Solutions to Improve Education for Orphanages in Tanzania - Coursework Example

Solutions to Improve Education for Orphanages in Tanzania Noof Alhashim Dr. Lily Mabura ENG 204 – Section 30 May 18, Globally, orphans face a myriad of challenges in their determination to get education. Africa in particular, has numerous cases where orphans discontinue their education by prematurely ending their education journey in the primary level. Specifically, orphans in Tanzania usually have lesser rates of enrollment, attendance and educational performance than non-orphaned children. The low transition rate into high schools is partly a consequence of orphanages’ inability to meet expenses regarding a child’s education. Secondary schools in Tanzania are seldom free and students must meet tuition, uniforms, books, and examination expenses together with other miscellaneous expenditures (Okkolin, Lehtomäki & Bhalalusesa, 2010). This essay will provide insights into the financial struggles and other challenges that orphanages face in their quest to provide for their orphaned children. It will also provide recommendations on how to solve the issues in order that improvement of education for orphanages is realized. Some of the problems that affect the education system in Tanzania have also a direct impact on Tanzanian orphanages. Thus, the problems pose a need for a solution. The main solutions include government intervention and institutionalization of orphanages. Other solutions require individual orphanages to self-evaluate and tackle their own problems such as hiring competent teachers and improving on the conditions within their confines, i.e. internal adjustments. However, the paper will shed light on how critics may pose a threat in opposing the solution. Therefore, the paper will outline the differing views and provide a common ground and justification of the solutions presented herein. Problems Encountered by Tanzanian Orphanages Contemporary Tanzania has a large-scale societal crisis that has escalated in modern times as a result of poverty, joblessness and lack of family planning practices (Wedgwood, 2007). Tanzania is still in transition, which has greatly contributed to insufficient education reforms that negatively impacts the orphanages in the country. Prior to the mid 1990’s, Tanzania was criticized on the grounds that it had a weak fiscal discipline. Many government agencies and other private institutions were exposed to a system of governance that was inefficient and where corruption was largely accepted and practiced. In the period preceding 1995, non-governmental organizations such as orphanage homes were disappointed with the government of the day’s achievements as it did not offer financial support to these NGO’s. The government was reluctant to offer grants to non-profitable firms that carried out charitable activities. In this regard, in 1990, Tanzania was characterized, to a large extent, by deteriorated relations between the government and potential donors (Havnevik & Isinika, 2010). Consequently, these poor relations have majorly contributed to the inefficiency of the orphanages in educating their children. In addition, economic policies that were formulated were crippling the efforts of those who were inclined to capitalism while encouraging socialists. All these elements have mainly contributed to slow educational reforms in Tanzania, as it is apparent education depends on availability of funds. Educational shortcomings among the orphanages in Tanzania can be attributed to several facets. To begin with, Urio (2008) reiterated that parental death has been the key cause of the escalating numbers of the orphanages especially due to HIV and AIDS pandemic in Tanzania and Africa in general. As stated earlier, poverty in the region has led to educational disadvantages in Tanzania. As a result, orphans do have analytically lower learning results than non-orphans. However, the implication of the relationship is likely to be negligible after controlling the socio-economic status between orphanages and non-orphanages (White, 2003). Yet, family support plays an imperative role in ensuring a child gets quality education. The problems that education in Tanzania faces in terms of quality (poor quality) have largely affected the orphanages. The problem has been around in Tanzania up to 1995 when the government of Tanzania began national transformation that has led toward developments. For instance, (Havnevik and Isinika, 2010) illustrate that the period preceding 1995 saw the Government of Tanzania (GoT) together with development partners concentrate on ascertaining transparency, integrity accountability and efficiency in the utilization of foreign aid. The problem of economic transformation is now under control with the current government committed to nationwide developments and eradication of corruption. To shed some light on the issue of poor quality education among the orphanages in Tanzania, several questions may be formulated to address the matter. One such query is; What are the factors that contributed to poor quality of education in Tanzanian orphanages? What are the possible solutions that can tackle poor education among the orphanages in Tanzania? This essay will answer the question in details. Presentation of the Proposed Solution The solution to improving school attendance and developing performance is to donate funds to orphanages. The cash generated from the voluntary grants can be utilized to solve inadequacy of the orphanages to meet education costs. Moreover, the daily runnings of orphanages need money to facilitate