The Girl-Child and Government Service Provision.pdf - Tanzania ...
The Girl-Child and Government Service Provision.pdf - Tanzania ... The Girl-Child and Government Service Provision.pdf - Tanzania ...
shifts in prices, altering the returns from productive assets;second, they change the prices of their most importantpurchases; and finally, they shift the level and compositionof government expenditures, particularly those in the socialsector” (ODI 1986, 1).SAPs impact on the health and nutrition ofwomen and childrenPublic expenditure cuts in the 1990s severely affected children,and more important, women and girls who not onlyhad to increase their contribution to cash earnings of thehousehold but also suffer the ill-health consequences associatedwith hard manual work during pregnancy and increasedpressure at home to look after the children andthe sick.SAPs also had an important impact on the condition ofwomen and girls in the household and society. In a greatmajority of households SAPs made extra direct and indirectdemands on the time and effort of women and girls.Women and girls had to enter the labour market to increasethe family’s income or increase their work on thefarm to take advantage of the increased prices for cashcrops. At the same time cutbacks in public-health expendituremeant shifting part of the health-care burden ontowomen and girls.User fees and cost sharing in the health sector have beenintroduced at times when rural incomes are dropping,meaning that many more poor households cannot affordto pay and therefore have no access to health services inTanzania.A study by TASOET in 2001 observed that 77 per cent ofthe total funding for a three-year district health projectwas expected to come from the donor community. Centralgovernment was able to contribute only 11 per centbecause a larger share of the of government’s resourceswere to be used on external debt servicing. The remainingamount was expected to come from local governments(11 per cent) and community members (1 per cent).The crisis in educationThe economic crisis increased the cost of schooling formany families and led to a delay in sending children toschool. The proportion of pupils entering primary schoolat the age of seven (the starting age) declined steadily from27 per cent of all school entrants in 1981 to 14 per centin 1990 (UNICEF 1990, 86). The delay in school enrolmentdid not seem to have any gender bias.In the early 1990s children also became economically activeoutside the home: “The number of children seen onthe main roads and the streets of Dar es Salaam and inother towns increased dramatically. Many of the childrenwere seen selling bread and other commodities to makesome money for themselves and for their families”(UNICEF 1990, 79).The crisis has also affected the age at which pupils leaveeducation. The drop-out rate has been increasing since theearly 1970s. In 1976 the drop-out rate stood at 18.5 percent. By 1981 it had risen to 24.2 per cent. Much of theincrease occurred at later years of schooling (NationalSocio-economic Profile of Tanzania 1989).The disparity in educational attainment continues into thesecondary school, where access is limited by the numberof available places; only 4.5 per cent of the annual 350,000primary-school leavers were admitted to secondaryschools in 1991 (Daily News [Dar es Salaam], October1991). Nor can many Tanzanians afford private schools,which have nevertheless experienced a substantial rise intheir intake – surpassing that of the state schools in themid-1980s (Ministry of Education and Culture).SAPs have introduced the following charges, among others,to the education sector: school fees (secondaryschools and tertiary levels), local financing, user chargesfor government services. These charges have almost certainlyput continuous education out of the reach of themajority of poor Tanzanians. These developments havecontributed to the growing inequality in Tanzania.The case studyApproachThis study was conducted in the areas where World VisionTanzania (WVT) implements community-based developmentprogrammes. The method was chosen to enable theresearcher to explore a single entity (in this case a singlesocial group within a single institution) and to collect detailedinformation by using a variety of data-collection procedures.Primarily, the study used in-depth interviews; data36 The Girl-Child and Government Service Provision
was collected face to face. The study thus was able to elicitmore views, ideas and opinions from respondents.The study looked at the differences that exist betweenboys and girls in accessing government social services. Itfocused on services (1) available to boys and girls, (2) thedegree to which these services are used, and (3) the extentto which those who are responsible to service provisioncould increase use by girls. The study covered servicesthat exist within the community, including health andprimary education.Specific areas included the following:• Available services: What government services are regularlyused by children within the local community andalso by referral?• Differing access: Does access by girls differ from accessby boys? To what extent? Do girls use the services lessoften? Are there some services that are accessed byone gender group and not by the other?• Causal factors: If access differs by gender, what are thecauses of these differing rates of usage?• Remedial action: If needed, what efforts, if any, are beingmade by service providers (for example, the localschool or health clinic) to overcome these differences?