A RESEARCH PROPOSAL ON:

AN ASSESSMENT ON THE CHALLENGES FACING ORPHANS IN ACQUIRING

FORMAL EDUCATION. A CASE OF TABORA MUNICIPALITY

AFRA PAUL MPBANYANKA

ARCHBISHOP MIHAYO UNIVERSITY COLLEGE OF TABORA

(A Constituent College of St. Augustine University College of Tanzania)

CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter is composed of the following sections: Background to the problem, Statement of the
problem, Research objectives, Research questions, Scope of the study, Significance of the study,
Definition of terms as well as Conceptual framework. In each section, there will be the required
explanation for the purpose of giving more and appropriate information on the study. The
Background to The problem for example, will seriously focus on prior knowledge that leads to
knowledge gap. This part and other parts (sections) will attempt to assist on accomplishing the
study as they are the parts within the study.
1.1Background to the Problem
Addressing the educational rights and needs of orphans and vulnerable children in sub-Saharan
Africa today presents new opportunities and challenges. On the one hand, provision of basic
education has shown remarkable improvements since 164 governments met in Dakar, Senegal, in
2000 and committed to the goal of Education for All (EFA). Since then, enrolment has increased
by 36 per cent, 14 sub-Saharan African countries have abolished school fees and the gender gap
is closing. (UNICEF, 2009),
Education is a basic human right for all children,as recognized in the Convention on the Rights
of the Child (Committee on the Rights of the Child 1989). A child who has access to quality
primary schooling has a better chance in life. A child who knows how to read, write and do basic
arithmetic has a solid foundation for continued learning throughout life. Education is also
critically important to childrens social integration and psychosocial well-being. School
attendance helps children affected by trauma to regain a sense of normalcy and to recover from
the psychosocial impacts of their experiences and disrupted lives.As well as benefiting
individuals, education benefits whole nations as a major instrument for social and economic
development. Particularly at the basic level (primary and lower secondary), it is a major
contributor to the reduction of poverty (ibid).

Education increases labour productivity, improves health, and enables people to participate fully
in the economy and the development of their societies. In the world today, children and societies
who lack access to quality education are disadvantaged in terms of income, health and
opportunity. For orphans and vulnerable children in particular, the issues raised above underscore
the importance of education in the lives of orphans and vulnerable children and point to the
opportunities it can provide. In the area of vocational trainingfor orphans and vulnerable
children, this has been found to be particularly effective in certain contexts (World Bank, 2009).
On the other hand, while in many contexts the prevalence of HIV has decreased, during the years
20002006, the number of HIV orphans actually increased on average and, in the worst affected
countries, it increased by almost 300 per cent. This presents new challenges in addressing the
educational rights and needs of orphans and vulnerable children, which are now further
exacerbated by the global financial crisis (World Bank, 2009).
In 2007, an estimated 145 million children 0 to 17 years old were orphaned, having lost one or
both parents (UNICEF 2008b). Many millions of other children can be described as vulnerable,
due to the effects of illness and poverty. There are many reasons for this situation, including
conflict, disease, and accidents. However, in recent times, a new and significant cause of the
increase in orphans and vulnerable children has been the impact of the HIV pandemic.
Worldwide, 15 million children have been orphaned due to AIDS, with 11.6 million orphans due
to AIDS in sub-Saharan Africa alone(UNICEF, 2008).
AIDS is also unique in its impact on double orphans, or children who have lost both parents. If
one parent is living with HIV, there is a high likelihood that the other parent is as well and that a
child will lose both parents in a short period of time. Children who are orphaned are more likely
to suffer from detrimental health and nutritional outcomes; orphaned children are more likely to
be stunted compared to non-orphans
Paternal orphans are also more likely to have suffered from recurring sickness in the past month
compared to non-orphans. Additionally, caregivers of double and maternal orphans are less likely
to report that the child has been sick in the last 12 months although maternal orphans are more

