructions, December,(1998), argued that, using documentary review as an instrument of data collection has the following advantages, first, the documents, are easily and in expensively be accessed secondary they are cost effective methods of collecting data,. Two, they provide a source of data which is permanent and available in form that can be checked and they are open to public.
3.4.2 Interview Schedule
In this Study the researcher will prepare structured and unstructured interview questions and conduct interviews with twelve parents who have their children studying in the schools under Study.
Interview is one of the major methods of data collection. Krishanswami 2003), define inter view as a two way systematic conversation between an investigator and an informant, initiated for obtaining information relevant to a specific Study. Interviewing require face contact over telephone.
This is another research instrument that the research employed in collecting data. Cohen, Manion and Morrison, (2000) define research interview as a two – person conversation initiated by interview for specific purpose of obtaining relevant information. It is a research instrument for data collection that involves the collection of data through direct verbal interaction between the interviewee. The interview technique requires the researcher ask question.
It is advantageous because it is quite flexible, adaptable and can be used on many people. Information can be obtained in detail and can be well explained; moreover interview can gather other supplementary information. The interviewer can do more things to improve the percentage of responses and quality of information received.
However, the researcher will find it disadvantageous in that, the interviewees may be highly subjective, biased shy or express discomfort in response. At time they may be unwilling to respond, or questions may be wrong and my take a lot of time to respond to the Study, another limitation is that, personal, and financial information may be refused if face to face interview poses the problem of recording information obtained from the respondent The researcher prepared interview guide on major areas to be investigated. Semi structured and structured interview guide on major areas to be investigated. Semi structured and unstructured interview questions will prepared. Then she held an interview with ten parents who will be randomly selected who had children studying in those schools under Study.
3.4.3 Questionnaire
The researcher will administer questionnaire in person to three heads of school who will be purposively sample and thirty-six teaching staff who will randomly be sampled from three Lutheran Seminary secondary schools involved in this Study.
According to Keya, Makau and Mani (1989), questionnaire has been defined as a formatted set of questions that are drawn up to meet the objectives of the survey. It involves the use of written down items to which the respondent individually responds in writing. The items will be in the form of statement or questions.
3.5 Validity of Research Instruments
In any research, the fundamental rule of the thumb is that every information we get must be accurate. This implies that what we use to obtain that information must also be accurate. Validity in research implies of a research instrument, validity of research procedure (technique), and validity of the research findings (report).
3.6 Procedure for Data Collection
The researcher will introduce himself to all the respective authorities in Tanga and Morogoro regions where the Study will be conducted. After gaining the needed recognition from the relevant respondent s as well as administering the questionnaires in person to the heads of school the researcher will arrange the timetable so as conduct interviews to the sampled parents, teaching staff.
3.3.9 Data Analysis Plan
According to Kothari,(1990), data analysis is a process, which implies editing, coding classification and tabulations of collected data. In this proposal data that will obtained through various procedures will be summarized in table, moreover the no numerical data will be subjected to content analysis.
3.3.10 Ethical Consideration
According to Krishnaswami (2003) Issues of ethics arise primarily out of researcher’s relation with sponsors of research, those who permit access to sources of data and research participants /respondents. He further argued that, of all the ethical issues, the issues concerned with the respondents are far more important, since they constitute the research subject and their individuals from who data are obtained. Taking into consideration this fact the researcher will assure the respondent confidentiality on given information. For those respondents who will be supposed to fill in the questionnaires these will be directed to write down their names or titles.
REFERENCE
Best, J. and Kahn, J. (1993). Research In Education, New York: Allyn Bacon Inc.
Cameron, J. and odd, W. (1970) Society, School And Progress in Tanzania, Oxford: Pergamon Press.
Cohen, L., Marion, L. and Morrison, K. (2000). Research Methods in Education. London: Root Ledge.
Commonwealth (2000) Common Wealth Education Partnership. London: The Stationary Office.
Galabawa, J.C.J. (1995); Financing Education Development, With A Case of Tanzania, Department Of Education: University of Dar es salaam.
Galabawa, J.C.J ( 1989); “Mobilization allocation And Management Of Financial Resources For Education In Tanzania” pamphlet, Department of Education, University of Dar es Salaam.
Keya, S.O., Makau, B.F., and Man, J. (1989); Guidelines For The Formulation of Research Project Proposal. Nairobi, Oxford University Press.
Kothari, C. (1990); Research Methodology: Methods And Technology: New Delhi: Wiley Eastern Ltd.
Krishnaswami, O.R (2003). Methodology Of Research In Social Sciences, Mumbai: Himalaya Publishing House.
Masudi, A. (1986). The Contribution Of Religious Organizations To The development Of Private Schools In Tanzania, M.A. Thesis, UDSM.
Ministry of Education and Culture (2002a). Education Sector development Program. Dar es Salaam, Ministry of Education and Culture.
Omari, I. ( 2002). “Partnership In Education Provision”, PED, No.22, Faculty Of Education, University of Dar es Salaam.
Sammoff, J. (1994). Copping With Crisis, UNESCO, New York.
United Republic of Tanzania, (1995): Education and Training Policy, MOEC, Dar es Salaam.
Zymelman, M. (1973). Financing And Efficiency In Education: Reference For Administration And Policy Making. Boston: The Nimrod Press.
Appendix A
QUESTIONNAIRE FOR HEADS OF SCHOOL
A. INTRODUCTION
Lutheran Church for a long time has been active contributors in financing education in Tanzania, particularly Secondary education. The purpose of this study and this questionnaire is to solicit some information on financing in Secondary schools by Lutheran schools.
The information will help to have a better understanding on the issues related to finance and the sources of the funds used to run those secondary schools owned by Lutheran Church. The information that obtained shall confidentially be used for the above stated purpose only and not for malicious intentions.
Please note: Your name should not appear anywhere in this questionnaire.
Thank You.
B. background information of the school
1. Name of the School …...................................
2. Owner of the School …................................
3. District ….....................................................
4. In which year the School was started? …......
5. Number of Students enrolled in 2009?
Please, indicate in the table provided.
FORM BOYS GIRLS TOTAL
6. Number of teaching staff and their qualifications
Please, indicate in the table provided
Qualification Number of Teachers
1. Form Sis
2. Diploma ( Non-education)
3. Diploma in Education
4. University Degree (No-Education)
5. University Degree ( Education)
6. Postgraduate diploma in Education
7. Postgraduate degree ( Masters)
Male.................. Female.................. Total.......................
7. Number of Supporting Staff
C. PLEASE ANSWER THE FOLLOWING QUESTIONS BY CHOOSING THE MOST CORRECT RESPONSE TO YOU
1. What are the main sources of revenue used in running the school?
(a) School fees
(b) Contribution from parents
(c) Donors
(d) Funds rising
(e) Others, please specify..................................................................
…...............................................................................................
2. In your view, does the school have enough sources of revenue for its efficiency operation?
(a) Yes
(b) No
3. Who is involved in planning and making decision of the school budget? Please, choose the following:
(a) Heads of the school
(b) Teaching staffs and heads Owners
(c) Managers, Heads and School owners
(d) Members of the School board
(e) Others please specify...............................................................................................
4. Do you agree that, the revenue collected from various sources is well managed?
(a) Strongly Agree
(b) Agree
( c) Disagree
( d) Strongly disagree
5. Would you agree that adequate funding, its proper management and utilization increased Student performance?
(a) Strongly agree
( b) Agree
( c) Disagree
( d) Strongly Disagree
6. How would you value the relationship between adequate funds, its proper management and utilization towards Students performance?
(a) Very high
(b) High
(c) Fair
(d) Low
7. What are the future prospects of the School?
a) Looking for more resources
b) Looking for more Degree holder teachers
c) Increasing capacity building of the school
d) Any other
APPENDIX B
QUESTIONNAIRE FOR THE TEACHING STAFF
A. INTRODUCTION
Lutheran Church for a long time has been active contributors in financing education in Tanzania, particularly Secondary education. The purpose of this study and this questionnaire is to solicit some information on financing Secondary schools by Lutheran schools.
The information will help to have a better understanding on the issues related to finance and the sources of the funds used to run those secondary schools owned by Lutheran Church. The information that obtained shall confidentially be used for the above stated purpose only and not for malicious intentions.
Please note: Your name should not appear anywhere in this questionnaire.
Thank You.
B. PERSONAL INFORMATION
Name of the School...............................................................................
Owner of the School ….......................................................................
District.................................................................................................