food, clothing and shelter needs. Additionally, volunteers and well-wishers are called to award specific scholarships to individual orphans, particularly those who have excelled in their primary education. As such, the orphans will be facilitated to continue with their post-primary education other than dropping out of the school system on conclusion of their primary education Figure 1: "One afternoon I rested while I was listening to the radio. I heard that there is a school that gives orphans education...I straightened my hands up and thanked God because my wishes could come true... Financial aid in education for orphanages can also be of significance to education for orphanages in the country where Tanzania can offer block grants to institutions of learning so that they relinquish tuition for the orphans. Moreover, the schools will execute school-based courses to support the orphans. Proponents to block grants argue that the block grant approach is not only less pricey per child, but also more efficient, but no verification exists to certify this (Stambach, 2011). One of the other solutions to learning challenges in Tanzanian orphanages is establishing organizations that are inclined to supporting children and promoting their rights and guaranteeing physical, mental, cognitive, ethical and societal development. This aspect advocates for ‘charity begins at home’ philosophy. As such, the psychological wellbeing of a child affects their attitude towards learning (Pardasani, Chazin, & Fortinsky, 2010). By attending to the issues, there will be alignment of social status of the orphaned to the non-orphaned. The process will in turn create a level-playing field amongst school children emanating from diverse social backgrounds. Combining schools and shelters for orphanage also offers an excellent solution to the poor quality of education in Tanzanian orphanages. In essence, the inconvenience created by the fact that there are additional costs that accompany travelling to-and-fro journeys to school by the orphans. More importantly, designing orphanages that incorporate education systems eliminates unnecessary costs to the caregivers (Kichonge, 2015). Apparently, there has been a universal a notion that supports orphanages with schools in the fact that the uniformity of social status in school encourages positive learning patterns. On the contrary, schools that embrace diversity experience discrimination among the students caused by the disparity in social status and backgrounds. Further, orphanages can customize their learning to suit the children it has, thereby saving on more costs. As stated earlier in the essay, the psychological health of a child is vital in relation to education. Negligent teachers and caretakers can make a child develop a harmful attitude towards schooling contributing to their dismal performance. To curb this, the orphanages ought to employ competent teachers that attend to the orphans’ needs at different times. Catering for a child’s need nurtures talent, develops the child’s ability and builds their morale towards education (Davidson, 2007). Summary and Rebuttal of Opposing Views Some of the solutions put forward in this article may be rejected by various stakeholders depending on their specific views and beliefs. A solution that is geared to combining schools with an orphanage has been rebutted by many scholars. (Hermenau, et al, 2014) argue that doing this will lead to alienation of education functions from the country’s system. Moreover, there has been opposition that is formed on the basis that the schools will have relaxed policies, which are tailored at suiting the children at the orphanages thereby compromising quality of education. Another criticism is based on the final outcome that the children in orphanage will obtain upon completion of their education. Some theorists such as (Myovela, 2012) illustrate that the homogeneity of the social status at the orphanage environment will create a perception amongst students that the world is a place of equality. On the contrary, there are global challenges engaging discrimination, inequality and opposition towards diversity. It has been established that learners who crop out from orphanages do not have the ability to deal with discrimination when they proceed to tertiary learning institutions or when they enter the job market. Therefore, an alternative solution to improving education for the orphans is to enroll them in regular schools, both private and public. Public schools would expose the orphanages into real world experiences preparing them for the world (Subbarao and Coury, 2004). Students’ interactions in these public schools provide socialization mechanisms that can improve the psychological development of the orphans. In addition, orphans can be enrolled in prestigious private schools using the funds granted to them either by foreign or governmental agencies. Private schools also offer opportunities to excel in various aspects of life as they are endowed by extra-curriculum activities such as sports and music. The orphanages will therefore be empowered to develop their individual talents. This essay has established that the government has a key role to play in ensuring that education quality is bettered in orphanages in Tanzania. There can be opposing beliefs that if the government interferes with the running of NGO’s, the vice of corruption will creep in (Rosenberg, Hartwig, and Merson, 2008). On one side, it is imperatively evident that the government can offer substantial aid in improving the running of the orphanages in Tanzania. On the other end, corruption