AN ASSESSMENT OF CHILDCARE WORKERS’ COMPETENCE IN PROVIDING

CHILD CARE SERVICES AMONG VULNERABLE CHILDREN IN TANZANIA

Case of National Children Home in Temeke District

SIMON BAHA PANGA

A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF SOCIAL WORK (MSW) OF

THE OPEN UNIVERSITY OF TANZANIA

2018

i
 CERTIFICATION

I, the undersigned certifies that, I have read the entire work and hereby recommends for the

acceptance by Open University of Tanzania a dissertation titled “An Assessment of Childcare

Workers’ Competence in Providing Child Care Services among Vulnerable Children in

Tanzania”, A case of National Children Home in Temeke District in partial fulfillment of the

requirements for the award of Master degree in Social Work of the Open University of Tanzania.

…………………….…..

Dr. Misanya Bingi

(Supervisor)

………………………….…………..

Date

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 COPYRIGHTS

This dissertation is a copyright property protected by national and international instruments made

and enacted for the purposes of intellectual property right. No part of this document may be

replicated, stored in any retrieval system, or transmitted in any form by any means, electronic,

mechanical, photocopying, recording or otherwise apart from short extracts for study or research

reasons, critical study reviews and with an acknowledgement or upon obtaining a prior written

permission of this author or the Open University of Tanzania on behalf.

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 DECLARATION

I, Simon B Panga hereby declare that this Dissertation is the work of my own and that it has

never been submitted and will not be submitted to any University by any person either in whole

or part of it in the award of Master of Social Work (MSW or in any other field related to this.

……………………………………….

Signature

………………………………

Date

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 DEDICATION

This dissertation paper is affectionately dedicated to the Vulnerable Children and the Childcare

Workers at Kurasini National Children Home who accepted me and supported me

wholeheartedly by answering my research questions during the whole process of collecting data

for the purpose of preparing the document that greatly counts for partial fulfillment of the

requirements for the award of my Master degree in Social Work of the Open University of

Tanzania.

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 ACKNOWLEDGEMENTS

First and foremost, I express my sincere gratefulness to the Almighty God for granting me this

opportunity and good health and guiding me throughout my studies at the Open University of

Tanzania and for accomplishment of this dissertation. May His Name be exalted, honored and

glorified.

I would similarly like to thank my Supervisor Dr. Misanya Bingi who tirelessly spent much of

his time in reading and giving critical ideas such that this work was timely completed in the best

possible shape. His experience, influence, efforts and courage were the tools he used in guiding

and supervising me. Dr. Misanya Bingi deserves my heartfelt thanks.

I also feel highly indebted to my Supervisor Dr. Mathew Senga for his tireless guidance,

technical advice, patience and encouragement throughout the period of research proposal. His

academic support and advice has really shaped my thinking and understanding on the research

work.

I am as well highly moved to express my sincere appreciation to my wife Wahagali Sarah Kulwa.

I’m thankful for her loving care of our family including our children Wema, Martha, Gladness,

Hannie and Jeriel for supporting me to spend our financial resources and time for studying a

Master degree in Social Work. I will always embrace their concern and dedication without which

I could not have completed my studies and this research work.

At the same time I appreciate the cooperation of all Lecturers and staff of the Open University of

Tanzania for material and other contributions, which they vested to me in attempting this work.

Also my sincere thanks should go to Rigobert Kalikawe, Philbert Mukyanuzi and Imani

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Sebastian for their advice concerning this study. I extend my utmost thanks to the National

Children Home at Kurasini and other Staff at the Department of Social Welfare for their

cooperation they accorded me during data collection. I am also indebted to my fellow Colleague

of Master of Social Work Class for the cooperation they showed me during the whole period of

this study. I also extend my thanks to all respondents for the cooperation they offered me during

data collection

While expressing my appreciation to all the above mentioned persons, I remain responsible for

all the content of this work.

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 ABSTRACT

This study assessed Childcare Workers’ Competence in Providing Child Care Services among

Vulnerable Children in Tanzania particularly at Kurasini National Children Home in Temeke

district with a focus on Childcare workers understanding of child care, protection and needs,

challenges facing Childcare workers and service quality to vulnerable children. Qualitative and

quantitative techniques were used for data collection. Primary data were obtained from the field

including at Kurasini National Children Home and secondary data were collected from various

literatures. The sampling design was random and 70 respondents were randomly selected. The

study found that there were lack of enough trained personnel and those who are available had

weak understanding of the phenomenon of vulnerable children. It was also found out that the

situation of vulnerable children is in harsh since they do not get their most basic needs. It was

revealed that the problem of vulnerable children is caused by economic issues including extreme

poverty, which refers to the state of lack of income, which includes vulnerability, powerlessness,

deprivation, isolation, mistreatment, lack of decision making, lack of community program

involvement, lack of assets and insecurity, in the sense of the inability to attain specific minimum

standard of life. It was revealed that there was lack of funds and proper government systems

affecting the process of family reunification. Issues like financial constraints, lack of enough

trained professionals, lack of coordination and transparency and poor working environments

were pointed out. The study concludes that existing development approaches and policy

intervention strategies applied by Government are wholly inadequate to address the problem of

vulnerable children and support to Childcare workers most especially at Kurasini NCH. In that

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regard the study has proposed several recommendations to childcare actors on how to

competently provide childcare services among the vulnerable children in Tanzania.

TABLE OF CONTENT

viii
LIST OF TABLES

ix
LIST OF FIGURES

x
LIST OF APPENDECIES

xi
 LIST OF ABBREVIATIONS AND ACRONYMS

ACPF African Child Policy Forum

ACRWC African Charter on the Rights and Welfare of the Child

CBOs Community Based Organization

CEDAW Convention on Elimination of all forms of Discrimination against Women

COBET Complimentary Basic Education in Tanzania

CPS Child Protection Services

CSC Consortium for Vulnerable children

CIS Child in the Sun

CDP Child Development Policy

CRC Child Rights Convention

CRC Convention on the Rights of the Child

CRPD Convention on the Rights of Persons with Disabilities

CSOs Civil Society Organizations

ECI Early Childhood Intervention

EFA Education For All

FBOs Faith Based organization

FHI Family Health International

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HIV/AIDS Human Immuno-deficient Virus Acquired Immune

ILO International Labour Organization

IMF International Monetary Fund

KIWOHE Kiota Women’s Health and Development Organization

MOHCDGEC Ministry of Health, Community Development, Gender, Elderly and Children

MOHSW

MCDGC Ministry of Community Development, Gender and Children.

MVC Most Vulnerable Children

MKUKUTA Mpango wa kukuza uchumi na kupunguza umaskini Tanzania

NBS National Bureau of Standards

NCH National Children Home

NGOs Non-Governmental Organizations

NCPA National Costed Plan of Action

NSGRP The National Strategy for Growth for and reduction of Poverty

SAPS Structure Adjustment Programm

TAWLA Tanzania Women Legal Association

TGNP Tanzania Gender and Networking Programe

TZ Tanzania

UNICEF United Nations Children’s Fund

URT The United Republic of Tanzania.

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xiv
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter describes issues concerning the Childcare Workers’ competence in providing child

care services among vulnerable children in Tanzania on the best practice. The chapter also

provides background information on the topic under study, statement of the problem, objectives

of the study, research questions and significance of the study.

1.1 Background of the Problem

All over the world, there are countries and caregivers who are less able to take care of their

children and organizations worldwide are working to prevent these children from ending up on

the street. Basically, child welfare is an ever changing, complex system based on a combination

of tradition, current values, and best practice (Teena Shah, 2010).The discipline has shifted from

its origins in community-funded institutions staffed largely by volunteers to the current model in

which government-funded, not-for-profit organizations have a professional staff focus. An

understanding of today's child protection system requires knowledge of the systems (ibid).

However, the quality of Childcare Workers interaction may be compromised when children are

in a vulnerable situation (Horwitz, 2006).Several studies have shown that, there are differences

in parent-child interaction when a child is disabled mothers or caregivers of children with

disabilities usually dominate interactions more than mothers or caregivers of children without

disabilities (Teena Shah, 2010). Childcare Workers may be isolated in communities that hold

negative attitudes and beliefs towards disability. They may experience poverty and lack needed

1
economic support; have limited access to information needed to provide appropriate care for

their children; and have limited social supports (Howe & McDonald, 2001).

Correspondingly, the contradictory nature of Childcare Workers can be seen in hiring practices

child welfare agencies employ social workers to perform front line duties (Howe & McDonald,

2001). Child care employees hear disturbing disclosures and are witness to injury and neglect of

vulnerable children (ibid). They face unmanageable workloads, stigmatization and indirect

stressors from working in close proximity to the issues in their clients' lives (Horwitz,

2006).Although there are ways to reduce the occurrence and effects of trauma, child welfare

work by nature exposes workers to traumatic events. There has been a dramatic rise in the

number of child protection cases in recent years, partially due to more comprehensive legislation,

which now includes emotional abuse and neglect (Trocme et al., 2003).

In Tanzania for example, children make up about half of the population (NBS, 2014) and in

communities throughout the country it is generally recognized that children have special needs

and require special care. Since early 1990s Tanzania like other developing countries has

witnessed a visible increase in the number of children living and working on the street in

undesired condition. The family institution in Tanzania is going through. Many families are also

increasingly being characterized by absent parents, alcoholism and domestic violence. Many

children run away to street to avoid violence and abuse in the family (Lugalla and Kibassa,

2002). It is now a common occurrence to hear of terrifying stories of child abuse by parents or

family members (Ray et al., 2011). The increasing numbers of vulnerable children also indicates

a constellation of other trends, such as cut-backs in government social and educational budgets,

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as well as the breakdown of traditional family and community structures, which leaves children

unprotected (Kopoka, 2000).

The Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons

with Disabilities (CRPD) highlight how vulnerable children and disabled children have the same

rights as other children. For example, rights to health care, nutrition, education, social inclusion

and protection from violence, abuse and neglect. Ensuring access to appropriate support, such as

early childhood intervention (ECI) and education, can fulfill the rights of children with

disabilities, promoting rich and fulfilling childhoods and preparing them for full and meaningful

participation in adulthood (Ward, C.L. (2007).

Similarly, despite the fact that the Tanzanian law: The Law of the Child Act (2009) states for

example children’s right to be sheltered, fed and educated−there is still a lot of children lacking

their basic needs (UNICEF, 2012). However, in 1996 Tanzania put in place Child Development

Policy (CDP) aimed at provision of rights of children to provide care for all children including

Vulnerable Children, disabled and vulnerable children inclusive. This policy set Ministries and

departments to deal with youth, women and children in general (Kopoka, 2000). The policy

created a room for NGOs, Religious organizations, Individuals and other voluntary stakeholders

to establish centers, schools and Associations to serve and defend children, and to establish

juvenile courts so that those suspected to break the law are dealt with. However, the Child

Development Policy of 1996 did not identify vulnerable children as a special category that needed

serious attention (URT, 1996, Kopoka, 2000). It is through the mentioned challenges facing

vulnerable children Tanzania introduced the Kurasini National Children home as public children

home established under the management of the Department of Social Welfare to give orphaned

children a substitute temporary family care.

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Child protection has been at the top of the agenda of department of social welfare over a long

time in the country since independence. However, a significant failure has been witnessed among

the child caregivers on service provision, child care, resettlement and reintegration of the

vulnerable children who are admitted and cared at the National Children Home in the county

(Lugalla and Kibassa, 2002). It therefore necessitates undertaking the study regarding Childcare

Workers’ competence in service provision among vulnerable children in the country.

1.2 Background of the Study

Though research and practice over years have demonstrated the harmful effects of

institutionalisation upon children care such as emotionally, economically, and socially and

psychological risks, this is one of the many alternatives of care for vulnerable children in

Tanzania (TZ MOHSW, 2008). For example factors such as poverty, social disintegration and the

effect of HIV and AIDS pandemic have created situation of uncertainty to the majority of

children. This situation has seriously undermined most vulnerable children in accessing basic

rights and needs, such as care, support and protection (TZ MOHSW, 2008)

In respect to improve care to children living in vulnerable situation, the government of Tanzania

has embarked on a series of measures. Among the steps taken, is the development of the National

Plan of Action for Most Vulnerable Children (NPA-MVC) for 2007-2010 and the ratification of a

number of international human rights instruments. One of these instruments is the convention on

rights of children of 1989.The convention obliges children in order to ensure that they can access

the opportunities that will enable them to fully enjoy their rights and grow into responsible

citizens. In implementing the convention and other instruments that touch on welfare of children,

the government through the Department of Social Welfare of the Ministry of Health, Community

Development, Gender, Elderly and Children (MOHCDGEC) through policy and legal

4
frameworks designed a number of interventions to adequate, timely and appropriate provision of

care support and protection to children and in particular most vulnerable children. The

department of Social Welfare in collaboration with number of stakeholders on children issues has

developed national guidelines for the establishment and management of children’s centres in

Tanzania.

However, despite the efforts made by the Tanzania government to address such deficiencies, the

situation of children living in Children Homes especially care practices is not promising. Sixty

five (65) older children who were expected to have grown into responsible adults and self-

governing, self-regulating and able to provide for themselves were shifted from the National

children home to Nunge home for the elderly and persons with disabilities since they were not

able to start independent living (Social Welfare Report, 2016).

Therefore, this study was carried out to examine Childcare Workers’ competence in service

provision among vulnerable children in Dar es Salaam region and identify the possible solutions

on how to improve the quality of care for children living in Children’s Homes in Tanzania.

1.3 Statement of the Problem

Despite the efforts made by the Government and private stakeholders in implementing and

introducing the Kurasini national children’s home, training social workers and employing

professional workers, introduction of child development policy of 2008, introduction of Child

Act of 2009 (UNICEF, 2001) , yet there has been vulnerable children who have faced harsh

living experience in their lifetime. Such harsh living experiences include death or abandonment,

and abuse of various forms such violent behavior of family members, as we as from the

5
community after leaving the national children home (Niboye, 2013). However, the National

Children Home is to provide quality short and long-term services that will elevate the said child

to a responsible adult who can provide for themselves. In Tanzania it has been noticed in a

different picture that national children home’s Childcare Workers have not demonstrated their

competence to help vulnerable children to grow into responsible self-governing and self-

regulating adults who are able to provide for themselves.

Similarly, lack of food, shelter, sustainable self-development, self-hygiene and adequate health

care, exact a terrible toll on vulnerable children after and during the time in the national children

home due to life skills provided by Childcare Workers. They are repeatedly victims to physical

and moral danger and as they grow older they often become danger to others (Kopoka, 2000)

since they are not prepared to self-efficacy and morally upright. After such precarious

childhoods, most of them are condemned to spend their lives excluded from mainstream society

(Lugalla and Kibassa, 2003). Various measures undertaken by Government and NGOs to assist

vulnerable children in big cities like Arusha, Mwanza and Dar es Salaam, yet the problem of

vulnerable children has not been curbed, and adulthood self-reliance is not seen (Niboye, 2013).

Hence this necessitates for this study to assess Childcare Workers’ competence in providing a

desired child care services among vulnerable children in the country.

1.3 Research Objectives

1.3.1 General Objectives

The general objective of this study was to assess Childcare Workers’ competence in providing

desired child care services among vulnerable children in the country.

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1.3.2 Specific Objective

1. To explore successful intervention practices provided by Childcare Workers to vulnerable

children at National Children Home in Temeke District.

2. To find how Childcare Workers define child care protection and needs at National Children

Home in Temeke District

3. To examine the main challenges identified by Childcare Workers in child care services

provision at National Children Home in Temeke District.

4. To assess the condition and quality of child care provided by the children care workers at

National Children Home in Temeke District

1.4 Research Questions

1. What are the successful intervention practices provided by Childcare Workers to vulnerable

children at National Children Home in Temeke District?

2. How do Childcare Workers and child protection service providers define child care, protection

and needs at National Children Home in Temeke District?

3. What are the associated challenges identified by Childcare Workers in child care service

provision in at National Children Home in Temeke District?

4. What is the condition and quality of child care provided by the children care workers at

National Children Home in Temeke District?

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1.5 Significance of the Study

The study focuses on Childcare Workers’ competence in providing desired child care services

among vulnerable children in the country. Therefore, the study was useful in the identification of

Childcare Workers competences and associated challenges hence provide the possible solutions

to overcome the challenges. Secondly, the study will help Childcare Workers and child

protection practitioners to come up with new strategies during the implementation of child

protection programs in children homes in the country. Consequently, the study findings will help

in developing new approaches for increasing Childcare Workers competences at the national

level. Similarly, the findings of this study will help to generate ideas for reducing workers’

negative perceptions and attitudes towards vulnerable children most especial to vulnerable youth.

The successful undertaking of this study is considered a requirement to qualify the researcher

being awarded the Degree of Master of Social Work. The recommendations that were made by

this study will play a role towards improving effectiveness on service provision, leading to

sufficient services such as education, cultural, moral, self-esteem and self-reliance among the

vulnerable children thereby contribute towards reaching the millennium development goals for

children. Lastly, the study is relevant because it enriches academicians and adds knowledge on

the existing literatures and provide a room for further researches.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter describes the literature review on the phenomena under the study. The chapter

covers, key concepts used in the research, theoretical framework, empirical studies. The chapter

defines relevant theories followed by the general overview of the child care services on

vulnerable children, presents empirical studies relevant to the study as well as the conceptual

framework.

2.1. Definition of Terms

2.1.1 Childcare Workers

A childcare worker is the person who provides care for children when parents and other family

members are unavailable, or the child is in the vulnerable situation. They attend to children’s

basic needs, such as bathing and feeding. In addition, some help children prepare for

kindergarten or help older children with homework (researcher 2017). A childcare worker is

someone who cares for children when parents and other family members are unavailable. They

care for children's basic needs, such as bathing and feeding. They care for children in childcare

centres, their own home, or the homes of the children in their care.

2.1.2. Vulnerable Child

A vulnerable child is referred to as a child who has no or very restricted access to basic needs.

The child may have both parents but his/her rights might be denied (Skinner et al.,

2004).Vulnerable child (OVC) is a child under the age of 18 whose mother, father, both parents,

and a primary caregiver has died, and who is in need of care or protection (Namibian

9
Government definition, 2002). A vulnerable child is a child under the age of 18 years and

currently at high risk of lacking adequate care and protection. Accordingly, all children are

vulnerable by nature compared to adults, but some are more critically vulnerable than others.

2.1.3. Youth

The World Health Organization (1985) defines youth as those belonging to the age group of 15 to

24 years. The definition of a youth is a young person who has not yet reached adulthood and

refers to the time period before you become an adult. It is a period of transition from the

dependence of childhood to adulthood's independence.

2.1.4 Knowledge

It means what is known about a particular subject. It is a familiarity, awareness or understanding

of someone or something, such as facts, information, description, or skills, which is acquired

through experience or education by perceiving, discovering or learning (Stanley Cavell, 2002).

Knowledge is a familiarity, awareness, or understanding of someone or something, such as facts,

information, descriptions, or skills, which is acquired through experience or education by

perceiving, discovering, or learning. Knowledge can refer to a theoretical or practical

understanding of a subject or something.