1. Sex:
(a) Male
(b) Female
2. Age...............................................................................................
3. Marital status: Married_____ Single______Widow____
4. Religion/Denomination...............................................
5. What is your highest level of academic qualification? Please tick where it is appropriate
( a) Form Six
( b) Diploma ( Non-education)
( c) Diploma in education
( d) University degree ( Non-degree)
( e ) University degree Education
( f ) Postgraduate degree
6. Years of Teaching Experience …......................................................
7. Years of Teaching in this school.......................................................
B. PLEASE ANSWER THE FOLLOWING QUESTIONS BY CHOOSING THE MOST CORRECT TO YOU
1. What are the main sources of revenue used in running the School?
( a) School fees
( b) Contribution from Parents
( c ) Donors
( d ) Fundrising
( e ) Others, Please mention them …..................................................................
2. In your view, does the school have enough sources of finance for its efficiency operations?
( a ) Yes
( b ) No
3. Please choose the most appropriate opinion about the academic performance of the school?
( a ) The School performance poor
( b ) The School performance is average
( c ) The Performance is well
( d ) The performance is very well
4. Does the School management pay you well?
( a ) Yes
( b ) No
( c ) At least
( d ) Not at all
5. Do you agree that, adequate salaries have increased teachers' morale and good performance of the school in general?
( a ) Strongly agree
( b ) Agree
( c ) Disagree
( d ) Strongly disagree
( e ) I am not sure
6. Does the school management involve teaching Staff in the preparation of the budget? Please choose among the following;
( a ) Yes
( b ) No
( c ) Not Sure
APPENDIX C
INTERVIEW GUIDE FOR PARENTS/ GURDIANS
Q1. Why did you send your child in this school and not in other schools?
Q2. Does your child perform well academically?
Q3. How do you compare your child academic performance with other children who are studying in other schools?
Q4. How much fee do you pay annually?
Q5. Apart from school fees, what are other contributions that the school owes you?
Q6. In your view, does the school have enough sources of finance?
Q7. Who are involved in the process of financing education in this school?
Q8. Do you consider the fees and other sources of finance paid to school enough for running the school.
ELINEEMA MSHANA,
Masters Of Arts in Education
University of Dar es salaam
February 23, 2010
Dedicated to Michelle Holmes: Thank you For being my Friend
INTRODUCTION
This Study aim at examining the extent to which Lutheran Seminary Secondary schools/ Owners as partners in the provision of education finance secondary education in Tanzania, taking two secondary schools in Tanga and one in Morogoro region as a case in point. Chapter one will present background information of the research problem, Statement of the research problem, purpose and objective of the Study, limitation and delimitation of the Study, research talks and questions conceptual frame work, significance of the Study, limitation and delimitation of the Study and finally the chapter ends with the definition key concepts.
1.1 Background of the Study
Education is the key to a genuine, informed and engaged citizenship and is thus the cement of greater democracy, respect of human rights, gender equality, peace and stability, (Commonwealth Education Partnership,2004). Financing education is the responsibility of both the government and community in general in order to make sure that every child has access to education. There is need of involving individual persons, NGOs and CBOs in financing education particularly secondary education in order to reduce the government burden of financing education all alone. In line with this view Makene (2004), maintain that, allowing partnership in the provision of secondary education may rid the government of huge expenditure on Secondary education.
More over, different partners can result to competition which in turn can contribute to good performance. Religious organizations, particularly Lutheran Missions, for long time have been active partners in financing Secondary education. This involvement of Lutheran Church has contributed to the quality and high performance of secondary education in these Lutheran owned schools.
To date there are different partners involved in financing Secondary education but Lutheran has taken considerable lead. This is a result of changes in policy, as it has been observed by Sammof (1994) that in 1996 change of policy resulting from the economic crisis and the agreement negotiated with the IMF, meant that private schools which had previously been discouraged but tolerated, was now actively encouraged.
According to Northern Zonal Statistics 2006, in Kilimanjaro and Tanga regions had 28 secondary schools owned by RC,18 Secondary schools under ELCT, one secondary school under Tanzania assembles of God, two secondary school under Seventh Day Adventist, 13 secondary schools under Central Government, 13 secondary under Islamic and 221 secondary schools under Community Based.
However, there is no Study that has been conducted specifically in relation to financing Lutheran Seminary schools. Since the Lutheran Church play an important part of enhancing the equality of education in the country, the researcher sees that there is a need to undertake the Study to examine the sources of revenues of secondary school owned by Lutheran Church in Tanga and Morogoro regions by finding out sources of funds, its management and utilization.
1.2 Statement of the Study
Lutheran Church for a long time has been an active partner in financing education in Tanzania, particularly secondary education. The studies by Cameron and Dodd (1970), and others showed that Churches lead in the provision of quality education in the country.
This has been noted in relation to the expansion of schools built, size of students enrolled, and in terms of extent performance. Moreover, Lutheran based schools have been potential contributors in terms of educational outcomes such as the national skilled manpower. Effective financing of secondary education in Lutheran Seminary schools depend on a number of factors such as sources of funds, its management and utilization of the funds.
Some studies related to financing of education in general have come up with some important information about the involvement of religious organization in promotion of education in Tanzania particularly Lutheran church. However, there is no enough record to show the extent to which Church finance secondary education in Tanzania with special reference to Lutheran Seminary Church owned school in Tanga region.
From the above arguments, therefore the researcher wants to find out the extent to which Lutheran Church as partners in education enterprise finance secondary education through establishing sources of funds, its management and utilization.
1.3.1 The Major Purpose of The Study.
The major purpose of this Study is to find out the extent to which Lutheran Seminary schools as partners in education enterprise finance secondary education.
1.3.2 The Specific Objectives of the Study
Specifically the Study will address the following objectives:
1. To identify sources of fund used in running secondary schools owned by Lutheran Church.
2. To examine the management of the collected funds from the various sources.
3. To analyze the utilization of funds collected from the various sources.
1.4 Research Tasks and Questions
In line with the purpose and objectives, the Study will address three major research tasks and their questions.
Tasks 1
Identifying various sources of funds that are used in running secondary schools owned by Lutheran Church
Research questions
1. What are the main sources of funds that are used in running schools?
2. Does the school have enough sources of funds for its efficient running?
3. How much each student is expected to pay per year as a school fees and other contribution?
Task 2
Examining the management of collected various sources
Research questions
1. Who are involved in planning and making decision of the school budget?
2. Is the school management involved teaching staff and parents in the preparation of school budget?
3. Do the school fund s collected from various sources will managed
Task 3
Analyzing the utilization of the collection from various sources
Research questions
1. What are the activities that have cost elements in assuring quality of teaching/ learning and the general performance of the school?
2. Do you agree that the school funds are well utilized?
1.5 A Conceptual Model for Financing Lutheran Seminary schools Schools in Tanzania.
According to Krishnaswami, (2003) conceptual or theoretical model is the simplified systematic conceptual structures of inter related elements in some schematic from such as narratives statement or mathematical questions. In this Study the conceptual model will be based on the inputs and process variables. It has been argued that there is no single factor that makes a good school and performance. Therefore, the successful school and academic performance depend on:
Input(s) – Where a successful school is with adequate funds from different sources.
Process – Where a successful school is one in which there is efficient management of and utilization of the funds, rational allocation of involvement of all stakeholders in planning and making decision on matters related to expenditure and budget. Monitoring and evaluation of the utilized funds.
Output – where a successful school is one that produces good examination results and good academic performance, highly motivated staffs and well furnished facilities.
Figure 1: Conceptual Model for Financing Education In Lutheran Secondary schools
Source: Mshana, (2010)
1.6 Significance of the Study
This Study is expected to come up with new knowledge of revenue, its management and utilization in Lutheran owned Secondary schools.
Such knowledge will assist planners in education sector, policy makers, managers and other stakeholders on matters related to financing education in Lutheran Owned Secondary schools, Particularly Educational Policy makers.
Finally the Study will develop the interest of future researchers on financing education and the role played by Lutheran Church in financing education in Tanzania particularly secondary education.
1.7 Limitations of Study.
Limitations are those conditions beyond the control of the researcher that may place restrictions on the conclusions of the Study and their applications to other situations.
This Study faces a number of limitations.
There are many schools being run by Lutheran Church but because of limited resources only two secondary schools in Tanga and one in Morogoro regions will be surveyed. Therefore, the sample will be small due to limited resources.
Most of the schools are located in remote areas; the researcher therefore will need immediate transport to and from those remotely located schools the situation that may hinder him.
1.8 Key Definitions of Concepts.
Finance: Refers to availability of necessary funds in order to achieve a desired end.
Partner: One that share in possession or enjoyment of property or something with another one of two or more persons associated as joint principles carrying out any business with a view of getting profit.
Religious organizations: These refer to those organizations under religious faith or denominations. The major categories of religion in the world are Christianity and Islam. Denominations include Lutheran, Roman, Moravian and Pentecostals among Christians. Also they include Muslim Council of Tanzania (BAKATWA), Africa Muslim Agency (AMA), The Aga Khan and others.