can completely paralyze the sector if the root causes of governmental inefficiencies get into the management of NGO’s such as orphanages and children’s home. The other way to curb corruption by government officials is to ensure the privatization of the orphanage is adhered to. Even though the orphanages need government intervention of offering funds, management officials of the orphanages must come from the private sector as they will be more accountable for their action. Corporate individuals are also well trained, competent and are usually result-oriented. Additionally, most of them are determined to advance their careers which are an important ingredient to administration and management success. Justification section The solutions proposed in this article have considered various issues affecting the education sector in Tanzania and Africa as a whole. Consistently, the solutions are based on the consequences that arise upon implementation. For instance the consequence of combining schools and shelters for the orphans leads to reduction of costs associated with traveling to distant schools reduces stigmatization of children in public or private schools and attends to specific needs of the children. Even though critics argue that combining the schools and homes of the orphans may lead to schools producing students who are not well conversant with diversity issues, the school can add to the curriculum the element of diversity by creating awareness that mirrors the real life situation in the world (Myovela, 2012). The justification of the solution that involves funding the orphanages is obviously evident. No institution can run smoothly with inadequate funds as the funds help the institutions remunerate their employees. Also, orphanages are charity organizations that cannot be used to generate profits in any way. Orphans need financial support to meet their daily needs such as food and clothing since they may lack relatives to supply the necessities. As such, if funds are not availed to the orphanages, the orphanages will instantly struggle to house the orphans which can ultimately lead to their closure (Rosenberg, Hartwig and Merson, 2008). Conclusion Orphanages are non-profit making organizations that offer charity to children who have no place to call home due to factors such as death of their parents or rejection by the society. The orphanages in Tanzania have endured difficulties in instilling education to its children. The limitations encompass lack of funds and unfavorable economic conditions. The solutions to these problems include government intervention, hiring qualified teachers and institutionalization of orphanages. For example, offering funds to the orphanages improves their operation, the quality of hired teachers and ultimately the quality of education. Combining schools and shelters for the orphans results to reduction in costs such as transport costs. However, there have been opposing views as to the solutions to the problems faced by education for orphanages in Tanzania. Some skeptics argue that solutions such as government intervention in funding the orphanages could lead to more problems such as corruption. The process of combining schools and shelter for the orphanages has also received criticisms as they may lead to orphans who are not well prepared to the real world. However, to come up with the solutions, there have been considerations made in terms of analyzing the consequences of the solutions to both the orphanages in Tanzania and the society in general. Orphanages require adequate funds to exist, a rationale for governments’ financial support and grants from foreign donors. Financial support ensures that the orphanages can buy education equipments and also pay their teachers well. Employees of any organization are usually motivated by favorable financial remuneration packages, and orphanages are not an exception. References Case, A., Paxson, C., & Ableidinger, J. (2003). Orphans in Africa. Princeton, Centre for Health and Wellbeing, Princeton University. Case, A., Paxson, C., & Ableidinger, J. (2003). The education of African orphans. Princeton, NJ: Center for Health and Well-Being Research Program in Development, Princeton University. Davidson, E. (2007, June). The pivotal role of teacher motivation in Tanzanian education. In The educational forum (Vol. 71, No. 2, pp. 157-166). Taylor & Francis Group. Featured this month: Bethsaida Orphans Education Center. (2014, September 8). Retrieved May 18, 2015, from http://soworldwide.orge/featured-month-benthsaida-orphans-education-center/ Havnevik, K. (2010). A historical framework for analysing current Tanzanian transitions: The post-independence model, Nyereres ideas and some interpretations. Tanzania in transition: From Nyerere to Mkapa, 19-55. Havnevik, K. J., & Isinika, A. C. (Eds.). (2010). Tanzania in transition: from Nyerere to Mkapa. African Books Collective. Hermenau, K., Hecker, T., Elbert, T., & Ruf‐Leuschner, M. (2014). MALTREATMENT AND MENTAL HEALTH IN INSTITUTIONAL CARE—COMPARING EARLY AND LATE INSTITUTIONALIZED CHILDREN IN TANZANIA. Infant Mental Health Journal, 35(2), 102-110. Kichonge, A. S. (2015). Towards improving care and support to in ophans Tanzania: the case of selected orphanage centres in Arusha Region. Myovela, B. (2012). The prevalence of posttraumatic stress disorder and associated mental health problems among institutionalized orphans in Dar es salaam, Tanzania (Doctoral dissertation, Muhimbili University of Health and Allied Sciences). Okkolin, M. A., Lehtomäki, E., & Bhalalusesa, E. (2010). The successful education sector development