2.1.5. Attitude

The attitude is the voluntary disposition of a person given the existence in general or to a

particular aspect of this. According to Jeffress (2009), attitude is a mental and emotional

response to the variety of circumstances that occur in life. They are not specifically behaviors but

modes or forms of conduct or performance. An attitude is the feelings or opinions that you show

by your behavior. This is the hypothetical construct that represents an individual’s degree of like

10
or dislike for something. At the level of Social Psychology, attitudes come to constitute

extremely important elements for the prediction of behavior (Didactic Encyclopedia, 2013).

Social Psychology, Rodriguez argues that attitude comes to refer to a feeling, which can be both

for and against a given social object. The same may be any product of the activity of the man, a

social fact, or an individual. According to the definition of the aforementioned author, the

attitude would be a lasting organization's beliefs and cognitions in general, which contains an

effective charge against or in favor of an already defined object, which induces a coherent

character action both with cognitions, as well as with the affections linked to this object. A

predisposition or a tendency to respond positively or negatively towards a certain idea, object,

person, or situation. Attitude also influences an individual's choice of action, and responses to

challenges, incentives, and rewards

2.1.6. A child

In Tanzania, according to the Law of Child Act 21 of 2009 defines a child as “a person below the

age of eighteen years shall be known as a child.Fathers should contribute to the upkeep of their

children until they are 18 years old. The United Nations (UN) Convention on the Rights of the

Child (1991), a child means any human being below the age of eighteen years (18) unless, under

the law applicable to the child, majority is attained earlier”. Also a word child can simply be

defined to mean a young human being below the age of puberty (Hakizawatoto, 2004). The

Constitution of the United Republic of Tanzania states that an adult is a person whose age starts

from 18 years, hence when below that is a child. A child is any person under 18 years of age and

a person who has not attained maturity or the age of legal majority.

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2.1.7 Orphanage

The term orphanage is used interchangeably with the children home to mean a licensed home

whereby a child is given a substitute temporary family care (LCA, 2009). On the other hand,

orphanage is defined as a residential institution devoted to care for orphans children whose

biological parents are deceased or otherwise unable or unwilling to take care of them. Biological

parents, and sometimes biological grandparents, are legally responsible for supporting children,

but in the absence of these, no named godparent, or other relatives willing to care for the

children, they become a ward of the state, and orphanages are one way of providing for their

care, housing and education. It is a residential institution for the care and education of orphans,

the state or condition of being an orphan.

2.1.8 Childcare

Childcare is when children are supervised and cared for by a person other than a parent or
caregiver (http://open-site.org/Home/Family/Childcare/)

2.1.9 Child Protection

Child Protection is the overall duty and responsibility to safeguard children in your care from
violence, exploitation, abuse and neglect in and out of the home (UN CRC 1989:19). In this
study it should be noted that, child protection is safeguarding vulnerable children from harm or
anything that could endanger their wellbeing or lives in general, including risks of loss of
parental care and ensuring availability and provision of things vulnerable children need to enable
their smooth growth into happy, responsible and caring adults.

2.1.10 Needs of Children

Needs of Children are basic, fundamental experiences or environmental conditions essential to

optimal child growth and development (Kamptner, 2005).

Needs of Children have been divided into five major categories such as physiological
needs(food, clothes, shelter, warmth and sleep), Safety and security Needs(feeling secure and
safe, being in a safe environment and protected from harm, security and safety of self and things,
job and health), Social Needs(affiliation, acceptance, affection, attention, approval, belonging,
connection with family, friends and community, love and be loved), Esteem Needs(Self-respect,

12
respect of others, confidence, feeling of accomplishment and achievement) and Self-
actualization(creativity, desire to learn, to explore, to understand, recognition, self-fulfillment,
having fun with life and feeling like they have real meaning to their lives) (McLeod, S. A.
(2017). In this study it should be noted that vulnerable children like any other children are
different and have different needs and their needs go beyond food, school, medication, shelter,
sleep and clothes.

2.1.11 Workers’ Competence

Employee competencies are those traits, skills or attributes that employees need to perform their
jobs most effectively. Clearly, these competencies will vary by job and position, but there are
some commonalities that apply to just about any job in just about any organization. Companies
can hire employees with basic foundational competencies and then teach more specific
competencies directly related to the employees' job descriptions (Leigh Richards,
2015).Competence is the capability or ability of an individual to do a job properly. A competency
is a set of defined behaviors that provide a structured guide enabling the identification,
evaluation and development of the behaviors in individual employees. For the purpose of this
study it should be understood that, Childcare Workers’ competencies are those traits, skills or
attributes that workers need to perform their jobs of providing childcare services most
effectively.

2.2 Theoretical Framework

2.2.1 Empowerment Theory

The term empowerment originates from American community psychology and is associated with

the social scientist Julian Rappaport (1981). However, in social work, empowerment forms a

practical approach of resource-oriented intervention. Empowerment theory was later edited in

1990s and has taken on different forms in the discourse communities of social psychology,

political science, feminism, planning and development studies. It has most often been applied to

marginalized groups, like women and indigenous peoples in the third world (Friedman, 1992).

Friedman argues that, empowerment must not only lead to “a clear improvement in the

conditions of life and livelihood of ordinary people, but most brings about “the rectification of

13
existing imbalances in social, economic and political power”. For Friedman, the household is the

central locus for empowerment rather than the individual, and he argues that alternative

development should begin by permitting the “household access to the bases of power, thereby

improving the household’s condition of life and livelihood. If the household is empowered,

Friedman believes, it will strengthen economically and become more socially and politically

active. This, he concludes, will lead to individual self-empowerment. Friedman, (1992)

emphasizes social and political empowerment only through systemic change can “a politics of

inclusive democracy, appropriate economic growth, gender equality and sustainability of inter-

generational equity” be brought about.

On the other hand, Friedman emphasizes that CBOs and NGOs in order to effect social and

political empowerment of members of civil society; these organizations have to work in

conjunction with the state if they are to produce an agile and responsive state, capable of

implementing its policies. While Friedman emphasizes empowering the community through

collective social action beginning with the household, Rocha, (1997) argues that, empowerment

can begin at any level along her continuum. According to Rocha, NGOs and CBOs working

with vulnerable children can empower their clients in a variety of ways such as acting as service

providers, creating organizations in which those most vulnerable people can participate,

providing their clients with skills and knowledge. Also, NGOs and CBOs can empower

community by facilitating its efforts to expand access to group resources and to effect legislative

transformation (Rocha, 1997).

In empowerment perspective, everyone got their own strengths if they are given the chance to

use them. To trust someone with a specific task is to show believe in that he or she can do it,

which leads to a personal development. Although it is important to be aware of that there are

14
limitations or constraints, it should not be a goal to achieve what is impossible, but to strive for

the reachable (Tengquist, 2007). It is important to focus on every individual’s equal importance

and equal rights. Everyone is different and it is possible to use these differences and take

advantage of every unique experiences. Empowerment must assist individual or group,

vulnerable children inclusive in developing a sense of self and confidence which permits them to

undo “the effects of internalized oppression” and have self-efficacy in their life.

2.3 Regulations Concerning Vulnerable Children

With a connection to World War I, which ended 1918, children’s vulnerability started to be

noticed. As a result, people in Sweden and Great Britain began to work for the rights of the child

and they stated that the society should be responsible for implementing this (Regeringskansliet,

2006). It was not until November 1989, that the Convention on the Rights of the Child (CRC)

was approved and its implementation began by the General Assembly of the United Nations. In

2005, 192 Countries had ratified CRC and today Somalia and the United States are the only

countries who still have not ratified the convention.

CRC regulates the human rights of the child and provides a universal definition that includes

every child. By ratifying the convention, a country takes part in a legally binding agreement to

CRC. This agreement includes an international collaboration between the countries and a

commitment of the national government to ensure that the rights of the child are respected and

followed. CRC consists of 54 articles, which all are equally important. However,

Regeringskansliet (2006) states that, in order to facilitate the interpretation of CRC there are four

guiding principles, which can be seen as central in issues regarding the child. These principles

15
are; article two, three, six and twelve. Article two states all children’s equal rights and equal

value, despite the child’s, parents’ or another guardian’s differences. This means that the rights of

the child include all children regardless of for example gender, skin color, religion, political

opinion or disability. It is the obligation of the government to ensure that there is no such

discrimination against the child.

Similarly, article three states that, children should be considered in all decisions concerning

them. The child should be in primary consideration, regardless of what decision that is going to

be made. It is the government’s responsibility to ensure that this is met through legislation and

administrative measures. Likewise, the third principle consists of article six and states the child’s

right to life, survival and development. In accordance to the last of the four guiding principles,

article twelve, all children have the rights to express their own opinions in issues concerning

them. The article states that the opinion of the child should be respected and be taken into

consideration, however, the codetermination depends on the child’s age and maturity. Article 27

comprises the child’s standard of living (Regeringskansliet, 2006) according to the article all

children have the right to a positive physical, mental, spiritual, moral and social development.

The main responsibility to meet this right lies at the parents. In cases where assistance is needed

the State parties shall contribute with material such as clothing, food and shelter. All articles in

the CRC aims at preventing and protecting children’s’ rights and aim tothe best interests of the

child.

In 1991Tanzania ratified the CRC, but the children’s rights were not regulated in the laws until

2009. The Law of the Child Act 2009 (21/09) intents to ensure every child’s welfare and to give

16
conventions like CRC relevance. The law confirms who is included in the term child and who is

in need of care and protection. The definition of a child is every person beneath 18 years old, and

according to paragraph 16 those in need for care and protection are for example children who are

poor, orphaned, neglected or mistreated by their caretaker. However, paragraph 8:1 the law states

the responsibility of the parents or the child’s caretaker. They are obligated to provide services

such as but not limited to food, shelter, cloths and education. The law recognizes the child’s right

to have and express own opinions and that no child should be discriminated of any reason. Just

as the CRC, the law states that the child’s best interest should always be primary in decisions

involving them.