Secondary school: These are schools that provide post – primary education. In simple term it just institution that provide education after pupils’ complete primary education.
1.9 Organization of the Study
This is organized into three chapters; one is an introduction; chapter two is review of related literature. Chapter three comprises research methodology.
CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
The chapter will be reviewing related literature on sources of revenues in secondary school managed by Lutheran Church. It will comprise a thorough theoretical discourse on the concept of financing, historical background of sources of revenues in education, financing education experience from various countries, organization of secondary schools owned by Lutheran Church in Tanzania.
2. 1 The Meaning of Finance
Bohmler, (1956), define finance as an essential field of economic activity and operate through financial institutions. Finance is a complex concept and can not readily be defined in a single simple statement. For the time being, it will serve our purpose to say that it is frequently termed the “science of money” Finance has to do with obtaining money with saving and spending with borrowing and investing.
Furthermore Zymelman (1973) view financing and its provision for education as an essential separate function. As shown by Galabawa (1994) total government control is common in areas where all education services are reflected in the market provision. However partnership in running secondary school education still carries weight due to the scarce resources especially in developing countries
2.2 Background to the Financing of Secondary Education In Tanzania
Education is one of the largest sectors of the national economy in terms of budgetary allocation and human resources involved. Therefore from these all embracing national policy perspectives the education sector derived the following sectoral policy thrust perspectives the education and Culture (MOEC) which, among other things calls for enhancing of partnership in the provision of education and training through the deliberate efforts of private agencies in the provision of education to establish and manage schools and other education institution at levels.
The traditional partners in the education enterprise have always been the state and the church but over time the landscape and contours have dramatically changed such that in Tanzania today the following have to be included in that financing of education. These included the state, private sector religious institutions non-government organization, community based organization, present, pupils, donors and employees, (Omari, 2002).
Generally, the trend shows that, religious institutions for a very long time have been successful partners in fund raising and financing Secondary education with comparison to other parties, in line with this view, Galabawa (1995) maintain that, the involvement of the Christian Churches in secondary education is extensive. The impetus started in 1986 When the government made a bold call on churches and other Non Governmental Organizations to play an even greater role in the provision of Education and health Services.
Majority of the private secondary schools in Tanzania are owned or managed by Religious organizations. This shows that despite the 1969Education Act, Religious Bodies are still interested in Education and most likely playing their spiritual role of providing essential social services to humanity.
In 1994, Christian churches and organizations managed 141 schools in Tanzania ,while there were only twenty schools run by the Muslims,(Galabawa, 1989).This shows that, religious organization particularly Lutheran Church have been an active partner in the development of education in Tanzania.
2.3 The Need for Financing Education
Financing education is the responsibility of both the government and community in general in making sure that every child has access to education regardless of the resources for financing education. Hence there is a need of involving partners in financing education in order to reduce government burden of financing education. Similarly, the Jomtien Declaration of Education for All (EFA) emphasize on involving partners in financing education since government has no capacity to finance education.
Moreover, with regard to the economic crisis facing most of African countries including Tanzania, it is obvious that, government alone can not take the whole responsibility of providing education to its people, chance encouraging partners and intern linkage in the provision of education training, thought establishing and managing schools and other educational institutions.
It is expected that trough involving partners such as the religious organization, NGO’s COBO’ s and private groups, it will reduce the government burden of financing education as well as improving the quality of educations services provided.
Moreover, different partners can result to competition, which in turn can contribute to good performance. As it has been argued by Mosha, (2000) that, effective financing is a crucial factor in the whole question of academic, he further argued that, effective fund raising enhances quality education while inadequate fund raising my be a source of conflict in schools due to lack of enough facilities and other and other necessary conditions to keep education institutions in harmed running, hence encouraging partnership.
Similarly, Galabawa,(1995), unveil that a sustainable financing and management system is a pre-condition for producing secondary education capacity and maintaining minimum levels of quality cervices effective financing helps to create a positive climate, a thin which motivates both teachers and students. It is a catalyst, which makes everyone in an academic instruction committed so as to be winner and produce winners.
Therefore partnership in education provision is inevitable, for quality education for all has to be attained with regard to economic of developing courtiers including Tanzania .With education, the only solution will to accept private financing of education hence partners like churches.
2.4 Limitations and Strength in Financing Education
Financing may contribute to the decline of quality education or may create classes in the society on the basis of religious and ethnicity. Moreover, some of the partners may not be social demand. Noting the dangers of partnership and inter linkages in education provision, Omari (2002) comment that, a partnership is not a Humanitarian Act, but an economic and social process geared to wards the production of better educations services in the most effective and efficiency manner.
All, in all, financing education provision is most appropriate, since education development will only be accelerated if we share ideas and exchange best practices that promote better targeting of resources. Producer harmony and optimize the quality of the product, which is an education services, secondly there must be common objectives such as making and sharing of profits which is case of education, is the production of a well equipped future generation and satisfying current clients parents and pupils.
Moreover, genuine partnership also requires seriousness of purpose on all side education there fore, this include parents, students and responsible partners as well as the government.
2.5 Economic Policies and Financing EducationThe history of financing education in Tanzania indicates that, resources allocation will in most cases determined by education policy or policies prevailing at a particular time. Important education policies formulated by the government have been supported financially to affect implementation, Galabawa (1995). Educational policy is, thus, a matter of vital importance, and this is clearly reflected in the increasing share of educational expenditure in both the national budget and the GDP, despite the latter relatively rapid growth.
Education financing is typically one of the largest items government expenditure, often claiming as much one or more of the total budget. Spending in education increases in line with population and income growth and is a long –term investment that requires a predicable income source. Task force higher Education and Society,(2000). In addition to that, Galabawa,(1985) comment that, the development of financing education in Tanzania shows that there is a limit to which central government can depend on fiscal to finance education solely from tax-revenue without destabilizing effects. There is a need to go back to the conventional methods of financing education. In addition to that, Structural Adjustment programmer (SAPs), the word Bank (WB) and the International Monetary funds (IMF) advocated reduction in public financing of education, Butcher, (1994).
In implementing the policy the government initiated the Education sector Development programmer (ESDP) in 1997.The overarching objective of the programmer will that of pulling resources trough the involvement of all key stakeholders in education planning implementing, monitoring and evaluation (MOEC,200ia). Its main thrust will be on the enhancement of sources of revenues coordination and cooperation among all educational stakeholders especially religions organizations. .
Table 1: type of Lutheran Secondary school Under Study
S/N Name of school Owner
1 Lwandai Secondary School ELCT-NED
2 Bangala Junior Seminary ELCT-NED
3 Morogoro Junior Seminary ELCT- CD
2.6 SynthesisAnalysis of literature on partnership financing has revealed a number of attributes of interests in partnership financing. It is seems that little research has been done on financing education despite the long history of Lutheran Seminaries as partners who support the finance of education in the country. Lutheran church has been an active partner in financing education particularly secondary education in the country.
The Study of financing in Lutheran Seminary secondary schools is therefore guided by the need to find out various sources of revenue, its management and utilization in Roman Lutheran Secondary School
CHAPTER THREE
RESEARCH METHODOLOGY
3. INTRODUCTION
This chapter presents the research design and methodology that will be employed during data collection. It also covers area of Study. Population, sample and sampling techniques research instruments that will be employed in getting the needed information, validity of the research statements and data analysis plan.
3.1 Research Design
Research design, according to Kothari, (1990) is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. Krishnaswami (2003) defines research design as a logical and systematic plan prepared for directing a research Study.
It specifies the objective of the Study, the methodology and the techniques to be adopted for achieving the objectives. It is a blue print for the collection, measurement and analysis of data. A good research design is the one, which is flexible, appropriate, and economical, minimizes bias, and maximizes there liability of data collected.
The research design differs depending on the purpose of conducting the Study .The research problem determines the type of the design that cold achieve the desired results and required research question .In this Study, a survey research design will adopted. Krishnaswami (2003) view survey as a’ fact –finding’ Study. It is a design of research involving collection of data directly from the population or a sample at particular time. Data may be collected by observation, or interviewing or mailing questionnaires.
In this Study, Qualitative and Quantitative research approaches will both be employed for data collection. In the case of qualitative research approach, interview schedule will be conducted with parents. While for quantitative research approach, questionnaires will be administered to three heads of school who will purposefully sample and 36 teaching staff who will be randomly selected.
3.2 Area of Study
The Study will be conducted in two secondaries owned by Lutheran Church in Tanga and one in Morogoro regions, namely, Lwandai, Bangala Junior and Morogoro Junior Secondary schools. Tanga and Morogoro regions will be chosen because of their familiarity and accessibility to the researcher and its likelihood obtain the needed information for the Study.