than twice as likely to report being treated worse than other members of the household,
compared to non-orphans (UNICEF 2006).
In East Africa, the government of the united republic of Tanzania aims to ensure that all the
countrys most vulnerable children are effectively and efficiently provided with communitybased support and care. The education sector is recognized as having a critical role to play in
these efforts, and access to education is viewed as one of the principal means by which children
can be freed from long-term poverty and vulnerability. In line with this understanding, the united
republic of Tanzania was among 155 countries that in 1990 adopted the World declaration on
Education for All. In 2000, it was among members of the international community that met in
Dakar, Senegal, to reaffirm their commitment to achieving Education for All by the year 2015.
Carrol & Boler (2003), pointed out that, orphaned students face the following challenges on
their academic performance; high demands for labour at home, stigmatised at school because
of inadequate uniform and learning materials, low attention span due to hunger, for girls- are at
high sexual risks, and for those children who are working (child labour) become tired during
classes thus leads to erratic school attendance. Lack of homework support or household
encouragement (motivation) to education and social exclusion relating to marginalization
of children affected by HIV/AIDS (Human Immunodeficiency Virus/ Acquired Immune
Deficiency Syndrome) are also critical challenge to orphaned students on their academic
performance.
The increasing in number of orphaned students in most of secondary schools in Tanzania is due
to higher death rate of parents contributed by factors such as road accidents and other diseases
than HIV/AIDS such as diabetes, blood pressure, asthma. Baruani, Mmari& Lerisse,
(2003)consider these orphaned children as biological orphans. With an increase in the spread of
HIV /AIDS, the number of orphans and other helpless children has also had been increasing
drastically in Tanzania. The last population census in 2002 showed that nearly 10% of all
children in Tanzania had been orphaned close to two million children. Paternal orphans are
more common: 7.4 % of children had lost their father, 3.4% had lost their mother, and 1.1% had
lost both parents

Statistics also shows that many parents are dying at the age less than fifty-five years, the age that
is mostly responsible for caring the children who are still in secondary school level. REPOA
(Reduction on Poverty Alleviation) special paper 07.25 p.12, Children and Vulnerability in
Tanzania.
Regarding the number of children orphaned by AIDS, the data is frustrating as to UNAIDS (Joint
United Nations Program on HIV/AIDS) report. It says this:One of the most telling and troubling
consequences of the epidemics growing reach is the number of children it has orphaned or
seriously impacted. Today more than 13 million children currently under age 15 have lost one or
both parents to AIDS, most of them in Sub-Sahara Africa. By 2010, this number is expected to
jump to more than 25 million (UNAIDS, 2002:3)
According to revised 2000 estimates, there are currently 34.7 million children under age 15 in
34countries who have lost their mother, father, or both of their parents to HIV/AIDS and
other causes of death. By 2010, that number will be 44 million. Without AIDS, the total number
of children orphaned would have declined by 2010 to less than 15 million. In 2010, 20 percent
to30 percent of all children under 15 will be orphaned in 11 Sub-Saharan African countries, even
if all new infections are prevented and some form of treatment is provided to slow the onset
of AIDS in those infected with HIV (Children on the Brink 2000).
When these parents die, they leave a large number of helpless children who cannot take care of
themselves, leave aside their young brothers and sisters who cannot take care for those orphaned
children in terms of financial
1.2 Statement of the Problem
In Tanzania, safeguarding the

rights of vulnerable people is an important policy issue,

particularly in respect to poverty reduction as underscored in the national strategy for growth and
reduction of poverty (NSGRP), also known in kiswahili as Mkakati wa Kukuza Uchumi na
Kupunguza Umasikini (MKUKUTA). Mkukuta highlights the importance of the provision of
adequate social service and protection of rights of vulnerable and needy groups in the fight
against poverty (URT, 2005A).
For example, the CCBRT (Comprehensive Community Based Rehabilitation Tanzania) program
aims at improving the quality of life of poor orphan children in Tanzania. Among the strategies
5