2.4 The African Overview

For all children, early childhood provides an important window of opportunity to prepare the

foundation for life-long learning and participation. For children who experience disability and

vulnerable, it is a vital time to ensure access to interventions which can help them reach their full

potential. Despite being more vulnerable to developmental risks, young children with disabilities

are often overlooked in mainstream programmes and services designed to ensure child

development. Vulnerable Children are confronted by barriers including inadequate legislation

and policies, negative attitudes, inadequate services, and lack of accessible environments (Lloyd,

2006).

However, the Africa continent is estimated to have 12 million vulnerable children and vulnerable

children who are living or working on the street (UNICEF, 2014). Mushi (1998) points out that,

there are millions of children living in the vulnerable situation mostly in streets, Institutional

Care and Support of African countries. With this fact it is evident that, the problem is on a

steady increase. However ;;;;;, more than 80 million African children lack access to healthy,

17
shelter and 16 million of these children are living on the streets. This phenomenon of vulnerable

children represents massive social failure as well as a violation of the United Nations Convention

on the Rights of the Child. Also, in African cities at least 60% of the population lives in

informal, under serviced and frequently illegal slums and squatter settlements in households

generally headed by single mothers (Mushi, 1998).

Gross (1997), the growing number of young children, especially from developing countries tends

to distract from the recognition of each child as a unique valuable individual person. Moreover,

the social and political structure of almost every nation still tends to treat children as possession

of their parents, without considering their vulnerability. Social workers work with both the child

and family to determine whether family reintegration is possible and in the child’s best interest.

Through counseling and support, link children with schools or vocational training, parental

guidance, economic strengthening through business training and small grants and links with local

organizations such as self help groups (Wakia, 2010).

2.5 Street-Involved Children in Tanzania Perspective

Regarding street-involved children Ruth (2003), notes that, the “visible presence of children and

young people living independently on the street in towns and cities” has greatly increased

throughout the 80s and 90s in Tanzania. Nalkur (2009) reveals, among other issues, that street

youth are highly aware of educational and vocational opportunities but have indifferent,

ambivalent or negative visions of the future, given their present vulnerable conditions. The study

suggested that, high-quality rehabilitative care can be instrumental, enabling children to priorities

preparing positively for the future (Benitez, 2010). On the other hand, McAlpine et al., (2009)

18
conducted a surveys to assess the impact of Mkombozi’s outreach interventions. Their study on

the organisation focused on the families and communities where these children came from, what

could help them identify in the first place the vulnerable children in their communities before

these children migrate to the streets. Their study emphasis was on addressing how abuse or

support factors influence migration of children to the streets.

Smeaton (2012) also explored the experiences of children and youth living alone on the streets of

Tanzania and Kenya. It discusses a range of social factors from the voices of these street-involved

children which might lead them to end up being on the streets. Among others factors causing the

phenomena worse, poverty, conflicts with parents or carers and school-related issues are

mentioned as contributing reasons. Nevertheless, the study also argues that, the causal relationship

between poverty and children living alone on the streets should be explored further, considering

the numbers living in poverty in both Tanzania and Kenya who do not migrate to the streets.

2.6 Empirical Literature Review

Freymond (2001) conducted a study on emotional impact of placement decisions on child

welfare workers in Ontario. Three phases were identified in the placement process identifying,

chance giving, and formalizing. Identification involves categorizing the mother's deficits and the

reasons that she cannot care for her child(ren). Chance giving is the process of providing

opportunities for the mother to prove herself while the worker gathers the necessary information

to meet legislative requirements. Formalizing is the process of negotiating permanent placement

and gaining the mother's consent.

19
The study examined how child welfare workers coped with some of the strain and contradictions

in their work. Freymond (2001) found that workers de-individualized using a number of

strategies and formed new identities that allowed them to cope with the work. For example, they

did not assume responsibility for the placement decision and were encouraged to use the term

'the Society' instead of ‘I’ Some workers also saw themselves as an accomplice of the mothers,

believing that the mothers inwardly wanted the agency to take custody of their children.

Mistakes or 'slip-ups' by the mother were indications that, the mother knew she was unable to

parent the child and was communicating this to the workers. Some viewed themselves as agents

of a higher power, believing that the removal of a child had already been decided on some other

level or plane, directing responsibility for the decision away from the individual worker. These

shifts in identity helped the workers cope with the strain of removing a child permanently from

their mother (Lewis, 2001).

Freymond (2001) discussed the intense pressure to conform in child welfare work. As part of

their socialization, new workers had to embrace a set of beliefs about the placement process. If

the worker did not display the required set of beliefs, they were pressured to adopt them. One

supervisor interviewed in the study spoke of workers "coming around" to the placement process,

which they demonstrated by following the structure of placement decision-making. The author

discussed the need for child welfare workers to create a new identity for themselves to remain in

the field of child welfare, she suspected that workers who try to retain their individual beliefs

face considerable pressure and ultimately leave child welfare .

20
Delware (2014) conducted a study on children’s right to education and found out that, disabled

children’s right to education in Tanzania has not been adequately considered. Inclusive education

has not been properly realised. For example, they are socially being excluded from public. In

children homes it was found that, there was no adequate infrastructure to support them to attain

basic education. It was also found out that, Tanzanian children are deprived of their right to

protection for instance, there is a high rate of sexual, physical, emotional violence and

deprivation of the children’s basic needs. This is very evident in Musoma, Zanzibar, Kagera and

Iringa.

Dillenburger (2004) conducted a study examining the circumstances of child welfare workers

showed an unexpected finding a heavy workload was more stressful to workers than complex

client problems. This finding is echoed in a study by Zell (2006), who found that many case

workers could not conduct good case work due to a high number of cases. Crisis management,

court time and paperwork resulted in a loss of focus on the child's well-being. High caseload

numbers are a concern in child welfare. Combined with complicated family situations, they

create potentially dangerous situations for families and children. Although the complexity of

cases can be challenging, workers found that high caseload numbers were more stressful.

Dillenburger added that, caseload complexity has increased in the last few years, and additional

resources and time are required to meet the needs of client families. This has put pressure on the

child welfare system. In a survey of child welfare workers, 100% of interviewees stated that

having too little time to perform their duties adequately was a source of stress (Dillenburger,

2004). While Stanley and Goddard (2002) discovered that, there was an emotional price

associated with working with several complex situations at the same time. Workers coped with

21
the excessive demands by distancing themselves from their anxieties, which were too

overwhelming.

A study by DiLauro (2004) revealed that, almost 58% of child abuse perpetrators were on social

assistance a high figure that invites further study. Parents may have personal issues including

abuse, substance use, physical and mental health challenges, unemployment, isolation, and

unstable living arrangements, often compounded by the effects of their own difficult childhoods.

While individually these issues may not lead to child welfare involvement, clients may have

several of these problems and have limited capacity to cope Community environment, family

traits, and cultural characteristics also play a role in the reality of child welfare clients and can

impact maltreatment.

Regehr et al., (2002) conducted review on liability, both civil and criminal, is a concern for many

child welfare workers. They found out that workers can be confronted with civil lawsuits when

they apprehend children. Conversely, when a social worker does not remove a child and the child

is injured, the worker can be held criminally and civilly liable. Civil liability for non-removal has

not been treated in a uniform way in the Canadian courts, a worker in one case was found liable

while another in a separate case was not. In cases where children have been apprehended the

courts are again split. However, the workers' good faith appears to have had a significant effect

on the court's decisions conclude that workers, who practice good social work, keep accurate

records, communicate effectively, and verify information can practice without serious fear of

liability. Meeting the standards for record-keeping, communication, and verification of

information can be difficult given the pressures resulting from the risk assessment model

22
A study by Weaver et al., (2007) examined factors that affect both the intention to leave and

actual departure rates among newly hired child welfare workers. A significant predictor of job

departure was the time taken to reach a full protection caseload workers tended to leave when

they had acquired a full caseload too quickly. Workers who experienced role conflict with

internal policies and practices were also more likely to leave. Job satisfaction was measured on a

scale that discussed general job satisfaction, job conditions, clients, workload, pay and benefits,

flexibility, transfers, dealing with the agency, personal motivation, good job skills, and voluntary

union membership. A person with a combination of factors that scored high was considered to

have good job satisfaction. Satisfaction was found to be the best indicator of turnover. This study

found an interesting link between intention to leave and possible morale issues. Half of the

workers in the study who seriously intended to leave did not actually leave their jobs. Their

intention to leave, however, may have a negative effect on morale, and exacerbate service

problems.

2.7 Research Gap

The researcher went through different studies; it came out that all the previous researches did not

touch about the competences of Childcare Workers in children homes in providing competent

child care to vulnerable children admitted under their care to develop into responsible adults who

can provide for themselves. Ruther, previous studies focused on issues like general human rights,

source of street kids and risk associated with street kids yet the issue of Childcare Workers

competency has remained untouched.

23
Unlike other studies which looked on the problems of children to be solved by the foster homes

meaning that children can be adopted thereafter. This study goes into the children homes’

capacity to help children who have grown to adulthood to be able to provide for themselves

without much dependency to the homes that have cared for them from their infancy as the

solution to vulnerable children problems. The children homes are to have the required facilities

to help children to exit safely and assume adult responsibilities after departure during their post

house care. Lastly, to the best of knowledge of a researcher, the children homes is not an area

well researched and therefore it is expected from this study new findings will shed light to

solving children problems.

2.8 Conceptual Framework

The Conceptual framework bellow shows that, the causal factors regarding child caregiver

competence on child care service provision lack of which has contributed to children dependency

even at a maturity stage after moving out the National Children Home in the country. Some of

research suggests lack of equipment in the national children home, limited child caregivers, and

limited space, poverty and rapid urbanization as the main factors, leading to a continued reliance

of vulnerable children at their youth age. However, this study examines the competency of child

caregiver towards their daily activities at the national children home. Competencies are those

traits, skills or attributes. The conceptual framework emphasizes the importance of involving all

relevant stakeholders, including children in determining what constitutes vulnerability within the

local contexts and developing a service response to the needs of vulnerable children.