3.3 Population
A researcher must know what kind of information she/he wants, who has the information and where to find the person. The people that a researcher has in mind from who she/he can obtain information are called population. Population according to Krishnaswami(2003) is the aggregate or all the units pertaining to a Study; It is the target group to be studied. It is the unit or group of units with one or more characteristic in common that is of interests to the researcher. he population of this Study comprised all secondary schools owned by Lutheran Church in Tanzania.
Due to financial constraints, it will not possible for the researcher to research all schools managed by Lutheran Church in Tanzania, therefore, the target population for this Study will be three secondary schools managed by Lutheran Church in Tanga and Morogoro regions. This sample of the population will select bearing in mind that, the knowledge that will generate from the Study, represented the whole population.
3.3.1 Samples
It is not possible that everybody among the accessible population can participate. So, the research would plan of a small proportion to select who to participate. The Process of selecting the participants is called sampling. Kothari,(1990) define sample as a smaller group of subjects drawn from the population in which a researcher is interested in gaining information and drawing conclusion about the universe if randomly obtained.
Sample is the part of a population. The use of sample in conducting research may be necessitated by some physical social and economic constraints that surround the researcher. In supporting this view, Kenya Makau and Mani(1989) argued that, financial, physical and social constraints might force a researcher to rely only on the part of population to obtain information. Moreover, the use of samples enables the research samples enables the researcher to achieve the same research objectives with reduced resources. The general role that governs the samples is that, the findings on it should reflect as much as possible similar characteristics of those of the findings, which would be obtained. The samples for this Study will respondents from three secondary schools owned by Lutheran Church in Tanga and Morogoro Regions.
3.3.2 Sampling Procedures
Sampling procedure or techniques is a definite plan for obtaining sample from a population. Krishinaswami (2003), define sampling as a process of drawing sample from a large population. In this Study, both simple and random sampling will be used. Simple random sampling is the type of sampling, which provides equal chance to every member in the population to be included in the Study. The researcher prefers simple random sampling for teachers because it reduced bias and errors. Thirty six teachers will be randomly sampled from three schools that will be involved in the Study.
Purposive sampling, on the other hand, is the type of sampling in which the researcher selects samples based on a certain purpose. It will prefer because it enables the researcher to solicit relevant information. In this Study, three head of schools will be purposely sampled for the administered questionnaire. On the other hand, twelve parents will be randomly sampled. This makes a total number of fifty –one respondents.
3..4 Instruments for Data Collection
A researcher cannot collect data without instruments. An instrument is a method of data collection. It makes it easy for the researcher to collection information. The task of the researcher is, therefore, to select suitable instruments data collection the task of carrying out any research investigation must be accompanied with the collection of data.
Many different methods and procedures have been developed to aid in the acquisition of data. These instruments employ distinctive ways of describing and quantifying the data. Each method or instrument is appropriate for certain sources of data, yielding information of the kind and in the form that can be most effectively used, this is according to Best an Khan,(1989). For this particular Study, the researcher instruments in collecting data, namely, documentary reviews, interview guides and questionnaires.
3.4.1 Documentary Review
This involves deriving information by carefully Studying written documents, or visual information from sources called documents. These will include the textbooks, newspapers, articles, speeches, pictures and files. The documents that will be reviewed include various studies related to the subject of Study, which will be obtained from the main library, University of Dar es salaam.
Other documents will be obtained from the schools under Study like the joining instructions, December,(1998), argued that, using documentary review as an instrument of data collection has the following advantages, first, the documents, are easily and in expensively be accessed secondary they are cost effective methods of collecting data,. Two, they provide a source of data which is permanent and available in form that can be checked and they are open to public.
3.4.2 Interview Schedule
In this Study the researcher will prepare structured and unstructured interview questions and conduct interviews with twelve parents who have their children studying in the schools under Study.
Interview is one of the major methods of data collection. Krishanswami 2003), define inter view as a two way systematic conversation between an investigator and an informant, initiated for obtaining information relevant to a specific Study. Interviewing require face contact over telephone.
This is another research instrument that the research employed in collecting data. Cohen, Manion and Morrison, (2000) define research interview as a two – person conversation initiated by interview for specific purpose of obtaining relevant information. It is a research instrument for data collection that involves the collection of data through direct verbal interaction between the interviewee. The interview technique requires the researcher ask question.
It is advantageous because it is quite flexible, adaptable and can be used on many people. Information can be obtained in detail and can be well explained; moreover interview can gather other supplementary information. The interviewer can do more things to improve the percentage of responses and quality of information received.
However, the researcher will find it disadvantageous in that, the interviewees may be highly subjective, biased shy or express discomfort in response. At time they may be unwilling to respond, or questions may be wrong and my take a lot of time to respond to the Study, another limitation is that, personal, and financial information may be refused if face to face interview poses the problem of recording information obtained from the respondent The researcher prepared interview guide on major areas to be investigated. Semi structured and structured interview guide on major areas to be investigated. Semi structured and unstructured interview questions will prepared. Then she held an interview with ten parents who will be randomly selected who had children studying in those schools under Study.
3.4.3 Questionnaire
The researcher will administer questionnaire in person to three heads of school who will be purposively sample and thirty-six teaching staff who will randomly be sampled from three Lutheran Seminary secondary schools involved in this Study.
According to Keya, Makau and Mani (1989), questionnaire has been defined as a formatted set of questions that are drawn up to meet the objectives of the survey. It involves the use of written down items to which the respondent individually responds in writing. The items will be in the form of statement or questions.
3.5 Validity of Research Instruments
In any research, the fundamental rule of the thumb is that every information we get must be accurate. This implies that what we use to obtain that information must also be accurate. Validity in research implies of a research instrument, validity of research procedure (technique), and validity of the research findings (report).
3.6 Procedure for Data Collection
The researcher will introduce himself to all the respective authorities in Tanga and Morogoro regions where the Study will be conducted. After gaining the needed recognition from the relevant respondent s as well as administering the questionnaires in person to the heads of school the researcher will arrange the timetable so as conduct interviews to the sampled parents, teaching staff.
3.3.9 Data Analysis Plan
According to Kothari,(1990), data analysis is a process, which implies editing, coding classification and tabulations of collected data. In this proposal data that will obtained through various procedures will be summarized in table, moreover the no numerical data will be subjected to content analysis.
3.3.10 Ethical Consideration
According to Krishnaswami (2003) Issues of ethics arise primarily out of researcher’s relation with sponsors of research, those who permit access to sources of data and research participants /respondents. He further argued that, of all the ethical issues, the issues concerned with the respondents are far more important, since they constitute the research subject and their individuals from who data are obtained. Taking into consideration this fact the researcher will assure the respondent confidentiality on given information. For those respondents who will be supposed to fill in the questionnaires these will be directed to write down their names or titles.
REFERENCE
Best, J. and Kahn, J. (1993). Research In Education, New York: Allyn Bacon Inc.
Cameron, J. and odd, W. (1970) Society, School And Progress in Tanzania, Oxford: Pergamon Press.
Cohen, L., Marion, L. and Morrison, K. (2000). Research Methods in Education. London: Root Ledge.
Commonwealth (2000) Common Wealth Education Partnership. London: The Stationary Office.
Galabawa, J.C.J. (1995); Financing Education Development, With A Case of Tanzania, Department Of Education: University of Dar es salaam.
Galabawa, J.C.J ( 1989); “Mobilization allocation And Management Of Financial Resources For Education In Tanzania” pamphlet, Department of Education, University of Dar es Salaam.
Keya, S.O., Makau, B.F., and Man, J. (1989); Guidelines For The Formulation of Research Project Proposal. Nairobi, Oxford University Press.
Kothari, C. (1990); Research Methodology: Methods And Technology: New Delhi: Wiley Eastern Ltd.
Krishnaswami, O.R (2003). Methodology Of Research In Social Sciences, Mumbai: Himalaya Publishing House.
Masudi, A. (1986). The Contribution Of Religious Organizations To The development Of Private Schools In Tanzania, M.A. Thesis, UDSM.
Ministry of Education and Culture (2002a). Education Sector development Program. Dar es Salaam, Ministry of Education and Culture.
Omari, I. ( 2002). “Partnership In Education Provision”, PED, No.22, Faculty Of Education, University of Dar es Salaam.
Sammoff, J. (1994). Copping With Crisis, UNESCO, New York.
United Republic of Tanzania, (1995): Education and Training Policy, MOEC, Dar es Salaam.
Zymelman, M. (1973). Financing And Efficiency In Education: Reference For Administration And Policy Making. Boston: The Nimrod Press.
Appendix A
QUESTIONNAIRE FOR HEADS OF SCHOOL
A. INTRODUCTION
Lutheran Church for a long time has been active contributors in financing education in Tanzania, particularly Secondary education. The purpose of this study and this questionnaire is to solicit some information on financing in Secondary schools by Lutheran schools.