adopted by is that of home based care of orphans instead of isolation. The approach is to assist
those children whose parent(s) have died from HIV/AIDS and poor families who are not able to
finance education for their orphans. The main objective of this program is to provide
community based integrated orphan care. The program has categorized group of orphans into
two. These include those whose parents died of HIV/AIDS and those whose families are not
financially able to send them to school, especially primary schools. Currently, the program has
supported 1500 orphans in the country, but the main area of attention is in Dar essalaam and
Kilimanjaro region. Among 1500 orphans given support for education, 1436 are primary school
pupils, 60 are secondary school students and 4 are university students.
The critical review from various studies show that there is much support offered by different
NGOS, education centers and even by the government itself through free education to orphaned
students in primary schools only. Surprisingly enough education support provided to orphaned
students is not sustainable to secondary schools- it is for government intention of increasing
enrollment of students in primary schools. This is a big challenge in education sector.
Unfortunately enough, no efforts have been established to ensure that they reach secondary
schools and how well they acquire formal education.This study will therefore, investigate the
challenges facing orphans in acquiring formal education in Tabora Municipality.
1.3 Purpose of the Study
The role of this study will be to assess the challenges facing orphans in acquiring formal
education in secondary schools of Tabora Municipality.
1.4 Research objectives.
This research proposal will be guided by the following research objectives.
1.4.1 General Objective.
To find out the challenges facing orphans in acquiring formal education in Tabora Municipality.

1.4.2 Specific Objectives.

i.

To examine the challenges orphaned students face in secondary schools in Tabora

ii.

Municipality.
To investigate the effects brought by challenges faced by orphaned students in

iii.

formal education.
To determine the strategies that have been put in place by teachers to ensure that
orphaned students are learning effectively as non-orphaned students in secondary

schools in Tabora Municipality

1.5 Research questions
i.
What challenges do orphaned students face in secondary schools in Tabora
ii.

Municipality?
What challenges do orphaned students face in secondary schools in Tabora

iii.

Municipality?
What are the strategies put in place by teachers to ensure that orphaned students
are learning effectively as non-orphaned students in secondary schools in Tabora
Municipality?

1.6 Scope of the Study

The study will be conducted in Tabora specifically Tabora Municipality in secondary schools
whereorphaned students exist. The study will concentrate on assessing the challenges facing
orphans in acquiring formal education. Moreover the study will be abided to the use of
questionnaire and interview as source of collecting information.
1.6 Significance of the Study
i.
The study will be very important as it will address the challenges facing orphans in
acquiring formal education to the government, educational and management officers
which then will help in yielding better results when sound decisions are made toward
ii.

enhancing the formal education to all children regardless of their normal differences.
The Study willalso be significant to Orphaned students because they will be able to
eradicate challenges facing them in acquiring formal education and hence having

iii.

good academic achievement.

Subject teachers who will know clearly the strategies and techniques to help orphaned
students to have access to good academic performance and Educational stakeholders
who will be encouraged to provide appropriate support to orphaned students in
7

secondary schools.This study brought criteria to be used by educational stakeholders

to ensure the availability of reliable chances for teachers involvement in education
iv.

policy making.
Also the study is expected to be useful to the researchers who may wish to conduct
similar studies about the challenges facing orphans in acquiring formal education as it
will be a very useful source material to support them during their findings collection.

1.8 Definition of Terms

Orphan is a child under 18 years who has lost one or both parents, regardless of how they died. A
child under the age of 18 who has lost a mother, a father, or both parents - or a primary caregiver
due to death, or a child who is in need of care.
Orphaned studentsare those pupils under 18 years who have lost one parent or both parents
regardless of how they died or have been abandoned by one or both parents and learn in
secondary schools.
Challenges are obstacles which hinder the achievement of a certain task or a programme. For
example, the challenges facing orphaned students in achiving education goalsare inability to get
learning materials (eg.books), inability to get food, lack of psychosocialsupport (eg.stigma), lack
of safety, child labour and low wages for children who work
Formal education is a systematic, organized education model, structured and administered
according to a given set of laws and norms, presenting a rather rigid curriculum as regards
objectives, content and methodology