Conceptual Framework

Caregivers’ Leadership

24
 Vulnerable children’s Self-
Caregivers’ Intellectual
Reliance and personal
development

Caregivers’Organizational Self-
Management

Interpersonal

Source: Research, 2017 Caption

i). Intellectual

Intellectual competencies can be defined as what the employee needs to know to perform the

functions of the job. This can include industry knowledge, background and expertise. An

accountant, for example, needs to be good with numbers. A writer needs to have strong spelling

and grammar skills.

ii). Interpersonal

Interpersonal competencies are skills required to get along effectively with others. These others

may be internal (fellow employees) or external (customers) to an organization. There are few

positions that do not require at least some level of interaction with others. Interpersonal

competencies may include such things as the ability to listen non-defensively, and teamwork and

customer service skills.

25
iii). Leadership

Leadership competencies are skills required to lead others. While managers and supervisors

obviously need these skills, even employees who are not directly responsible for others may need

strong leadership competencies to influence their coworkers or to work effectively as part of a

team. Leadership competencies may include the ability to provide effective feedback, give clear

direction or evaluate the performance of others.

iv). Organizational

Organizational competencies relate to the ability to effectively organize and manage work and

work-related activities. Employees with strong organizational competencies are efficient and

effective in the work that they do.

v). Self-Management

Employees must also be competent in self-management and able to direct themselves toward the

accomplishment of goals and specific work assignments. Self-management competencies include

the making of effective judgments, the ability to adapt and be flexible as new requirements

emerge, and the ability to effectively plan and organize their work to achieve required results.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter discusses the research methodology that was employed in this study. Research

methodology relates to grand plan of a particular research project that shows how a researcher

intends to conduct the research and how to guard it against internal and external factors which

may influence and undermine its validity and acceptability as a knowledge base (Babbie, 1995).

26
Research methodology is the scientific procedures and processes of studying how research is

done scientifically in various steps that are generally adopted by the researcher in studying the

selected research problem (Ibid).

3.2 Research Design

According to Chamwali (2006) research design is the arrangement of conditions for collection

and analysis of data in a manner that aims to combine relevance to the researcher purpose with

economy in a procedure. Research designs include the survey, experimental and case study

design. In this study, it was considered to be important to adopt a case study design by the

researcher. Case study is the research design that entails the detailed and intensive analysis of a

single case (Bryman, 2004). It is a way of organizing social data for the purpose of viewing

social reality and it also examines the social unit as a whole (Best and Kahn, 1999). Cozby

(1977) argues that, case studies are valuable in informing us of conditions that are rare or unusual

and thus not easily studied in any other way. This design is chosen because of its flexibility in

terms of data collection, data analysis as well as its depth and breadth of studied variables. Case

study design is a qualitative analysis which involves careful and complete observation of a social

unit, a person, a family, an institution, a cultural group or even the entire community. It is a

method of study in depth rather than breadth (Kothari, 2004). According to Young (2000) case

study is a comprehensive study of a social unit comprising of a person, a group, a social

institution, a district or a community. It is essentially an intensive investigation of a particular

unit under consideration.

In this study, case study was used as it enables the researcher to have an in-depth understanding

of the study. The design is selected for this study as it intends to establish and understand the

underlying factors leading to lack of self-reliance or ability to provide for themselves among the

27
vulnerable children on leaving the national children home by examining the competences of

Childcare Workers. A case study design is most appropriate where a detailed analysis of a single

unit of study is desired as it provides focused and detailed insight to phenomenon that may

otherwise be unclear.

3.2 Research Methodology

Based on the fact that this study is qualitative, therefore a case study was conducted and the

population for this study was composed of Childcare Workers and vulnerable children. The study

was conducted at Kurasini National Children’s home. To avoid business a random sampling was

done in recruiting study participants as described below. Moreover, SPSS computer software was

used for data arrangement and Microsoft office excel was used for structuring diagrams and

calculating percentages. However, based on the demand of qualitative study a case study design

was most appropriate in this study since a detailed analysis of a single unit of study is desired as

it provides focused and detailed insight to phenomenon that may otherwise be unclear. On the

other hand, data was collected from both primary and secondary sources. Data was collected

using structured questionnaire and in depth interview guide, interview, observations,

questionnaires, focus group discussions and documentary review as described below.

3.2. Study Area

The research was conducted at Kurasini National Children’s home located in Kurasini in Temeke

District in Dar es Salaam city, Tanzania. Kurasini national children’s home is selected because it

is a nationwide known children home and it has a large number of older children from diverse

parts of the country. Kurasini national children’s home became a focus of this study as being the

source of the situation that brought up the misunderstandings between the Ministry and the youth

28
at Nunge home for elderly people, where the majority of the youth were transferred from

Kurasini.

Geographical Area for this Study

3.3 Population of the Study

A population is defined as an entire group of individual or objects having common observable

characteristic. It refers to the entire group of people, items or things of interest that the researcher

wishes to investigate and from which the sample will be drawn and studied. It is generally a large

collection of individuals or objects that is the main focus of a scientific query. It is for the benefit

of the population that researches are done (Mugenda and Mugenda, 2008). On the other hand,

Earl Babbie (2010), defines a population as group of elements or cases, whether individuals,

objects or events, that conform to specific criteria and to which we intend to generalize the result

of the research. Kumar 2007 describes the population as the electorates from which the

researcher selects participants for the research study. The population for this study was composed

of Childcare Workers, Human Rights Staffs, Social Welfare officers, commissioner of DSW

29
working in child welfare section and the children at the Kurasini national children’s home. The

purpose of selecting the children above 16 years is an attempt to get a clear clarification which

will provide a good assessment.

3.4 Sampling Design and Techniques

Sampling technique is a definite plan for obtaining sample from a given population. Kothari

(2004) refers sampling technique as a procedure that the researcher would adopt to select items

for the sample. Sampling technique lay down the number of items to be included in the sample.

Baker (1999) notes that, there are two major goals that sampling can achieve. The first, is to

establish representatives of what are being studied and conversely to reduce bias. The second, is

to be able to make inferences from findings based on a sample to a larger population from which

that sample is drawn. Sampling is important in reducing bias in the findings (Veal, 2007 and

Flick, 2008). On the other hand, sampling is widely used for gathering information about a

population (Kothari, 2004). A sample is selected because in most cases it is rarely possible to

cover all the individual elements comprising a population of interest due to the need for the

possessing the knowledge on competent care and services and other reasons.

3.5.1 Random sampling

According to Kothari (2004), in a random sampling each element has an equal chance of being

selected. Random sampling was used for collecting data from the vulnerable children

respondents who were involved in this research to avoid bias and to allow equal chance of

respondents to have a probable chance of participation. When collecting data from randomly

selected participants, interviewer completed questionnaires and observations were used.

30
3.4.1 Purposive Sampling

This study also employed purposive sampling. The choice of this technique is based on the fact

that it caters an opportunity for specific respondents intended to provide specific information.

Mason (2008) argued that purposive sampling is a set of procedures where the researcher

manipulates the analysis, approach and sampling activity interactively during the research process

to a much greater extent than in statistical sampling. In addition, Kothari (2004) pointed out that

purposive sampling is a deliberate selection of particular units of the universe for constituting a

sample that represents the universe. Purposive sampling technique was used to select head of

sections, managers and other NCH members to participate in the study. The job position was

important due to the fact that other information regarding the study need some specific respondents

to provide information depending on the sensitivity of such information. Researchers will also use

purposive sampling as it saves time and help to get the target respondents for the particular needed

information. Structured questionnaire was used to collect data from the purposively selected

participants. On the other hand, Purposive sampling was used for obtaining key informants. Mason

(2008) argued that purposive sampling is a set of procedures where the researcher manipulates the

analysis, approach and sampling activity interactively during the research process to a much

greater extent than in statistical sampling.

3.5 Sample Size

Sampling is normally done for the purpose of measuring the elements of population

characteristics and making conclusion, from just a part of the population to the entire population

(Cohen, et al., 2004). Sample size refers to the number of items to be selected from the universe

31
to constitute a sample (Kothari, 2004). Table 3.1 shows the number of respondent who was

interviewed. The sample encompassed 70 respondents out of which 40 were vulnerable children

above the age of 16 years old at the Kurasini national children’s home. The remaining 30 were

comprised of Childcare Workers, Human Rights Staffs and Social Welfare officers and including

commissioner of DSW working in child welfare section. The sample has been reached by the

following formula.

The sample size (n) of this study is calculated using the following formula: n = Za 2p (100-p)/ e2

Where:

z = the standard normal deviate that corresponds to some significance level, a (setting a=0.05,

then z =1.96).

p = the estimated competency on vulnerable children service (this is put at 15%, according to

NCH, 2010.

e = the margin of error on p (put at 5%).

n = 1.962 x 0.15* (1 – 0.15)/0.052 = 70

Table 3.1: Percentage Distributions of Type of Respondents Interviewed

Respondents Number of Percentage (%)

respondents
Children 40 57.15
Human right staff members, 5 7.15
Childcare Workers at NCH 15 21.42
Social welfare Officers and Commissioner of DSW 10 14.28
TOTAL 70 100
Source: Research, 2017

32
3.6. Data Collection Methods

This study will use different methods and this was done intentionally because no single method

is adequate in itself in collecting valid and reliable data on a particular problem. Similarly,

Bogdan and Biklen (2002) observe that, exclusive reliance on one method might bias or

distort the researcher’s picture of a particular reality. Therefore, data was collected using

structured questionnaire and in depth interview guide, Interview, Observations,

Questionnaires, Focus group discussions and Documentary review.