The information will help to have a better understanding on the issues related to finance and the sources of the funds used to run those secondary schools owned by Lutheran Church. The information that obtained shall confidentially be used for the above stated purpose only and not for malicious intentions.
Please note: Your name should not appear anywhere in this questionnaire.
Thank You.
B. background information of the school
1. Name of the School …...................................
2. Owner of the School …................................
3. District ….....................................................
4. In which year the School was started? …......
5. Number of Students enrolled in 2009?
Please, indicate in the table provided.
FORM BOYS GIRLS TOTAL
6. Number of teaching staff and their qualifications
Please, indicate in the table provided
Qualification Number of Teachers
1. Form Sis
2. Diploma ( Non-education)
3. Diploma in Education
4. University Degree (No-Education)
5. University Degree ( Education)
6. Postgraduate diploma in Education
7. Postgraduate degree ( Masters)
Male.................. Female.................. Total.......................
7. Number of Supporting Staff
C. PLEASE ANSWER THE FOLLOWING QUESTIONS BY CHOOSING THE MOST CORRECT RESPONSE TO YOU
1. What are the main sources of revenue used in running the school?
(a) School fees
(b) Contribution from parents
(c) Donors
(d) Funds rising
(e) Others, please specify..................................................................
…...............................................................................................
2. In your view, does the school have enough sources of revenue for its efficiency operation?
(a) Yes
(b) No
3. Who is involved in planning and making decision of the school budget? Please, choose the following:
(a) Heads of the school
(b) Teaching staffs and heads Owners
(c) Managers, Heads and School owners
(d) Members of the School board
(e) Others please specify...............................................................................................
4. Do you agree that, the revenue collected from various sources is well managed?
(a) Strongly Agree
(b) Agree
( c) Disagree
( d) Strongly disagree
5. Would you agree that adequate funding, its proper management and utilization increased Student performance?
(a) Strongly agree
( b) Agree
( c) Disagree
( d) Strongly Disagree
6. How would you value the relationship between adequate funds, its proper management and utilization towards Students performance?
(a) Very high
(b) High
(c) Fair
(d) Low
7. What are the future prospects of the School?
a) Looking for more resources
b) Looking for more Degree holder teachers
c) Increasing capacity building of the school
d) Any other
APPENDIX B
QUESTIONNAIRE FOR THE TEACHING STAFF
A. INTRODUCTION
Lutheran Church for a long time has been active contributors in financing education in Tanzania, particularly Secondary education. The purpose of this study and this questionnaire is to solicit some information on financing Secondary schools by Lutheran schools.
The information will help to have a better understanding on the issues related to finance and the sources of the funds used to run those secondary schools owned by Lutheran Church. The information that obtained shall confidentially be used for the above stated purpose only and not for malicious intentions.
Please note: Your name should not appear anywhere in this questionnaire.
Thank You.
B. PERSONAL INFORMATION
Name of the School...............................................................................
Owner of the School ….......................................................................
District.................................................................................................
1. Sex:
(a) Male
(b) Female
2. Age...............................................................................................
3. Marital status: Married_____ Single______Widow____
4. Religion/Denomination...............................................
5. What is your highest level of academic qualification? Please tick where it is appropriate
( a) Form Six
( b) Diploma ( Non-education)
( c) Diploma in education
( d) University degree ( Non-degree)
( e ) University degree Education
( f ) Postgraduate degree
6. Years of Teaching Experience …......................................................
7. Years of Teaching in this school.......................................................
B. PLEASE ANSWER THE FOLLOWING QUESTIONS BY CHOOSING THE MOST CORRECT TO YOU
1. What are the main sources of revenue used in running the School?
( a) School fees
( b) Contribution from Parents
( c ) Donors
( d ) Fundrising
( e ) Others, Please mention them …..................................................................
2. In your view, does the school have enough sources of finance for its efficiency operations?
( a ) Yes
( b ) No
3. Please choose the most appropriate opinion about the academic performance of the school?
( a ) The School performance poor
( b ) The School performance is average
( c ) The Performance is well
( d ) The performance is very well
4. Does the School management pay you well?
( a ) Yes
( b ) No
( c ) At least
( d ) Not at all
5. Do you agree that, adequate salaries have increased teachers' morale and good performance of the school in general?
( a ) Strongly agree
( b ) Agree
( c ) Disagree
( d ) Strongly disagree
( e ) I am not sure
6. Does the school management involve teaching Staff in the preparation of the budget? Please choose among the following;
( a ) Yes
( b ) No
( c ) Not Sure
APPENDIX C
INTERVIEW GUIDE FOR PARENTS/ GURDIANS
Q1. Why did you send your child in this school and not in other schools?
Q2. Does your child perform well academically?
Q3. How do you compare your child academic performance with other children who are studying in other schools?
Q4. How much fee do you pay annually?
Q5. Apart from school fees, what are other contributions that the school owes you?
Q6. In your view, does the school have enough sources of finance?
Q7. Who are involved in the process of financing education in this school?
Q8. Do you consider the fees and other sources of finance paid to school enough for running the school.
ELINEEMA MSHANA,
Masters Of Arts in Education
University of Dar es salaam
February 23, 2010
Dedicated to Michelle Holmes: Thank you For being my Friend
Friday, February 19, 2010
Saturday, October 10, 2009
TRUE STORY OF AJUAYE'S LIFE
Taking a glance at him, he is about 20 yrs old, the first born in the family, he can not tell exactly when he was born because his parents died while he was just a little boy.
I lived with him for a couple of month before I resigned from job to join my masters degree in the University of Dar es Salaam. It is during this time of stay, Ajuaye narrated this story to me, so painful though he narrated it with a smile on his face, I do not understand if the smile was real or ironical.
Ajuaye is a swahili word meaning he who knows, so you can simply conclude that, Ajuaye knows well about his past history and present situation he is in. Whenever Ajuaye started narrating this story, I always avoided to hear it but he kept on telling me, he wanted to release what was inside him.
The strory begins with a smile, He was born about 20 years ago, he is the first born in the family of five children, three of them bieng males and the two female, where the last born were twins.
One day, the second born got lost in an clarified situation, Ajuaye does not remember exactly the year this happened but as per his words one can tell that, it was when Ajuaye was about 10 or 12 years.
It was raining heavily and this little boy was playing in a nearby place, the family also new about him being around home, but when it stopped pouring, he never returned home till in the third day when he was found dead in the nearby bush. The funeral ceremony was done and Ajuaye's young bother was no more with them, the family remained with four kids.
A year later, Ajuaye and his young brother and twins plus their Mom decided to pay a visit to their grand mother, in a neighbour village, it was about three hours walking distance, on the way, the rain started pouring, Ajuaye carried one twin while their mom carried the other and the boy was walking in his own, the rain poured on them for the rest of their journey till they reached their grandmom's house.
They arrived lately in the evening when one of the youngs felt ill ( I dont remember his name), he was taken to the hospital in the same evening, this needed to board the bus, it was about 70 kilometers. I think he was suffering from pneumonia according to Ajuaye's narration. Ajuaye remained home with the twins. When they went to sleep, Ajuaye slept in one bed with Doto who was now about three or four years old as i noticed.
Early in the next morning, Ajuaye got up, lighting fire to prepare poridge for the boy who was admitted to hospital and for them too at home. After a while, the poridge was ready and he ordered the young Kurwa to go in the bedroom and wake Doto to take poridge as their breakfast, few minutes later Kurwa came out telling her brother that; Doto did not wake up though she forced her to wake up, after a while, Ajuaye went in to wake her up, he shruged her but she never woke up again, Ajuaye knew that , this business was over.
He went out in the next house knocking and told the elders what was happening, when these elders came, they proved that the kid was no longer alive. They started making arrangements for the funeral while contacting their relatives too including the mother who took the boy to hospital.
Before the news reached them in the hospital, other news from hospital reached home that, the boy has passed away in hospital when doctors were trying to serve his life.The grave that was to be prepared for the boy who was admitted to hospital yesterday was used by Doto and the boy was burried in hospital graveyard on the same day. Therefore, in 24hr time the family lost two members.
According to Ajuaye, his parents could not tolerate this event, his father went mad, Ajuaye's mother after seeing this, she ran for a rope and decided to hang herself but she could not make it she was served.
In two years after this, both parents passed away after suffering, I can not tell exactly what happened to them but according to Ajuaye, they were suffering from unknown diseases???!! From there, the family of seven members ( 5 children and Mother and Father) remained with two members only; Ajuaye with his young sister- Kurwa.
These children remained in their grandmom's house for quite sometime before a "good Samaritan" came to request the relatives to take Ajuaye to her home. Late in that evening Ajuaye started new life in another house, life at first was easy and good. Ajuaye started seeing new life and the end of those nighmares was over.