• Further action: What could be done? For example, whatdo NGOs do in similar circumstances to help ensureaccess to social provision for girls?Stated more broadly, the objective for this study was toassess the situation of girl children and how they accessdifferent social services that are provided by governmentat the community level, focusing especially on health andprimary education. To this end, the study had the followingspecific objectives:• to examine government social services that are availablefor use by children within the study communities;• to assess the differences that exists between girls andboys in accessing and utilising these services;• to ascertain factors that cause differences betweenboys and girls in accessing and utilising these services;and• to draw lessons and make constructive recommendationson actions that can be taken to improve accessibilityand utilisation of government social services by girls.Areas studiedThe study was conducted in Kwamtoro, Sindeni, Lweru,Samuye and Moshono area development programmes(ADPs). Kwamtoro is a division that is located withinthe southern part of Kondoa District in Dodoma Region.Kwamtoro ADP operates in three wards with atotal of 17 villages. Total population is 33,014, of whom19,528 are women and 13,486 are men. There are17,145 children under 18 years of age, of whom 8,950are girls and 8,195 are boys. Major economic activitieswithin this area are small-scale crop cultivation (maize,sorghum, millet, cassava, groundnuts and sunflower), livestockkeeping and bee keeping. The annual income of thispopulation is US$50, compared with a national averageof US$210.Sindeni ADP is located in Sindeni Division, Handeni District,Tanga Region, which is the northern part of Tanzania.Administratively, Sindeni Division consists of four Wardsthat have 18 registered villages. The division covers 1,248square kilometres with a population estimate of 36,000people. Economic activities in the division include subsistencefarming and livestock keeping. Main crops are maize,beans, cassava, sorghum, cowpeas, banana and rice.Lweru ADP is located in Bukoba Rural District in KageraRegion, which is in the northwest part of Tanzania. LweruADP covers three wards of the Kyamtwara Division. Themajority of the population in Lweru ADP practices subsistencefarming of crops such as coffee, beans, banana, yamsand potatoes. Crop production is low.Samuye ADP is located within Shinyanga Rural District,which is one of the seven districts in Shinyanga Region.Samuye ADP covers 14 villages with total populations of31,914, of whom 9,531 are adult males and 11,654 are adultfemales. Maize, sorghum, millet, pad, groundnuts, cassava,sweet potatoes and yellow grains are the main crops. Cattleraising is also a main economic activity of Samuye people.Moshono ADP is located in Arumeru District, ArushaRegion, in the northern part of Tanzania. Moshono Divisioncovers an area of about 1,000 square kilometres andis made up of four wards: Moshono, Mlangarini, Bwawaniand Nduruma. The four wards have a total of 14 villageswith a total population of 67,798. There are 11,893 children,22,580 adult males and 33,325 adult females. Thegreater part of the population in the area is engaged infarming and pastoralism while a small proportion workas labourers in sisal, coffee and flower plantations. Theygrow banana, cassava, maize, beans, sweet potatoes, tomatoes,eggplants, watermelons, cabbages, cucumbersand onions.The Girl-Child and Government Service Provision 37
- Page 2 and 3: Copyright 2004 by World Vision Inte
- Page 5: ContentsIntroduction ..............
- Page 8 and 9: identified in the case studies that
- Page 10 and 11: Approximately 53 per cent of the po
- Page 12 and 13: facility but also with staff member
- Page 14 and 15: Literacy and educationAdult literac
- Page 16 and 17: constrained by low funding; the nat
- Page 18 and 19: Policewoman, for example, had 100 p
- Page 20 and 21: EducationA deputy principal of a pr
- Page 22 and 23: ObservationsThis study has focused
- Page 24 and 25: Regulation and taxation neededCorru
- Page 26 and 27: 7. What reasons does the family giv
- Page 29 and 30: Girl-Child Accessto Government Soci
- Page 31 and 32: class. According to a 1996 TDHS sur
- Page 33 and 34: there is governmental inconsistency
- Page 35: ole models. Other educational barri
- Page 39 and 40: • Consultations: Institutions con
- Page 41 and 42: Secondary schoolsTwo of the five vi
- Page 43 and 44: This finding is consistent with nat
- Page 45 and 46: Case story 3Mercy John, a 14-year-o
- Page 47: Health workers’ viewsAll the heal
- Page 50 and 51: Annex 2: Questions forinterviews wi
- Page 52 and 53: Annex 6: Questions forfocus-group d
- Page 54 and 55: Sepehri, A. 1992. ‘Balance of Pay
- Page 56 and 57: equires the generation of condition
- Page 59: Table 3-3. Interviews, April 28-May
- Page 62 and 63: Table 3-5. Working adolescentsLos C
- Page 64 and 65: Table 3-6. Household chores and lac
- Page 66 and 67: per cent of the population. However
- Page 68 and 69: Figure 3-7. Access to services in t
- Page 70 and 71: Annex 1Interviews, Stage 1, April 2
- Page 72 and 73: Education1. Who likes attending sch
- Page 74 and 75: 3. What are the main reasons why bo
- Page 76 and 77: 7. What do you think are the main p
- Page 79 and 80: World Development Report 2004and Gi
- Page 81 and 82: power and wealth. But it fails to d
- Page 83 and 84: economies of scale of setting up wa
- Page 85 and 86: Services and the girl-childThe serv