3.6.1 Primary Data Methods

3.6.1.1 Observations

The observation method is the method which provides the study with the opportunity to

accumulate rich data and develop an in-depth understanding of the subject under investigation

(Kothari, 2004).Observation implies the use of the eyes rather than of the ears and the voice at

the area of the study. In this study observation was used. Through this study observation was

used as a method under which the researcher was able to interpret the meaning of the events for

those involved in a research and interacts with the correspondents. Out of 70 respondents 50

respondents were involved on this method. At times, observation affords greater accuracy than

other methods. During data collection in this study, the researcher was making observation, and

not needed to depend on others data methods only; but personally collected data through all the

methods mentioned to find out what is really occurring there. The data collected through

observation is generally more valid, reliable and convincing. This kind of data collection was

also used purposely for justifying the responses that were provided by research participants.

33
3.6.1.2 Interview

Mbogo et al. (2012) defined interview as a method of data collection technique that involves oral

questioning of respondents, either individually or as a group. However according to Kothari,

(2004) interview is a form of data collection method which involves presentation of oral-verbal

stimuli and reply in terms of oral- verbal responses. On the other hand Saunders et al (2009)

posits that the research interview is a goal oriented conversation between two or more people,

through which the interviewer establishes rapport, ask precise, brief and non-ambiguous

questions, and the interviewee listens attentively and responds willingly. The research interview

offers a flexible and modifiable line of inquiry in addition nonverbal cues or body language can

be used as source of more information leading to a higher level of understanding to the

responses.

The main categories of interviews are structured interview, semi-structured interview and

unstructured interviews. Structured interview Data collection technique in which an interviewer

physically meets the respondent, reads them the same set of questions that are prepared in a

particular order beforehand are put in the same order to each interviewee and their responses

recorded, (Kvale, 1996) and (Saunders, 2012). In structured interview all respondents will be

asked the same questions and asked to choose answers from among the same set of alternatives

(McNamara, 1999).

Semi-structured interview is a format of interview in which the researcher wishes to acquire

unique, non-standardized and personalized information about how individual views the world

(Gorman & Clayton, 2005). The researcher had a set of themes identified from the data and some

34
key questions to be covered. The interviewer commences with a set of interview themes but the

order of the questions may vary depending on the context of the research setting.

Unstructured interviews are informal. These are used to explore in depth a general area in

which the researcher is interested. They are therefore referred to as in-depth interviews. The

researcher does not have list of questions prepared beforehand for the research participants

nonetheless it calls for clarity in the issues to be explored. The interviewee talks freely on issues

related to the area of the topic.

However, this study employed the in-depth interview method for childcare workers Childcare

Workers, Human Rights Staffs, Social Welfare officers and the children as well as for vulnerable

children respondents This method was used by the researcher because it provided the on required

information the attitudes and emotions of the vulnerable children in child care institutions it is

also useful in obtaining information that cannot be obtained by other methods. It also facilitated

respondents’ perception on competence of childcare workers’ in providing child care services

among vulnerable children. The interviews provided important background information on the

vulnerable children and provided them with a space to express their views freely about their

living in the Children home.

Accordingly this study interviewed 40 Vulnerable children as well as interviewing 15 childcare

workers, 5 human rights staffs, 10 social welfare officers including the commissioner for social

welfare bringing the total number of respondents to 70. All three objectives were addressed

through this type of data collection method.

35
3.6.1.3 Survey Questionnaires

Questionnaire is a general term that includes all data collection techniques wherein each person

is asked to respond to the same set of questions in an order determined beforehand (Saunders et

al., 2009). Mbogo et al (2012) defines written questionnaire as a data collection tool in which

written questions are presented that are to be answered by respondents in written form. It is

generally a series of written questions for which the respondents have to provide the answers

(Gay, 2001). Best & Khan, (2006) argue that, questionnaire is used when factual information or

opinion is needed rather than facts are desired. In this study, interviewer-completed

questionnaires were used to collect primary data from the vulnerable children respondents;

Interviewer-completed questionnaires are questionnaires that are recorded by the interviewer on

the basis of each respondent’s answer hence this researcher recorded the responses. During the

data collection self-administered questionnaires with both closed questions and open ended were

used to gather data from Childcare Workers, Human Rights Staffs, Social Welfare officers,

commissioner of DSW working in child welfare section. The questionnaire comprised of both

restricted or closed and unrestricted or open ended questions that covered all three objectives. In

other words both structured and unstructured questionnaire was used. Structured Questionnaire

enabled a large proportion of the desired information to be collected within a short time and

with limited resources. The questionnaire facilitated in obtaining the required data related to the

subject i the competency of childcare workers and services provided to vulnerable children in

Kurasini National Children home.

3.6.1.4 Focus Group Discussion

36
According to Krueger (1988), a focus group discussion (FGD) is a research method of data
collection that brings together participants from similar background or experience to discuss a
specific topic of interest. According to Palomba & Banta, (1999), focus groups are discussions in
which the moderator supplies the topics and monitors the discussion. The purpose is to gather
information about a specific or focused topic in a group environment, allowing for discussion
and interaction by the participants. Focus groups can be used as the sole source of data or as a
complement to another research method such as a survey.

A focus group discussion provides an insight on how the group thinks about the issue under
study, about the range of opinion and ideas and the inconsistencies and variation that exists in a
particular community in terms of beliefs and their experiences and practices (Morgan, 1988).
Two focus groups, with key informants; one composed of eight (8) children above 16 years and
the other with eight (8) staff, were conducted in order to integrate perspectives from both the
children and the staff members participating in the study with regard to the childcare workers’
competencies, successful interventions, services received by children and challenges encountered
by childcare workers in children homes. This facilitated to get feedback from participants and
gather additional input and verified generated data. Each focus group was guided by a moderator
(or group facilitator) who introduced the research topic for discussion and helped the participants
to participate in a lively and natural discussion amongst them. Focus group discussion was
carefully prepared, identifying the main objectives for the meeting, developing key questions,
developing session plan and plan how the session will be recorded.

3.6.2 Secondary Data Method

3.6.2.1 Documentary Review

This refers to the review of published and unpublished literature especially those considered

more relevant and pertinent to the research problem were undertaken. The secondary data are

those which have already been collected by someone else and which have already been passed

through the statistical process (Kothari 2008). The sources was books, records, reports, agendas,

NCH administrative documents, Web-Pages, newspapers, articles, Tanzania government

37
publications and official statistics regarding Vulnerable children. Borg and Gall (1989) argued

that often the insights gained through the review of literature saved as much time in conducting

the research as the review required. Also, literature review helped a researcher to identify other

people’s works in the same fields and increase breadth of knowledge of a researcher’s subject

area.

3.7 Data Processing and Analysis

There are various methods of data analysis that can be used by researchers when they are

conducting the research. However, the nature of study and type of data collected are the major

aspects to consider during the time of data analysis (Kothari, 2004). This study employed

qualitative and quantitative methods of data analysis. Qualitative techniques begin by identifying

themes in the data and relationships between the themes. Analysis of themes is a method for

identifying, analyzing and reporting themes within data (Braun and Clarke 2006). This method

enables both descriptive and in-depth analysis of data due to its flexibility. Through this

technique, the researcher begun by identifying themes in the data and relationships between the

themes. The researcher used qualitative technique to analyze data in the form of logical

statements and arguments. Qualitative research helps people to see the world view of studies

concerned. The researcher also analyzed data quantitatively using Excel and SPSS, whereby

calculations of numbers, percentages, tables, charts and histograms are used to summarize the

amount of data obtained from the field. This is because the analysis of the quantitative data

differs from qualitative data (Ibid). As such, allowed the data to speak for itself in the sense that

themes were identified inductively from the data and therefore allowed to emerge naturally from

the same data. Following in the footsteps of Braun and Clarke (2006) the relevant categories of

38
patterns for the data set were combined to generate initial codes. Thematic groupings were then

developed based on the initial codes after which the themes were then refined and defined so as

to come up with the final themes that were used. Also coding categories were derived directly

from the text data, starting with research findings as guidance for initial codes and involved

counting and comparisons of key contents followed by the interpretation of the underlying

context, (Stemler, 2013).

3.8 Instrument Validity and Reliability

Validity is capability of the instrument of measuring what is accurately, effectively and

efficiently (Omari, 2011). In this study the Validity was achieved through setting standards on

constructing questionnaires and interview questions which were related to the researcher’s

objectives and questions. Interview and questionnaires was generated corresponding to the study

objectives. This ensured that the interview guides and questionnaires focused on the topic under

investigation and that the purpose of the study is clearly explained to the respondents and issues

of concerned are resolved satisfactorily. The procedures of the interview and questionnaire were

explained to the respondents. Lastly, respondents were assured of anonymity and confidentiality

which in turn encouraged frankness during the interview.

On the other hand, the type of data that was collected through questionnaires, interviews, and

documentary sources was valid and reliable. The validity and reliability of data was based on the

fact that, documentary data was obtained from the already worked data available at NCH and

other government documents related to child Vulnerability. On the other hand, interviews

provided reliable data because they drew data directly from the respondents who were

interviewed expressing their ideas. All these techniques improved the quality of data and hence

its reliability. The above steps helped to ensure that the multiple sources of data collection such

39
as literature, interviews and questionnaires were conducted under conditions and in an

environment acceptable to the respondents and therefore ensured that the process and findings

are trustworthy and valid.