1.9 Conceptual Framework

The challenges facing orphaned students are enormous; lack of school fees, lack of learning
materials, high demands of labour at home, sexual violence for girls are some of the challenges
do orphaned students face in acquiring better education with high academic performance.
Another challenge facing orphaned students is lack of acceptance from their fellowstudents i.e
creation of barrier to participate in various school activities such as group discussion, sports and
games. This creates emotional stress making them difficulty to concentrate and learn in the
classroom due to trauma. Therefore, there is the existence of orphaned students who are facing
8

different challenges in accessing formal education in different parts of the global for which then,
this proposed study is going to assessdifferent challenges faced by orphan students in accessing
acquiring formal education in Tabora Municipality. In other side it considers the impacts of
strategic measures of eradicating the challenges facing orphaned students and enhancing their
academic prosperity in secondary schools

Lack of learning
materials
Difficult to concentrate
and learn due to trauma

High demand of
labour at home

Lack of school fees

AN ORPHAN

Sexual violation for

girls

AAAAAAANAA
ORPHAN
Low attention span
due to hunger

Inability to obtain
school uniform
Barrier to
participation

Fig.1 Conceptual framework

Source. Researcher 2016

CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction

This chapter will focus on the review of literature on the challenges facing orphans in acquiring
formal educationin secondary schools in Tabora Municipality. The chapter composed of review
of different studies to identify different theories explaining the relationship between being an
orphaned student and formal academic performance, Challenges orphaned students face in
secondary schools,effects brought by challenges faced by orphaned students in formal
educationand finally to demonstrate the gap of knowledge to be filled in this study. This chapter
will helpto show what other researchers have found out about challenges facing orphans in
acquiring formal educationin secondary schools. These studies will help the researcher to
identify the knowledge gap and to justify the need to carry out a research in secondary schools in
Tabora Municipality.

2.2.1 Review of different theories

The supportive relationship that bonds a child to the parent is which facilitates the fulfillment of
thechilds needsis explained byattachment theory,which was developed by John Bowlby
andMary Ainsworth (Bretherton, 1992; Holmes, 2003; Bettmann, 2006). Parents are
normallyexpected to provide for their childrens material and non-material needs, including
emotional andsocial needs.According to the attachment theory, from infancy through the first
early years of life,maintenance of proximity and availability of attachment figures is crucial to
child development.The theory proposes that during this early period in childrens lives, they
develop an internalworking model on life expectations and also on how their relationships with
significantattachment figures should proceed. (Bowlby,1969/1982).
Bettmann, (2006) added, the premise of attachment theory is that children are born with
a predisposition to attach to the parent or caregiver and their behaviour is geared towards
maintaining proximity with the parents. In other words, when the parent or caregiver is
aroundthe child feels safe and secure. The bond established between a child and a parent or
caregiver ismutual in that the child seeks protection from the parent or caregiver, who provides
safety andsecurity for the child (Goldberg, 2000).This entails that, there is great tourture to a
child when parents died.A researcher selected attachment theory because the theory explores the
relationship between achild and a parent or parent figure that facililitates the fulfilment of
needs.The nature of therelationship described in the theory may provide insight into
10