Ajuaye was later on used to the environment, the "Good Samaritan" started to assign duties to Ajuaye. At first they were just simple tasks but as time went on things turned vice versa, Ajuaye was then asigned duties which was totally aganist his wish, he was assigned duties to feed the cattle, taking them to the fields and so on.
One of the event Ajuaye will never forget was when he saw lively the thunderstorm killing the sheep he was feeding and burning the tree near him ( as per his narration). Ajuaye kept on standing without understanding and believing what was happening in front of his eyes, what he remembers today is; he found himself at home unknowingly ( He ran may be).
Troubles in this new home became a daily routine, several times Ajuaye slept with hunger, eating nothing till morning. He thought of going back to his grandmother but he could hadrly remember the way back home. He escaped several times but never managed to reach home before he was caught.
What made Ajuaye sad, was the techinique used by this Samaritan to use these orphans ( Ajuaye and others) as a capital in sense that, whenever there was assistance to be provided by either government or individuals, this Mother would consider herself as a good samaritan living with orphans so that she gets extra share.
After two years Ajuaye managed to escape and reach home safely to his grandmom's hut, the trip took him almost a whole day, caught and ran, climbing and dropping. His grandmama is living with Kurwa, the remained twin and now with Ajuaye, the grandmom's age is approximately 100 years, she can still see though not very clearly, she can narrate her past history and that, during the first World War she was already a 'girl'.
Ajauye has been feeding this family and manages his personal needs, he depends little from others.
In 2008 I came across Ajuaye through Mama Magreth, manager of the OVC group, I requested her to allow me to live with Ajuaye since I was living all alone, and here is when I heard of that terrible story, just part of the many stories.
Today Ajuaye is in form three, I am proud of being part of his future. Me and Ajuaye are building a two rooms house for this granmother. She is so kind and I love this lonely family.
I wish to help others that they may help themselves too. This is the great thing, We need to serve others to serve themselves.
For Ajuaye's Past History and Brighter Future to Come.
Mshana, Elineema
Blog manager
I lived with him for a couple of month before I resigned from job to join my masters degree in the University of Dar es Salaam. It is during this time of stay, Ajuaye narrated this story to me, so painful though he narrated it with a smile on his face, I do not understand if the smile was real or ironical.
Ajuaye is a swahili word meaning he who knows, so you can simply conclude that, Ajuaye knows well about his past history and present situation he is in. Whenever Ajuaye started narrating this story, I always avoided to hear it but he kept on telling me, he wanted to release what was inside him.
The strory begins with a smile, He was born about 20 years ago, he is the first born in the family of five children, three of them bieng males and the two female, where the last born were twins.
One day, the second born got lost in an clarified situation, Ajuaye does not remember exactly the year this happened but as per his words one can tell that, it was when Ajuaye was about 10 or 12 years.
It was raining heavily and this little boy was playing in a nearby place, the family also new about him being around home, but when it stopped pouring, he never returned home till in the third day when he was found dead in the nearby bush. The funeral ceremony was done and Ajuaye's young bother was no more with them, the family remained with four kids.
A year later, Ajuaye and his young brother and twins plus their Mom decided to pay a visit to their grand mother, in a neighbour village, it was about three hours walking distance, on the way, the rain started pouring, Ajuaye carried one twin while their mom carried the other and the boy was walking in his own, the rain poured on them for the rest of their journey till they reached their grandmom's house.
They arrived lately in the evening when one of the youngs felt ill ( I dont remember his name), he was taken to the hospital in the same evening, this needed to board the bus, it was about 70 kilometers. I think he was suffering from pneumonia according to Ajuaye's narration. Ajuaye remained home with the twins. When they went to sleep, Ajuaye slept in one bed with Doto who was now about three or four years old as i noticed.
Early in the next morning, Ajuaye got up, lighting fire to prepare poridge for the boy who was admitted to hospital and for them too at home. After a while, the poridge was ready and he ordered the young Kurwa to go in the bedroom and wake Doto to take poridge as their breakfast, few minutes later Kurwa came out telling her brother that; Doto did not wake up though she forced her to wake up, after a while, Ajuaye went in to wake her up, he shruged her but she never woke up again, Ajuaye knew that , this business was over.
He went out in the next house knocking and told the elders what was happening, when these elders came, they proved that the kid was no longer alive. They started making arrangements for the funeral while contacting their relatives too including the mother who took the boy to hospital.
Before the news reached them in the hospital, other news from hospital reached home that, the boy has passed away in hospital when doctors were trying to serve his life.The grave that was to be prepared for the boy who was admitted to hospital yesterday was used by Doto and the boy was burried in hospital graveyard on the same day. Therefore, in 24hr time the family lost two members.
According to Ajuaye, his parents could not tolerate this event, his father went mad, Ajuaye's mother after seeing this, she ran for a rope and decided to hang herself but she could not make it she was served.
In two years after this, both parents passed away after suffering, I can not tell exactly what happened to them but according to Ajuaye, they were suffering from unknown diseases???!! From there, the family of seven members ( 5 children and Mother and Father) remained with two members only; Ajuaye with his young sister- Kurwa.
These children remained in their grandmom's house for quite sometime before a "good Samaritan" came to request the relatives to take Ajuaye to her home. Late in that evening Ajuaye started new life in another house, life at first was easy and good. Ajuaye started seeing new life and the end of those nighmares was over.
Ajuaye was later on used to the environment, the "Good Samaritan" started to assign duties to Ajuaye. At first they were just simple tasks but as time went on things turned vice versa, Ajuaye was then asigned duties which was totally aganist his wish, he was assigned duties to feed the cattle, taking them to the fields and so on.
One of the event Ajuaye will never forget was when he saw lively the thunderstorm killing the sheep he was feeding and burning the tree near him ( as per his narration). Ajuaye kept on standing without understanding and believing what was happening in front of his eyes, what he remembers today is; he found himself at home unknowingly ( He ran may be).
Troubles in this new home became a daily routine, several times Ajuaye slept with hunger, eating nothing till morning. He thought of going back to his grandmother but he could hadrly remember the way back home. He escaped several times but never managed to reach home before he was caught.
What made Ajuaye sad, was the techinique used by this Samaritan to use these orphans ( Ajuaye and others) as a capital in sense that, whenever there was assistance to be provided by either government or individuals, this Mother would consider herself as a good samaritan living with orphans so that she gets extra share.
After two years Ajuaye managed to escape and reach home safely to his grandmom's hut, the trip took him almost a whole day, caught and ran, climbing and dropping. His grandmama is living with Kurwa, the remained twin and now with Ajuaye, the grandmom's age is approximately 100 years, she can still see though not very clearly, she can narrate her past history and that, during the first World War she was already a 'girl'.
Ajauye has been feeding this family and manages his personal needs, he depends little from others.
In 2008 I came across Ajuaye through Mama Magreth, manager of the OVC group, I requested her to allow me to live with Ajuaye since I was living all alone, and here is when I heard of that terrible story, just part of the many stories.
Today Ajuaye is in form three, I am proud of being part of his future. Me and Ajuaye are building a two rooms house for this granmother. She is so kind and I love this lonely family.
I wish to help others that they may help themselves too. This is the great thing, We need to serve others to serve themselves.
For Ajuaye's Past History and Brighter Future to Come.
Mshana, Elineema
Blog manager
VOLUNTEERING PROGRAM IN LUSHOTO HAS TAKEN OFF
Among the wise words I like most include this; "Get you knowledge, Go, Serve with Passion" but these words were also a light to me, these words reads as this; "Go forth with everything you have. You have a long way before you. GOD says: I will be with you, Go with strength I give you."
I found the later phrase posted on the wall in my office, may be the person who was using this office before me posted them on the wall, it doesnt bother me who posted them there but my target is, how many of us receive knowledge and serve others who never received any?
Some days ago, I posted an article with the theme: Volunteering in Lushoto- Tanzania, I wish to present my regards to those who took efforts contacting me for their trip over here to share with this community what they possess. I know most of you wants to work with the Rainbow School- The school for Children with Disabilities and Autism, the only one in the Tanga region ( Comprising about seven districts) as you asked me to plan for your stay in here I promise to do that as early as you confirm with me on your arrival date, but I would like also to invite others to volunteer in primary schools, secondary schools, colleges and university as per your proffesional and interests leads you to or community in general.
We all understand that, most of us have knowledge and skills obtained from different colleges and universities, I call upon you, invite you, please, come and serve in our community. The community needs no cash but knowledge as it is said; "Give me no fish but teach me how to fish so I can to do it on my own whenever I need one." I promise to cooperate with you, organize your stay, your activities while exploring and enjoying the beauty of Lushoto block mountains, natural forest, caves, colonial historical sites and much more.