3.9 Limitation of the Study

In order to conduct this study effectively, the study needed incentives to make all the researcher

process work better, this incentives included financial incentives among others. Therefore based

on the financial limitation this study was conducted for limited number of days. The study was

also be limited by passive respondents who were not be able to respond quickly over the

questions posed in mind that the study needs conclusive and evidence. This study ideally

required expansive and extensive reaching justifiable empirical evidence, therefore being limited

by passive respondents who posed a challenge to the researcher. The research study was further

be limited in terms of respondents who were corporately identified and limited to the cadres of

child care officers also institutions needed at times the mandate and as well have tailored

responses.

3.10 Ethical Considerations

According to Denzin and Lincoln, 1994) utmost care must be taken in order to eliminate harm

since the subject matter of social research are human beings as is the case in this study. Sullivan

(2001) argues that, social researchers are bound to ethical considerations in their studies. Ethical

considerations in this study included matters relating to confidentiality, anonymity and informed

consent in terms of the respondents. Principles which guided this study were: the study did not

injure the participants- this was derived from “no injure to participants” approach by Babbie

(2004). Accordingly the real names of the respondents were omitted. Likewise anonymity was

40
guaranteed by giving a code number to each respondent interviewed. In this way the identity of

the respondents particularly the vulnerable children was hidden and cannot therefore be traced.

The researcher observed the rights of all respondents including the information given by

respondent which are kept confidential to avoid harming the respondent. The study followed and

considered all research directives such as seeking permission from the required offices and

officers. Also, all the respondents were respected and the information provided by respondents

was kept confidential. Human research ethics rest on three basic principles that fully considered

the foundation of all regulations or guidelines governing research ethics. Importantly the ethical

principles such as respect, benefits and justice were considered for persons who were

interviewed (UNICEF-ERIC, 2013).

CHAPTER FOUR

41
4.0 DATA PRESENTATION, ANALYSIS AND INTERPRETATIONS

4.1 Introduction

This chapter deals with data analysis presentation, interpretation and discussion of the research

findings. The essence of this study was to assess childcare workers’ competence in providing

child care services among vulnerable children in the Tanzanian context. This chapter organizes

the main findings and the qualitative analysis of the data by a thematic analysis as well as using

logical statements and arguments. Quantitative analysis techniques were used where appropriate.

The data analysis and the discussion of the findings presented in this chapter were focused

mainly on providing answers to the research‘s specific questions so as to attain the specific

objectives of the study which would in turn assist in accomplishing the main objective of the

study. The purpose of analyzing data is to obtain usable and useful information that could

describe and summarize the data, identify the relationships between variables, compare variables,

identify the differences between the variables and forecast the outcomes, while interpretation

makes the data meaningful in relation to the research problem studied and be able to draw

conclusions (Marshall, 2015). The research questions of the study which the analysis attempted

to answer are as follows hereunder:-

1. What are the successful intervention practices provided by Childcare Workers to

vulnerable children at National Children Home in Temeke District?

2. How do Childcare Workers and child protection service providers define child care,

protection and needs at National Children Home in Temeke District?

3. What are the associated challenges identified by Childcare Workers in child care service

provision in at National Children Home in Temeke District?

42
 4. What is the condition and quality of child care provided by the children care workers at

National Children Home in Temeke District?

This study covered a total of 70 respondents whereby 40 were vulnerable children and the

remaining 30 were comprised of 15 childcare workers, 5 human rights staffs and 10 social

welfare officers. The researcher administered interviewer-completed questionnaire to the 40

vulnerable children and also interviewed them. For the category of respondents offering

childcare services the researcher interviewed them in-depth and also administered questionnaires

to them. The study was able to cover the 100% of all respondents.

4.2 Respondents’ Demographic Characteristics

General characteristics are those features which identify one respondents or group of respondents

from another. According to Saunders, (2009) respondent’s characteristics or attributes are best

thought of as things a respondent possesses rather than things a respondent does. In this study the

characteristics of the respondents were categorized in terms of age, gender, level of education

reached, and education background.

4.2.1 Categories of Respondents

The first respondent’s attributes presented was in terms of their occupation in providing child

care to vulnerable children. These categories of respondents comprised of 5 human rights staffs,

15 child care workers and 10 social welfare officers. The second category was comprised of 40

vulnerable children. This gives a total of 70 respondents and they are as shown in Figure 4.1

below:-

43
4.2.2 Sex of Respondents
Source: Field survey, (2018)

Table 4.1 and Figure 4.2 below present all the respondents in the study by gender. The

vulnerable children category has a majority of males while the staff category has a majority of

females.

Table 4.1: All Respondents by Gender

Category of Respondents Number Male Female
No. % No. %

Children 40 28 70 12 30
Childcare workers 15 1 6.66 14 99.33
Human right staff 5 2 40 3 60
Social welfare (swo & Acsw) 10 3 30 7 70
Source: Field survey, (2018)

Figure 4.3: All Respondents by Gender

Source: Field survey, (2018)

44
4.2.2 Gender of staffs involved in providing child care services

The researcher found it was very necessary to assess the gender characteristic of childcare

workers, human rights staffs and social welfare officers involved in providing child care services

(respondents) so as to ascertain whether gender disparities have relationship with competency in

delivering child care services to the vulnerable children. Figure 4.3 shows gender distribution of

the different categories of staffs involved in providing child care services to children. Female

respondents constitutes the majority at 80% while the males are a small minority of 20%

meaning that there are more women involved in the care of children.

Figure 4.3: All Respondents by Gender

Source: Field survey, (2018)

4.2.3 Gender of Vulnerable Children

It was equally considered important to examine the sex of children respondents because the

researcher wanted to know who are the most vulnerable among the male and female children.

Along with that it was also considered to be important to get the general statistical picture of the

gender of respondents that participated in this study among the vulnerable children in NCH in

Temeke, Dar es Salaam. It was revealed during the study that the number of female respondents

was comprised of 12 children (29%) of all 40 vulnerable children respondents while male

respondents were comprised of 28 children (71%) of all 40 vulnerable children respondents as

45
Table 4.3 and Figure 4.2.2 illustrates. This signifies that most vulnerable children are males and

a large number of male children are exposed to vulnerability than females, consequently, the

boys are the most found children at the Kurasini National Children Home.

Table 4.2: vulnerable Children Respondents by Gender

Respondents Frequency Percent Cumulative Percent

Female 12 30 100.0
Total 40 100.0
Source: Field survey, (2018)

Figure 4.3: All Respondents by Gender

Source: Field survey, (2018)

Figure 4.4: All Respondents by Gender

Source: Research, (2018)

4.2.4 Age Distribution

Age is a very crucial factor for demographic analysis in this study. It influences numerous

demographic events such as education, occupation, participation in decision making in issues

concerning their rights and being taken care of as children either within a family or in any other

formal settings like Kurasini National children home, fit-persons and other institutional care
46
responsible for in the up-bringing of vulnerable children. The age groups of the vulnerable

children involved in this study as respondents were categorized into the age group of 16-18 years

which was 45% and the second age group was between 19-25 years which was 55%. The age

group of 19-25 years is therefore in the majority.

Table 4.3: All Respondents by Gender

Respondents Female Male
Children Age category
No. % No. % No. %
16 – 18 yrs 18 45 8 44.44 10 55.55
19 – 25 yrs 22 55 4 18.18 18 81.81
Source: Research, (2018)

Figure 4.4: All Respondents by Gender

Source: Research, (2018)

Figure 4.4: All Respondents by Gender

Source: Research, (2018)

47
4.2.5 Respondents’ Education Distribution
Figure 4.5 below shows the level of education among the vulnerable children respondents. Four

(4) children which is 10% of the 40 respondents were not educated at all. While the other 5

children which are 12.5% of the respondents, did not complete their primary school education.

15 vulnerable children, which is (37.5%) were still in primary school, while the other 5(12.5%)

completed Primary education, 3(7.5%) are in Secondary Schools and the other remaining 8

(20%) were attending vocational training at the nearby vocational training center.

Figure 4. 5: Education Levels of Vulnerable Children

Source: Research, (2018)

Tanzania is amongst the countries that adopted international Education for All (EFA) agreements

which formulated a framework for action to achieve (EFA) by 2000 – 2015 (UNESCO, 2000).

This study has revealed that, among other issues that children at NCH are highly aware of

educational and vocational opportunities but have uncertainty and negative visions of the future,

due to their present vulnerable conditions and inadequate allocation of resources by the

government. Though they considered education as the highest priority, but food, health care,

shelter and clothing were their immediate concerns. The statistics in Figure 4.5 demonstrates the

importance the children attach to education. The 10% of the children were not educated because

of the vulnerable life they lived before joining the NCH; 2 of the four children were big and

48
other 2 have recently joined the home after living on the street for two years. The other 5

children which is 12.5% have not completed their primary school education, and were on the

waiting to join the “Complimentary Basic Education” program” known as (COBET) which is

strategically for out-of school children or Most Vulnerable Children (MVC) including children

living and working on the street (UNICEF, 2000). (do we need this para?) yes

The majority of them were in primary school and about 12% of them have completed primary

school education. A significant number has joined secondary schools and vocational training

centers. Children who have completed primary education advanced in two ways; those who were

attending vocational training and the second group were those who had joined secondary

education. In addition to primary education and vocational training, children at NCH have the

opportunity to participate in the learning and productive activities at the home including

gardening, poultry project, livestock, practicing building and workshop activities at the NCH.

4.3 On the question of what are the successful interventions on vulnerable children what
are the successful intervention practices provided by childcare workers to vulnerable
children at National Children Home in Temeke District?

4.3.1 Intervention Strategies on Vulnerable Children

Regarding intervention strategies used to tackle the issue of vulnerable children respondents

cited various strategies. Out of 70 respondents 10 (16.7%) respondents indicated that advocacy

and lobbying is one of the intervention measures in addressing the issue of vulnerable children

including guidelines that would synchronize the working relationships between the councils’

social welfare officers and children’s home management. They as well suggested that

government in corporation with NGOs should make the public awareness of the causes of

vulnerability of children, which affect and violate both children and national laws and policies on

49
education, child protection, health, child labour, juvenile crime and many other factors. The

involvement of mass media and the quality of information were mentioned to be more significant

on addressing the issue of vulnerable children.