understanding the needs of orphaned students and the relationship between the students and the
educators that emerged inthe study.The narrations of some of the experiences of the orphans
suggest that they do not have a secure base to turn to when they need material, emotional and
social support. One of the orphanedlearners expressed:
...I felt good because my mother was still alive and everyday she bought mesomething
(Thato.1.4)(Ogina,2007).
"Positive emotions such as love, excitement, enthusiasm and joy enhance the ability to
processinformation and create permanent mental programs" (Sylvester, 1996). Learning cannot
take place unless the learner feels "safe"(Sylvester, 1996). "Stress and constant fear, at any age,
cancircumvent the brain's normal circuits" (Viadero, 1996).
Brain-based learning theory in (Sousa, 1998) entails that ability to make meaning must be
basedon previous interests and emotion interact with reason to support or inhibit learning.
How students feel in the classroom "determines the amount of attention they devote to... [the
lesson]"(Sousa, 1998). It is very important for learners to feel relaxed and safe in the learning
environment. It must be taken into consideration that emotion disruption has negative impact to
orphaned students in learning process. In this theory, it must be taken into consideration that
emotional disturbance can occur to any student depending to school setting.
2.3 Review of empirical studies
The impacts of HIV/AIDS on the education of orphans have been studied in various countries
of Africa. Studies in Uganda have shown that following the death of one or both parents, the
chanceof orphans going to school is halved and those who go to school spend less time there
than theydid formerly.
(Tadesse,2003).Mwananchi-Tanzanian newspaper (9.November.2006) stated that From 90s2005 more than970,000 children in Tanzania had lost their parents to HIV/AIDS and about 40
per cent of thechildren are raised by grandparents, while about 30 per cent are reared by aunts
and uncles and30 per cent have no stable home environment.Some of the grandparents are too
old to look after them properly and as a result they suffer a lot.Due to challenges which they face
such as stigmatization, lack of basic needs, emotionalinsecurity and social exclusion, most of this
11

children (orphans) are exploited in such things as prostitution(sex workers),crushing stones

selling different things in the streets, domesticworkers(servants or baby sitters),charcoal burning
etc.They go into all jobs so that they can payfor schooling and to buy food because their parents
have died and guardians cannot afford to provide everything they need.

2.2.2 Challenges orphaned students face in secondary schools

Rubaha (2008) pointed out that neglect, abuse, lack of parental love, lack of food, high labour
demand at home, stigmatized at school because of lack of school uniforms and learning materials
to mention but a few are some of the challenges facing orphaned students. Kafwa (2005) argued
that compared to non-orphans, orphaned students are more likely to be malnourished, more
likely to drop out of school and have limited access to health social services as well as being
prone to exploitation.
The UN estimates that more than half of the children in South Africa live in poverty. The
HIV/AIDS epidemic which is sweeping the nation is leaving South Africa with a population of
millions of orphans and vulnerable children. 1 in 5 children are orphans in South Africa and it is
estimated that the figures 1 in 5 will rise to 1 in 8 by 2015 (MRC, 2007).
According to Tadesse (2008), challenges faced by orphans and vulnerable children are as
follows:They experience negative health, social and developmental outcomes resulting in poor
school attendance and educational achievement, They struggle to concentrate during lessons due
to stress, They have a lack of resources to meet their basic needs of food, shelter, education and
health care, They experience higher levels of stigma and bullying at school, They are at a greater
risk of abuse and mistreatment, They have poor psychological and physical well-being.
Kolthari(2012) argues that one of the major influences affecting orphans and vulnerable children
is their access to the child grant. Every child is entitled to a child grant however; many orphans
and vulnerable children dont have the correct paperwork in place in order to access it.
According toGriffiths [2005] the childcare advocates work with the families to gain their grants
and ensure that their rights are understood.

12

2.2.3. Effects brought by challenges faced by orphaned students in formal education.

Orphans usually lack parental care and financial resources

for education Ntozi,

Ahimbisibwe,Odwee,Aviga &Okurut, (1999), therefore, AIDS-related parental deaths could

influence orphans school attendance, school performance and school completion. However, the
majority of existing studies regarding AIDS orphans education have mainly focused on the issue
of school attendance. Results from these studies indicated that AIDS orphans were more likely to
lose opportunities to attend school. There was a negative relationship between being orphaned
and access to school education (Muller & Abbas,1990).
Kazula (2013) analysed in his research that ..most of orphaned students are sometimes not
attending classes(absenteesism), truancyand thus they fail to engage fully in learning
situation.This has great effect to their academic performance.Most of them score low grades due
to inattention in classes. He said.
2.3 Research Gap
Basing on different literatures under this study proposal, many researchers have tried to conduct
researches in different parts of Tanzania on the challenges facing orphans in acquiring formal
education the same study has never been conducted in Tabora Municipality. Therefore this study
will explore more about the challenges facing orphans in acquiring formal education in
secondary schools of Tabora municipality.