My request is, while enjoying this nature, please, take your time to give back to these communities residing in the sorrounding areas, so that they too can undrestand the advantage of preserving these environments.
Among the other places you may wish to volunteer in include these; Irente- The School for the Blind, also with the Children's Home ( where most of them are Orphans and others with thrown away by their unidentified parents or rejected) and this most interesting place: Irente Rainbow School- The School for children with Disabilities and Autism. At Rainbow school, you may also wish to volunteer in the OUTREACH PROGRAM.
What is the Outreach Program about? This is the program where the Outreach team go out in the suburbs of the Lushoto district, find children with different disabilities and Autism, Identify them, mobilise them, counsell their parents to accpet the condition of their children, make refferals where necessary, assist them where the assistance is crucially needed to serve life of the child, organize classes ( Centers) and use the teacher volunteers to teach them basic skills and life skills.
Oureach to me simply means, go out there, establish, develop and maintain network with the distant population with the same goal but also aiming at achieving the same thing. This is axactly what the Outreach program is trying to achieve here. If these people with different disabilities are assisted in daily activities, most of them will at the end of the day be not burden to us but useful.
We need to build the community of independent personalities not dependent personalities.
I decided to write more about the Outreach Program because I believe it is the place where you will enjoy the extraordinary beauty nature of Lushoto- Tanzania while serving others, the nearest trip of the Outreach program takes about 30minutes from Lushoto town and the longest takes almost six hours passing through the Mkomazi Game Reserve. What else you want to enjoy?
ORGANIZING SHORT COURSES
Are you interested in conducting short courses for the community during your stay? May be at Legal, Health, Environment conservation, Agriculture, poultry, Gender, HIV/AIDS issues etc? You want to make a MEMORY during your stay in here? We can help you organize this, we can help you with Translation and Enterpretation cases so that your subject will be delivered as your wish. ......and may be conduct exchange programs!!!!!
Thank you and hope to hear from you, come share with Us your knowledge and skills, together We can build the future we want.
Mshana, Elineeema
Blog Owner
Mobile: +255 753 72 72 65 or +255 784 48 15 99
E-mail: earlymshana@yahoo.com
DO NOT SAY; I WISH I SHOULD HAVE DONE IT, INSTEAD SAY; AT LEAST I HAVE DONE IT.
I found the later phrase posted on the wall in my office, may be the person who was using this office before me posted them on the wall, it doesnt bother me who posted them there but my target is, how many of us receive knowledge and serve others who never received any?
Some days ago, I posted an article with the theme: Volunteering in Lushoto- Tanzania, I wish to present my regards to those who took efforts contacting me for their trip over here to share with this community what they possess. I know most of you wants to work with the Rainbow School- The school for Children with Disabilities and Autism, the only one in the Tanga region ( Comprising about seven districts) as you asked me to plan for your stay in here I promise to do that as early as you confirm with me on your arrival date, but I would like also to invite others to volunteer in primary schools, secondary schools, colleges and university as per your proffesional and interests leads you to or community in general.
We all understand that, most of us have knowledge and skills obtained from different colleges and universities, I call upon you, invite you, please, come and serve in our community. The community needs no cash but knowledge as it is said; "Give me no fish but teach me how to fish so I can to do it on my own whenever I need one." I promise to cooperate with you, organize your stay, your activities while exploring and enjoying the beauty of Lushoto block mountains, natural forest, caves, colonial historical sites and much more.
My request is, while enjoying this nature, please, take your time to give back to these communities residing in the sorrounding areas, so that they too can undrestand the advantage of preserving these environments.
Among the other places you may wish to volunteer in include these; Irente- The School for the Blind, also with the Children's Home ( where most of them are Orphans and others with thrown away by their unidentified parents or rejected) and this most interesting place: Irente Rainbow School- The School for children with Disabilities and Autism. At Rainbow school, you may also wish to volunteer in the OUTREACH PROGRAM.
What is the Outreach Program about? This is the program where the Outreach team go out in the suburbs of the Lushoto district, find children with different disabilities and Autism, Identify them, mobilise them, counsell their parents to accpet the condition of their children, make refferals where necessary, assist them where the assistance is crucially needed to serve life of the child, organize classes ( Centers) and use the teacher volunteers to teach them basic skills and life skills.
Oureach to me simply means, go out there, establish, develop and maintain network with the distant population with the same goal but also aiming at achieving the same thing. This is axactly what the Outreach program is trying to achieve here. If these people with different disabilities are assisted in daily activities, most of them will at the end of the day be not burden to us but useful.
We need to build the community of independent personalities not dependent personalities.
I decided to write more about the Outreach Program because I believe it is the place where you will enjoy the extraordinary beauty nature of Lushoto- Tanzania while serving others, the nearest trip of the Outreach program takes about 30minutes from Lushoto town and the longest takes almost six hours passing through the Mkomazi Game Reserve. What else you want to enjoy?
ORGANIZING SHORT COURSES
Are you interested in conducting short courses for the community during your stay? May be at Legal, Health, Environment conservation, Agriculture, poultry, Gender, HIV/AIDS issues etc? You want to make a MEMORY during your stay in here? We can help you organize this, we can help you with Translation and Enterpretation cases so that your subject will be delivered as your wish. ......and may be conduct exchange programs!!!!!
Thank you and hope to hear from you, come share with Us your knowledge and skills, together We can build the future we want.
Mshana, Elineeema
Blog Owner
Mobile: +255 753 72 72 65 or +255 784 48 15 99
E-mail: earlymshana@yahoo.com
DO NOT SAY; I WISH I SHOULD HAVE DONE IT, INSTEAD SAY; AT LEAST I HAVE DONE IT.
Wednesday, September 9, 2009
Help Age: Sheltering the Unsheltered
It is Sunday, yes it is a sun-day but now it is setting, when I was young, we used to sing a goodbye song to the sun before inviting the moon for night pl
ays. It was marvelous, it is unforgettable gone memories! Today things are different, as the sun started to set, I started a trip to meet this 100 years old Mom, she is living about 4km from where I am living. She lives with her granddaughter; she is 14 years old and an orphan.
The sun now was in its late hours when I arrived in this hut where this lonely mom lives, I need not to nock at the door since the door is open. I decide to take a quick glance at the room, I find her leaning toward the local made cooker, and she is warming her self since it is now getting cold this evening. She invites me in with a muted voice, she is so welcoming but it seems something has happened; her face is full of wrinkles.
I greeted her in her mother language; Kamwene; I am not very much familiar to this language and she is not very good in Swahili which I speak most, so our communication becomes a bit limited. Apart from the grand-daughter there is another person, a brother of this little girl who does not frequently live with this Mom but tries his level best to provide them with basic needs; not shelter.
We start our conversation where this boy acts as a translator between me and her, she tells me a lot. To find out how old she is I decide to ask explorative questions, in many tribes, their culture does not allow the
m to tell their age! She tells me that, during the WWI she was a young lady and that she remembers all that what happened by that time!
She was married to a man of her tribe and had eight children among whom four a still alive. She knows not how to read and count but she understand facts and can explain the event in relation to another event, example, she says, her first born was born during heavy rain season!!!
The most touching and hurting story she tells is complaining about her remaining children, they no longer take care of her, since I entered in this hut, she showed how much she was unsatisfied with this shelter she is sheltering in! It is a two rooms hut; she uses the front one as a bedroom, sitting room and kitchen with her grand daughter, the inside one is used by this boy as the bedroom and store.
Unintentionally, I ask her, what can I help? Her answer touches me down bottom of my heart, I feel tears comes to my eyelids; she points to this hut and tells me; this is kind of shelter I will DIE in! My response to her question is what is seen on this photo, though I have nothing much but I decided to shelter her before she leaves the world as it has been her great demand
ays. It was marvelous, it is unforgettable gone memories! Today things are different, as the sun started to set, I started a trip to meet this 100 years old Mom, she is living about 4km from where I am living. She lives with her granddaughter; she is 14 years old and an orphan.The sun now was in its late hours when I arrived in this hut where this lonely mom lives, I need not to nock at the door since the door is open. I decide to take a quick glance at the room, I find her leaning toward the local made cooker, and she is warming her self since it is now getting cold this evening. She invites me in with a muted voice, she is so welcoming but it seems something has happened; her face is full of wrinkles.
I greeted her in her mother language; Kamwene; I am not very much familiar to this language and she is not very good in Swahili which I speak most, so our communication becomes a bit limited. Apart from the grand-daughter there is another person, a brother of this little girl who does not frequently live with this Mom but tries his level best to provide them with basic needs; not shelter.
We start our conversation where this boy acts as a translator between me and her, she tells me a lot. To find out how old she is I decide to ask explorative questions, in many tribes, their culture does not allow the
m to tell their age! She tells me that, during the WWI she was a young lady and that she remembers all that what happened by that time!She was married to a man of her tribe and had eight children among whom four a still alive. She knows not how to read and count but she understand facts and can explain the event in relation to another event, example, she says, her first born was born during heavy rain season!!!
