The Girl-Child and Government Service Provision.pdf - Tanzania ...

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Education1. Who likes attending school?2. How do you feel at the place where you receive lessons?3. Do both boys and girls go to the school you attend?4. Do you know any boys or girls who do not go to school?5. Why don’t they go to school?6. What subjects do you study at school?7. Is your home close or far from the school?8. How do you go from your house to the school?9. How do you go back from the school to your house?Recreation1. Who likes to play?2. Where do you play?3. Who do you play with?4. Do you like practising sports?5. What is your favourite sport or sports?6. Where in your neighbourhood do you practise?Work inside and outside the homeGame: happy faces – sad facesMaterials: Happy faces, sad faces, and balloonsDuration: 15 minutesDevelopment: Every child chooses a happy face from a bag marked with a happy face and a sad face from a bag markedwith a sad face. The happy face will mean YES and the sad one will mean NO. The consultant asks the children questions;they lift up the happy face or the sad face to respond. These are the questions:1. Where do you live?2. Do you have a mother?3. Do you have a father?4. Do you help with house chores?5. Do boys at home do the same things as the girls?6. Do you like helping at home?7. Do you work outside the house? In what? Why do you work?8. Do you know of any boy or girl that works out of the home?9. Can you work and study at the same time?10. Do your parents agree with the fact that you work?72 The Girl-Child and Government Service Provision
Annex 2Questionnaires, Stage IIQuestionnaire for schools, Stage II(according to the opinion of those interviewed)Date of the visitName and role of the person giving the dataCommunity:Type of School: Pre-School Primary school Secondary schoolNumber of teachers giving classes:Number of girls enroled in the preceding school year (2002):Total enrolment By gradePassed Passing postponed for examDefinitive failure (repeat course)Number of drop outs: Number graduated:Girls who never enrol again (approx.):Number of boys enroled in the preceding school year (2002):Total enrolment By gradePassed Passing postponed for examDefinitive failure (repeat course)Number of drop outs: Number graduated:Boys who never enrol again (approx.):Extra-curricular activities in the school (e.g., sports teams, art groups, etc.)For girls:For boys:Coed:Name of the person interviewed:Role at the school:Date:1. Which are absent from classes more often—girls or boys?Girls Boys Both the same2. What are the main reasons why girls are absent from classes? (List from most common to least common)Geographic and/or climatic difficultiesThey don’t like the schoolThey have to do house choresThey have to work in other production activitiesTheir parents don’t send them or don’t force them to goOther (specify):The Girl-Child and Government Service Provision 73
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Copyright 2004 by World Vision Inte
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ContentsIntroduction ..............
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identified in the case studies that
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Approximately 53 per cent of the po
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facility but also with staff member
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Literacy and educationAdult literac
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constrained by low funding; the nat
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Policewoman, for example, had 100 p
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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 and 36: ole models. Other educational barri
Page 37 and 38: was collected face to face. The stu
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 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
Page 87: 5The World Bank Annual Report 2003,
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