in Tanzania–comment on gender balance and inclusive education. Gender and Education, 22(1), 63-71. Pardasani, M., Chazin, R., & Fortinsky, L. (2010). The Orphans International Tanzania (OIT) Family Care Model: Strengthening Kinship Networks and Empowering Families. Journal of HIV/AIDS & Social Services, 9(3), 305-321. Rosenberg, A., Hartwig, K., & Merson, M. (2008). Government–NGO collaboration and sustainability of orphans and vulnerable children projects in southern Africa. Evaluation and program planning, 31(1), 51-60. Sifuna, D. N. (2007). The challenge of increasing access and improving quality: An analysis of universal primary education interventions in Kenya and Tanzania since the 1970s. International Review of Education, 53(5-6), 687-699. Stambach, A. (2011, April). Common Ground, Growing Gap: Privatization, Education, and Religious Groups’ Engagements in a Tanzanian Orphanage. InUnpublished seminar paper presented at the University of Cape Town. Subbarao, K., & Coury, D. (2004). Reaching out to Africas orphans: A framework for public action. World Bank Publications. Urio, J. E. (2008). The relationship between social support and coping strategies among AIDS orphaned children on the orphanages and in the communities of Dar es Salaam. Papers in Education and Development, (28), 115-138. Vavrus, F. (2005). Adjusting inequality: Education and structural adjustment policies in Tanzania. Harvard Educational Review, 75(2), 174-201. Wedgwood, R. (2007). Education and poverty reduction in Tanzania.International Journal of Educational Development, 27(4), 383-396. White, D. (2003). Social policy and solidarity, orphans of the new model of social cohesion. Canadian Journal of Sociology/Cahiers canadiens de sociologie, 51-76. Journals 3 and 4 Journal 3: This essay will provide insights on the financial struggles and other challenges that orphanages face in their quest to provide for their orphaned children. It will also provide recommendations on how to solve the issues in order that improvement of education for orphanages is realized. Some of the problems that affect the education system in Tanzania have also a direct impact on Tanzanian orphanages. Thus, the problems pose a need for a solution. The main solutions include government intervention and institutionalization of orphanages. Other solutions require individual orphanages to self-evaluate and tackle their own problems; such as hiring competent teachers and improving on the conditions within their confines, i.e. internal adjustments (Kichonge, 2015). However, the paper will shed light on how critiques may pose a threat in opposing the solution. Therefore, the paper will outline the differing views and provide a common ground and justification of the solutions presented herein. What is the relationship between economic environments of a country with education performance?’ What steps has Tanzania taken to mitigating challenges facing the economy to ensure better transition? What are the possible solutions that can tackle poor education among the orphanages in Tanzania? 1. Donate funds to orphanages. 2. Offer block grants to institutions of learning 3. Combining schools and shelters for orphanage Journal 4: Some of the problems that affect the education system in Tanzania have also a direct impact on Tanzanian orphanages. Thus, the problems pose a need for a solution. The main solutions include government intervention and institutionalization of orphanages. Other solutions require individual orphanages to self-evaluate and tackle their own problems; such as hiring competent teachers and improving on the conditions within their confines, i.e. internal adjustments (Kichonge, 2015). However, the paper will shed light on how critiques may pose a threat in opposing the solution. Therefore, the paper will outline the differing views and provide a common ground and justification of the solutions presented herein. The government has a formidable solution to ensuring high quality education is availed to orphans. First and foremost, the government should execute policies that shrink poverty levels in the country more so in remote regions. For instance, it can do this by developing infrastructure, physical and sanitation environments, and renovating the agricultural industry. The orphanages in Tanzania have endured difficulties in instilling education to its children. The limitations encompass lack of funds and unfavorable economic conditions. The solutions to these problems include government intervention, hiring qualified teachers and institutionalization of orphanages. To come up with the solutions, there have been considerations made in terms of analyzing the consequences of the solutions to both the orphanages in Tanzania and the society in general. A cost-benefit analysis supports the solutions offered for better development of education for orphanage in Tanzania. Employing qualified and competent teachers should not attract those who want to be paid but also those who have a heart of giving via volunteering. Professional teachers have the know-how to nurture talent thereby improving the education in orphanages. The solutions proposed in this article have considered various issues affecting the education sector in Tanzania and Africa as a whole. Consistently, the solutions are based on the consequences that arise upon implementation. For instance the consequence of institutionalizing orphanages leads to reduction of costs associated with traveling to distant schools reduces stigmatization of children in public or private schools and attends to specific needs of the children. Read More