The most touching and hurting story she tells is complaining about her remaining children, they no longer take care of her, since I entered in this hut, she showed how much she was unsatisfied with this shelter she is sheltering in! It is a two rooms hut; she uses the front one as a bedroom, sitting room and kitchen with her grand daughter, the inside one is used by this boy as the bedroom and store.
Unintentionally, I ask her, what can I help? Her answer touches me down bottom of my heart, I feel tears comes to my eyelids; she points to this hut and tells me; this is kind of shelter I will DIE in! My response to her question is what is seen on this photo, though I have nothing much but I decided to shelter her before she leaves the world as it has been her great demand
My aim of writing this article, is not to disclose personal life of a person neither to show what I have given but to remind the community that; there are people who need our attention, assistance, care and love, that is a forgotten and denied age of those who have brought us to here we are and who we are today; but t
his is also a person concern of serving my community to shelter those who are unsheltered. Before the sun set today, before you reach at the same age and rejected, think and ask yourself how much you have given back to the community, back to the aged person, if she is treated like this today, ask yourself; who is next? Isn’t you? Your Mom, sister, daddy or…..! Help Age shelter the unsheltered.
GOD bless you.
his is also a person concern of serving my community to shelter those who are unsheltered. Before the sun set today, before you reach at the same age and rejected, think and ask yourself how much you have given back to the community, back to the aged person, if she is treated like this today, ask yourself; who is next? Isn’t you? Your Mom, sister, daddy or…..! Help Age shelter the unsheltered.GOD bless you.
Friday, September 4, 2009
OVCs: The Lost Hope?
Orphans and vulnerable children have been and is still a hot issue surrounding the community in many developing countries as is with the case of Tanzania. 
For a couple of years now, so many centers have been established to serve these children but as the matter of fact, the problem has been expanding as if those centers do not exist.
Nature of OVCs
The problem of OVCs in our communities have been the result of many factors but for this case, several factors are vivid, and these including the following but not limited to it.
The Impact of HIV/AIDS
This article will not attach any statistical documents regarding the Impact of AIDS in the community instead, it will generalize since every community is and or have been touched by the problem.
The impact of AIDS have left so many families with no father or mother or both and in many cases, other families have perished. Most of the families where there are survivors, are children who at the time of their birth, their
parents were negative but later they are attacked by the disease, suffering and dying leaving number of homeless children or going to live with their grandparents who have nothing to feed these children. Therefore, children flee from home to look for bread.
Divorce
It is true that, many communities and societies especially in developing countries have witnessed the separation of families, It is now becoming normal for a father or Mother to divorce and leave the innocent children suffering or running away from their families, so many literatures narrates about the problem. The result is; the community witnesses the increasing number of
OVCs.
What causes and why Divorcing is still unknown although there are some written documents regarding it but there is no actual reason for divorce only being that, one side complaining that, her/his partner was not the right person she/he wanted to be with! Sometimes, the problem is associated with the economic reasons. we can simply conclude that, divorce is just like a setting sun for the children
Lack of Guidance & Counseling services
Guidance and counseling seems to be a new thing in our societies today but in reality, it existed even longer before only that it was done by elders only where the matter/problem existed and it involved only few participants
. Guidance and counseling lost it necessity somewhere but soon after the emergency of AIDS guidance and Counseling aroused; this time associated with HIV/AIDS only for individuals wishing to go for testing.
As the matter of fact, now the community especially at family level live in great frustration to the extent that, a family member can decide whatever s/he thinks is okay, such condition has also contributed to the lack of children’s necessary needs leading them to live under vulnerable conditions.
The Case of Civil Wars
Civil wars have been there ever since, where civil wars exist, children always becomes the victims of the wars where most of them are being used not employed in armies, raped and killed. For the few who manages to flee from fighting, they end up living in horrible conditions, frustrated and having no hope for tomorrow.
Lost Hope?
Yes of course, me and you have contributed in loosing hope to these OVCs, the reason is open. Take a m
inute, close your eyes, try to backup your memories, retrieve the hardly. Now, tell yourself how many times you volunteered in community services to serve OVCs? How many times have you ever thought of sharing the little you have with them? How many times you prayed for them and encouraged them?
Who is responsible of taking care for OVCs? Government, NGOs, churches or me and You? Didn’t you ever think that, you too have contributed to the problem?
Relive their Hope
The community is me and you and the dearly children, why don’t you today take a step ahead, changing your mind toward them, loving them, caring and sewing a seed of a today nation.
Dear NGOs owners, how faithful have you been in serving these children or have you turned them in an Income generating tool? Feeding you at the expense of orphans?
What are their needs?
Remember, they are human being jus you are, they need love, they care, they need to be appreciated and not ignored as if they are bastards.
Materials alone won’t help anything, educate them and they will never forget you, teach them how to love and they will never hate. Encourage them that they can be what they want be.
Improve their health facilities to make them stay on track, preach love to enrich their mind.
Sheltering the OVC
They need shelter, they need and deserve to be sheltered from all sorts of life storms, we need to learn how to love them and care for them for they are ours. This hut seen in the photo is real, they in here, the whole family, no toilet, nothing of hope! and that is what they cloth. Save them
Mshana, Elineema
For a couple of years now, so many centers have been established to serve these children but as the matter of fact, the problem has been expanding as if those centers do not exist.Nature of OVCs
The problem of OVCs in our communities have been the result of many factors but for this case, several factors are vivid, and these including the following but not limited to it.
The Impact of HIV/AIDS
This article will not attach any statistical documents regarding the Impact of AIDS in the community instead, it will generalize since every community is and or have been touched by the problem.
The impact of AIDS have left so many families with no father or mother or both and in many cases, other families have perished. Most of the families where there are survivors, are children who at the time of their birth, their
parents were negative but later they are attacked by the disease, suffering and dying leaving number of homeless children or going to live with their grandparents who have nothing to feed these children. Therefore, children flee from home to look for bread.Divorce
It is true that, many communities and societies especially in developing countries have witnessed the separation of families, It is now becoming normal for a father or Mother to divorce and leave the innocent children suffering or running away from their families, so many literatures narrates about the problem. The result is; the community witnesses the increasing number of
OVCs.What causes and why Divorcing is still unknown although there are some written documents regarding it but there is no actual reason for divorce only being that, one side complaining that, her/his partner was not the right person she/he wanted to be with! Sometimes, the problem is associated with the economic reasons. we can simply conclude that, divorce is just like a setting sun for the children
Lack of Guidance & Counseling services
Guidance and counseling seems to be a new thing in our societies today but in reality, it existed even longer before only that it was done by elders only where the matter/problem existed and it involved only few participants
. Guidance and counseling lost it necessity somewhere but soon after the emergency of AIDS guidance and Counseling aroused; this time associated with HIV/AIDS only for individuals wishing to go for testing.As the matter of fact, now the community especially at family level live in great frustration to the extent that, a family member can decide whatever s/he thinks is okay, such condition has also contributed to the lack of children’s necessary needs leading them to live under vulnerable conditions.
The Case of Civil Wars
Civil wars have been there ever since, where civil wars exist, children always becomes the victims of the wars where most of them are being used not employed in armies, raped and killed. For the few who manages to flee from fighting, they end up living in horrible conditions, frustrated and having no hope for tomorrow.
Lost Hope?
Yes of course, me and you have contributed in loosing hope to these OVCs, the reason is open. Take a m
inute, close your eyes, try to backup your memories, retrieve the hardly. Now, tell yourself how many times you volunteered in community services to serve OVCs? How many times have you ever thought of sharing the little you have with them? How many times you prayed for them and encouraged them?Who is responsible of taking care for OVCs? Government, NGOs, churches or me and You? Didn’t you ever think that, you too have contributed to the problem?
Relive their Hope
The community is me and you and the dearly children, why don’t you today take a step ahead, changing your mind toward them, loving them, caring and sewing a seed of a today nation.
Dear NGOs owners, how faithful have you been in serving these children or have you turned them in an Income generating tool? Feeding you at the expense of orphans?
What are their needs?
Remember, they are human being jus you are, they need love, they care, they need to be appreciated and not ignored as if they are bastards.
Materials alone won’t help anything, educate them and they will never forget you, teach them how to love and they will never hate. Encourage them that they can be what they want be.
Improve their health facilities to make them stay on track, preach love to enrich their mind.
Sheltering the OVC
They need shelter, they need and deserve to be sheltered from all sorts of life storms, we need to learn how to love them and care for them for they are ours. This hut seen in the photo is real, they in here, the whole family, no toilet, nothing of hope! and that is what they cloth. Save them
Mshana, Elineema
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