was collected face to face. <strong>The</strong> study thus was able to elicitmore views, ideas <strong>and</strong> opinions from respondents.<strong>The</strong> study looked at the differences that exist betweenboys <strong>and</strong> girls in accessing government social services. Itfocused on services (1) available to boys <strong>and</strong> girls, (2) thedegree to which these services are used, <strong>and</strong> (3) the extentto which those who are responsible to service provisioncould increase use by girls. <strong>The</strong> study covered servicesthat exist within the community, including health <strong>and</strong>primary education.Specific areas included the following:• Available services: What government services are regularlyused by children within the local community <strong>and</strong>also by referral?• Differing access: Does access by girls differ from accessby boys? To what extent? Do girls use the services lessoften? Are there some services that are accessed byone gender group <strong>and</strong> not by the other?• Causal factors: If access differs by gender, what are thecauses of these differing rates of usage?• Remedial action: If needed, what efforts, if any, are beingmade by service providers (for example, the localschool or health clinic) to overcome these differences?• Further action: What could be done? For example, whatdo NGOs do in similar circumstances to help ensureaccess to social provision for girls?Stated more broadly, the objective for this study was toassess the situation of girl children <strong>and</strong> how they accessdifferent social services that are provided by governmentat the community level, focusing especially on health <strong>and</strong>primary education. To this end, the study had the followingspecific objectives:• to examine government social services that are availablefor use by children within the study communities;• to assess the differences that exists between girls <strong>and</strong>boys in accessing <strong>and</strong> utilising these services;• to ascertain factors that cause differences betweenboys <strong>and</strong> girls in accessing <strong>and</strong> utilising these services;<strong>and</strong>• to draw lessons <strong>and</strong> make constructive recommendationson actions that can be taken to improve accessibility<strong>and</strong> utilisation of government social services by girls.Areas studied<strong>The</strong> study was conducted in Kwamtoro, Sindeni, Lweru,Samuye <strong>and</strong> Moshono area development programmes(ADPs). Kwamtoro is a division that is located withinthe southern part of Kondoa District in Dodoma Region.Kwamtoro ADP operates in three wards with atotal of 17 villages. Total population is 33,014, of whom19,528 are women <strong>and</strong> 13,486 are men. <strong>The</strong>re are17,145 children under 18 years of age, of whom 8,950are girls <strong>and</strong> 8,195 are boys. Major economic activitieswithin this area are small-scale crop cultivation (maize,sorghum, millet, cassava, groundnuts <strong>and</strong> sunflower), livestockkeeping <strong>and</strong> bee keeping. <strong>The</strong> annual income of thispopulation is US$50, compared with a national averageof US$210.Sindeni ADP is located in Sindeni Division, H<strong>and</strong>eni District,Tanga Region, which is the northern part of <strong>Tanzania</strong>.Administratively, Sindeni Division consists of four Wardsthat have 18 registered villages. <strong>The</strong> division covers 1,248square kilometres with a population estimate of 36,000people. Economic activities in the division include subsistencefarming <strong>and</strong> livestock keeping. Main crops are maize,beans, cassava, sorghum, cowpeas, banana <strong>and</strong> rice.Lweru ADP is located in Bukoba Rural District in KageraRegion, which is in the northwest part of <strong>Tanzania</strong>. LweruADP covers three wards of the Kyamtwara Division. <strong>The</strong>majority of the population in Lweru ADP practices subsistencefarming of crops such as coffee, beans, banana, yams<strong>and</strong> potatoes. Crop production is low.Samuye ADP is located within Shinyanga Rural District,which is one of the seven districts in Shinyanga Region.Samuye ADP covers 14 villages with total populations of31,914, of whom 9,531 are adult males <strong>and</strong> 11,654 are adultfemales. Maize, sorghum, millet, pad, groundnuts, cassava,sweet potatoes <strong>and</strong> yellow grains are the main crops. Cattleraising is also a main economic activity of Samuye people.Moshono ADP is located in Arumeru District, ArushaRegion, in the northern part of <strong>Tanzania</strong>. Moshono Divisioncovers an area of about 1,000 square kilometres <strong>and</strong>is made up of four wards: Moshono, Mlangarini, Bwawani<strong>and</strong> Nduruma. <strong>The</strong> four wards have a total of 14 villageswith a total population of 67,798. <strong>The</strong>re are 11,893 children,22,580 adult males <strong>and</strong> 33,325 adult females. <strong>The</strong>greater part of the population in the area is engaged infarming <strong>and</strong> pastoralism while a small proportion workas labourers in sisal, coffee <strong>and</strong> flower plantations. <strong>The</strong>ygrow banana, cassava, maize, beans, sweet potatoes, tomatoes,eggplants, watermelons, cabbages, cucumbers<strong>and</strong> onions.<strong>The</strong> <strong>Girl</strong>-<strong>Child</strong> <strong>and</strong> <strong>Government</strong> <strong>Service</strong> <strong>Provision</strong> 37
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