CHAPTER THREE
RESEARCH METHODOLOGY
13

3.1 Introduction
This chapter will describe methods and instruments that will be included in the study, research
design, area of the study, targeted population, sampling techniques, sample size, data collection
techniques as well as ethical implications.
3.2 Research Design
Research design is an arrangement of condition for collection and analysis of data in a manner
that combine relevant to the research purpose with economy in procedure (Kothari, 2004). The
study will use descriptive design in qualitative approaches and thematic design in quantitative
approach.

3.3 Area of the Study

The study will be conducted in Tabora municipality in secondary schools to children less than 18
years who have lost one or both parents. A researcher has decided to select this area because she
is familiar with the area in terms of being living in this district and the accessibility to schools.
The study will include four schools such as Uyui secondary school, Bombamzinga secondary
school, Ipuli secondary school and Fundikila secondary school.
3.3.1Target Population
Population is a group about which the research is interested in gathering information and
drawing conclusion (Tuckman, 1994). The target population will involve students who are
orphan and non orphans as well as teachers who will be able to give relevant information or data.
3.3.2 Sampling Techniques and Sample Size
3.3.2.1 Sampling Techniques
Sample techniques are the strategies applied by researcher which is used to obtain the sample
size to be used in this study. The study will include both probability sampling procedures and
non-probability sampling technique.

14

Under probability sampling, stratified random sampling will be employed because it is the best
techniques that give equal chance for every member to be chosen to participate in a study. A
strata of form one, form two, form three and form four will be used to get a sample of 40
students.
In non-probability sampling, purposive and convenience sampling will be used to obtain the size.
Purposive sampling will be used since the researcher believes that respondents possess the
needed information while convenience sampling technique will be used because the number of
teachers in schools is not known to the researcher hence the researcher will use whoever will be
available at school to respond to questions.

3.3.2.2 Sample Size

Sample size is the number of units in a population to be studied (Kothari, 2004).Generally, the
sample size can be defined as a subset of population that is used to represent the entire group in
order to obtain the accurate information about the problem. In this study I will require 10
students from each school to make a total of 40 student respondents, 4 teachers to make a total of
20 teachers, 4 head of schools from all schools selected. To get them, percentages will be used.
S/N

Respondents

Population

Sample

Students

To be obtained during field 40

Percentage
63

study
2

Teachers

To be obtained during field

study

20

31

Heads of school

To be obtained during field

study

Total

To be obtained during field 64

100

study
3.4 Research Instruments
Instruments are very crucial as Kothari (1990), noted that these methods are useful in providing
data. In this study, researcher will employ varieties of data collection methods to ensure that
important information on the problem is obtained. These methods include Questionnaires and
Interviews methods.
15

3.4.1 Questionnaires
Questionnaires are the written list of questions that the information can be collected from the
answers. The number of questions will be prepared both closed and open ended questions to
collect quantitative information from students and teachers. The methods will be applied in order
to get data from students and teachers on the assessment of the challenges facing orphans in
acquiring formal education in secondary schools of Tabora municipality.

3.4.2 Interview
Interview is an instrument which involves the face to face interaction with the respondent. It
helps researcher to ask supplementary questions. The heads of schools will be interviewed. This
method will be used to facilitate the collection of qualitative information.

3.5 Ethical Implication.

The proposed study is to be done through consensus. First, data will be collected after the
permission from the research Supervisor, University administration of AMUCTA and from the
District Educational officer. In the whole process of collecting data, the researcher will ensure
the issues of confidentially is taken into consideration on the information that will be given by
participants. The researcher will make sure that, there will not be intentional harm to the
participants and no names of participants will be mentioned to make them free to give the
information required.
3.6 Data analysis and presentation.
Data analysis refers to examine what has been collected in a survey or experiment and making
deduction and inferences (Komba and Tromba, 2006). Analysis of data will be carried out basing
on the issues under each research tools: interviews and questionnaires. Thus the collected data
will be analysed through descriptive method.

16

APPENDIX 1
ARCHBISHOP MIHAYO UNIVERSITY COLLEGE OF TABORA
(A constituent College of St. Augustine University of Tanzania)

QUESTIONNAIRES FOR TEACHERS

Dear student,
My name is

AFRA PAUL MPABANYANKA, a student at Archbishop Mihayo

University College of Tabora (AMUCTA). I am doing a research on the topic an assessment on

the challenges facing orphans in acquiring formal education in Secondary Schools in Tabora
municipality
Kindly I do request for your cooperation in accomplishment of the study. Your answers and
opinions will help me advance my knowledge and enable me to analyse and evaluate the
challenges facing orphans in acquiring formal education in Secondary Schools in Tabora municipality
In order to ensure complete confidentiality, you are kindly requested not to write your name
anywhere on this questionnaire.

Thank you in advance for your cooperation.

Part one: Demographic information

Personal Information
Instruction
Tick ( ) where appropriate

1. Sex: Male ( ) Female ( )

2. Age: 20-25 ( ); 26-30 ( ); 31-35; 36 and above ( ).
3. Academic qualification: TTT/Certificate ( ), Diploma, (
17

) Degree ( ), Masters (

4. 4. Specialization: Language (

), Social science (

), Natural science (

Mathematics ( ), Educational management areas ( )

5. Number of years as a teacher: 0-5 ( ); 6-10 ( ); 11-15 (
40 (

) Business (

),

); 16-20; ( );21-30( ) and 31-

Part two: Challenges facing orphans in acquiring formal education

1. What do you understand by the term orphaned student?

2. Are there any challenges been faced by orphaned students at your Schools?
3. If yes, mention challenges that face orphaned students in the whole process of studying?
i.

ii.

iii.
...
iv.
v.
4. If No , describe the other challenges student encounter when acquiring formal education
i.
..
ii.

iii.

iv.
v.
5. What is the role of teachers in helping orphaned students aquire formal education
comfortably?
i.

ii.
.
iii.
....
iv. .
v.
APPENDIX 2
QUESTIONNARIE FOR STUDENT
I am AFRA PAUL MPABANYANKA,, a MEMBER OF AMUCTA College of Education who
pursued a bachelor degree in education(Social Science).I am conducting a research project as an
advancement in a UNIVERSAL EDUCATION on the topic an assessment on the challenges
facing orphans in acquiring formal education in Secondary Schools in Tabora municipality.

18

Iam requesting you to help in filling this questionnaire by giving information that is required for
successful fulfillment of the objectives stated. I am ensuring you that all the information which
will be given will be treated with a high degree of confidentiality
Thank you in advance
AFRA PAUL MPABANYANKA

Kindy fill appropriately the given blanks (you may use English or Kiswahili)- No need of writing
your name
PART A: BACKGROUND INFORMATION ABOUT THE FAMILY
Please tick ( ) where appropriate:
Type of school: Private ( ) Public ( )
Class form: one ( ) two ( ) three ( ) four ( )
Sex: Male ( ) Female ( )
Age in years: 10-14 ( ) 15-19 ( ) 20+ ( )
19

Please fill in the necessary information:

1. How many children are there in your family?
2.

Are you the first /second/ third born.

3. Is your biological father alive?.(yes/No)11)

4. Is your biological mother alive?(Yes/No) 12)
5. If not, since when have you not living with them?
a) Father
b) Mother..
6. Give reasons to why you stop living with them.(e.g., he/she died, they divorced etc

7. If yes, how do friends of yours with no parents live?

a) Difficult life
b) Good life
8. What challenges do orphaned students face in secondary schools?
i.

ii.

iii.

iv.
v.
9. What are the methods used by teachers to help orphaned students learn as non orphaned
students at your school?
i.
..
ii.

iii.
.
iv.
.
v.
.

20

INTERVIEW GUIDE FOR HEAD TEACHERS

1. Teachers will be asked whether they have orphaned students in their schools. (i.e do you
have the total number of orphaned students from form I to form IV?)
(Target of it will be to assess: the validity of data of orphaned students in their secondary
Schools, mode of data records)
2. Teachers will also be asked about the criteria they normally use to identify orphaned
students in their schools. Target of it will be to assess how teachers identify orphaned

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students in their schools?) (i.e assurancy of orphaned students existence in schools,

distinction between orphaned students and other students from poor families)
3. Teachers will be asked on whether orphaned students face challenges in schools.(i.e How
do they identify the challenges facing orphaned students, are those challenges valid?)
Probe area :( validity of the challenges)
4. Teachers will be asked if they took any action(s) in dealing with the challenges facing
orphaned students in their schools.(i.e What have do done for the moment being on
dealing with challenges facing orphaned students in acquiring formal education? (They
can also express the way forward in alleviating the challenges facing orphaned students
in academic performance). Target it will be to find out any existing plan or project in
5.

school for orphaned student

Teachers will be asked if orphaned students receive any support from other educational
stakeholders.( i.e how many orphaned students receive such a support?) Reason to ask
such question will be find the nature of support provided to orphaned students with
supporting documents

REFERENCES

Baruani .M, Mmari D.& Lerisse F.(2003).Vulnerability and Social ProtectionProgrammes in

Tanzania. Dar es Salaam. Tanzania
Carroll,K.&

Boker,T.(2003).Addressing

the

educational

needs

of

orphans

and

vulnerablechildren.Policy & Research - issue 2.London: Save the Children

St.Johns Lane.

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Children on the Brink (2000).Care for Orphans, Children Affected by HIV/AIDS and otherVulnerable
Children. A strategic framework. Arlington, VA 22201: Family Healthinternational HIV/AIDS.
(www.hivpolicy.org/Library/HPP000531.pdf)
Committee on the Rights of the Child (1989). Convention on the Rights of the Child, Office of
the United Nations High Commission on Human Rights.
Griffiths, j. (2005). HIV/AIDS Intervention Programs for Youth in Africa: The Role of
Grassroots Soccer, Stanford University School of Edu
Kafwa, V. N. (2005). Effectiveness of AIDS Education Programs in Secondary Schools in Busia
District Unpublished M Phil Thesis: Moi University
Kazula (2012).Effects of challenges facing orphaned studentson academic performance in
secondary

schoolsin moshi municipality: Moshi Tanzania

Kolthari, C.R.(2012). Research Methodology, Methods and Techniques. New Delhi

Kothari, C. (2004). Research Methodology. New Age International Publishers Limited India.
Kothari, C. (2004). Research Methodology. New Age International Publishers Limited New
York.
Muller O, Abbas N. The impact of AIDS mortality on children's education in Kampala (Uganda).
AIDS
Care. 1990;2(1):7780. [PubMed]
Ntozi JP, Ahimbisibwe FE, Odwee JO, Ayiga N, Okurut FN. Orphan care: the role of the
extended family in
northern Uganda. The continuing African HIV/AIDS
epidemic. 1999:225236.
REPOA (2008) .Children and Vulnerability in Tanzania: A Brief Synthesis SpecialPaper 07.25
(www.repoa.or.tz/.../REPOA_Brief_9_Mar_2008)
Rubaha , R.F.(2008) . Factors influencing good performance in Tanzania school: University of
Dar es Salaam.
Tadesse , M.(2008). Educational Challenges of AIDS Orphaned children and possible Solutions
in Addis Ababa. Ethiopia: Addis Ababa University, School of Graduate Studies.

UNAIDS (2002). Educational challenges; AIDS Orphans; Maternal Orphan; Paternal Orphan;Double Orphan.
Ethiopia: Addis Ababa University (www.connectingafrica.net/query_2.php?&ire..)

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UNICEF (2009).Promoting Quality Education for Orphans and Vulnerable Children A

Sourcebook of Programme Experiences in Eastern and Southern Africa:united nations
Plaza, new York
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Sourcebook of Programme Experiences in Eastern and Southern Africa. United Nation
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