Some other 6 respondents (10%) argued that foster care and adoption are more essential to

children. While 26 (43.3%) respondents mentioned family reunification to be one of the good

strategy that would help to make children get their base and focus at their future. Another 8

respondents (13.3%) were of the view that resettlement package in terms of start-up tools and

seed money is very significant whereby children will be helped in various ways including

starting independent living, income generation activities to allow them to support themselves,

entrepreneurship skills training and strengthening family relationship. However, 10 respondents

(16.7%) indicated that residential care institutions are equally important in helping children,

particularly those who have physical challenges. This includes Centres run by government such

NCH of Kurasini and NGOs for the purpose of responding to needs of the vulnerable children.

Replace affiliation and guardianship with foster and adoption and replace familty reintegration with
resettlement package

4.3.2 Successful Intervention Attributes

50
This study was also interested in understanding the attributes of successful intervention.

However, out of 30 respondents 3 respondents (10%) stated that it depends on type of support

offered while other four (4) respondents (13.3%) mentioned treatment of children as human

being with respect. It is important to see vulnerable children as subjects instead of objects. This

means by establishing dialogue a greater understanding for child’ life will occur and that feelings

of alienation can be prevented. When it comes to rules this approach is also essential. If

personnel use this type of friendly approach towards children, it could lead to a positive

relationship that in turn could lead to children stay or come back to residential centers (Kaime-

Atterhog and Ahlberg, 2008). On the other hand 6 respondents (20%) out of 30 respondents

talked about good approach and programmes. (Karbanow, 2004) discusses that to succeed in the

work an anti-oppressive framework should be used.

Through Empowerment strategy the children are able to learn and to respect themselves and

others as well as gain control over their lives. This brought together indicates that less control

and a higher level of children’s autonomy are essential in order to obtain successfully

interventions. Nine (9) respondents pointed out empowerment (30%). Empowerment is a most

essential component people should get the possibility that is needed to recover power over their

lives. Clients have to be given the opportunity to take change and make decisions regarding

themselves (Tengquiest, 2007). Five (5) of the respondents (16.7%) indicated transparency. The

component that makes cooperation between vulnerable children and their helpers includes

transparency on what is expected from each of the party in their relationship. If the childcare

worker wants a child to comply with any requirement and whenever there is any donation made

to the children home for the purpose of children, no hidden motives should be allowed to arise

51
afterwards, the risk of that the children will miss trust of their caretakers if something is not what

expected (Reyes, 2009).

Table 4.2 Illustrates more on the Findings

Attribute Respondents Percentage

Good approach and Programmes 9 20
Cooperation between children and Childcare worker 3 10

Treating vulnerable children with respect 4 13.3

Transparency 5 16.7
Empowerment 9 30
Type of support offered 3 10
TOTAL 30 100
Source: Researcher, (2018)

4.4 On the Question How do Childcare Workers and child protection service providers
define child care, protection and needs at National Children Home in Temeke District?
4.4.1 Knowledge on Vulnerable Children (see last page)

4.3 Knowledge of respondents on childcare, protection and needs of Vulnerable Children

Knowledge is what is known about a particular subject. It is a familiarity, awareness or
understanding of someone or something, such as facts, information, description, or skills, which
is acquired through experience or education by perceiving, discovering or learning (Stanley
Cavell, 2002). The study was interested to know how childcare, protection and needs for the
vulnerable children were defined by respondents at NCH and to find out whether or not
respondents had enough knowledge regarding the basic, fundamental experiences or
environmental conditions essential to optimal child growth and development and how they were
perceived. It was revealed that 10 (66%) of the 15 respondents who were the childcare workers
had no wider understanding of the needs of children beyond physiological needs such as food,
shelter, medication, education and clothing. Vulnerable children like any other children are
different and have different needs and their needs include safety and security needs, social
needs, esteem needs and self-actualization.

While describing the status of childcare which is the parent-child- relationship at NCH, 14
(97%) respondents gave poor status to it due to the following reasons, that, the time the

52
childcare workers spend together with children is too short because childcare workers come to
the home in the morning when the majority of children are going to school and go home in the
evening when the children are coming home from school though some of the childcare workers
remain at the home for night’s and morning’s supervision, the condition that weakens the
parental role of childcare workers. They highlighted that, Children at NCH have limited access to
Childcare workers, their contacts are planned unlike the ones children with parents have.
According to 8(53%) respondents who were the childcare workers, child protection at NCH is
good because children have shelter, food, medication, clothes and no child is allowed to
intimidate others. The other 7 (47%) respondents have the perception that children at NCH do
not feel protected as their majority still remembers how they were treated at their early ages
before coming to the children home and feel they have not received what they ought to.

According to the views of 9 (60%) childcare workers who have participated in this study, the
needs of children at Kurasini National Children Home (NCH) are well taken care. Their views
were based on the facts that children at the home gets food, clothes, and good sleeping beds,
though they sometimes don’t get medication but ABBOTT Fund has given Health insurance to
all children at the home.
On the other hand 6 (40%) respondents have given explanations that the NCH has not done well
in the areas of children emotional feelings. Children still have feelings of loss of parents and are
searching for replacement. Children are not relating well with others and that the NCH has not
given a priority to children spirituality.

Knowledge on Vulnerable Children

In order to formulate successful intervention strategies aimed at alleviating challenges faced by
vulnerable children in any given society, it is very important to have knowledge about their
background, characteristics, causes and extent of the problem as well as needs of the children
(Apteker, 2004). However, intervention strategy of vulnerable children are uniquely different
from those aimed at helping other children, this is partly because vulnerable children are not all
located within one category. The below figure illustrates more on the findings
The study was interested to know how vulnerable children were defined and to find out whether
or not respondents had enough knowledge regarding the basic, fundamental experiences or
environmental conditions essential to optimal child growth and development and how they were
perceived. It was revealed that 10 (25%) of the respondents had no wider understanding of the

53
needs of children which extend beyond physiological needs such as food, shelter, medication,
education and clothing. Vulnerable children like any other children are different and have
different needs and their needs include safety and security needs, social needs, esteem needs and
self-actualization.

In order to formulate successful intervention strategies aimed at alleviating challenges faced by

vulnerable children in any given society, it is very important to have knowledge about their

background, characteristics, causes and extent of the problem as well as needs of the children

(Apteker, 2004). However, intervention strategy of vulnerable children are uniquely different

from those aimed at helping other children, this is partly because vulnerable children are not all

located within one category. The below figure illustrates more on the findings

Figure 4.5 Constraints of Successful Intervention

Source: Researcher, (2018)

From the figure above, it indicates that, 11 (29%) of 30 respondents said that lack of fund and

support hinders effective intervention of making children self-reliance. However, NGOs dealing

with vulnerable children have established better rapport with various external and internal

54
institution, religions group and individuals who provide moral and material support that enable

them to run their daily activities. However, the Government contributes only token amount and

mostly in form of gifts to support vulnerable children. NGO depends on external donation from

outside to support these children yet Government also provides funds, which include VAT

Exemption on building and used tools from abroad. Most of these donations are short lived

and they do not have solution to the problems facing vulnerable children.

4.4.2 Causes of Vulnerable Children

The study was also interested to know the causes of Vulnerability and Vulnerable children and 30
respondents who were comprised of Childcare workers (15), Human right staff (5), Social
welfare officers (15) including Commissioner in child-welfare were involved in the study.
According to the NCPA II, Most Vulnerable Children are those children under
the age of 18 years falling under extreme conditions characterized by severe
deprivation and who are unable to meet their needs in terms of adequate
education, health care, food/nutrition, shelter, HIV/AIDS services, early
childhood development (ECD) services, and emotional and physical
protection (MOHSW, 2013 – 2017).
During the study 6 respondents out of 30 respondents (20%) had the views that the problem of
vulnerable children is caused by socio-economic conditions including extreme poverty resulting
to children powerlessness, deprivation, abuse and exploitation, lack of decision making, lack of
involvement in community program, lack of property and insecurity, in the sense of significant
unmet needs and inability to attain specific minimum standard of life.
Others 5 of the 30 adult respondents (17.24%) indicated that lack of parents or parental care
causes vulnerable children. Many families are increasingly characterized by absent parents, lack
of communication between parents and children, alcoholism and domestic violence (Kopoka,
2000).
However, 2 respondents out of the 30 respondents (6.6%) indicated that rural - urban migration
for employment promises as causes of children vulnerability. Rural urban migration increases
children’s vulnerability to school drop-out, exploitative work and then vulnerable children

55
(UNICEF, 2009). While other 2 respondents (6.6%) said that, violence and sexual harassment at
home, school, community and in the institutional care is widespread. Thomas De Benitez, S.
(2007) noted that it is now generally agreed that the experience of violence is one of the key
triggers that precipitates children to move to the streets. On the other hand however, 3
respondents (10%) said that, peer groups’ pressure were the cause of vulnerability. Another 4 of
the 30 respondents (13.3%) expressed their views on the causes of vulnerability and among
others they argued that the Government poor planning on issues pertaining to child care plans
and exit strategies has significantly precipitated the condition. 4 respondents (13.3%) also
argued that the government does not allocate adequate resource in terms of human and financial
resources to children towards their development of which the researcher regarded as a policy
issue, since good plans are the products of good policies, but here, the government allocates
inadequate resources to the national children home. The government is lacking a clear policy
aimed at addressing a variety of problems which children in institutional care experience. The
respondents indicated that poor policies on issues pertaining to children in institutional care are
the sources of vulnerability to children in the National children home.
Lugalla and Kibassa, (2003) asserts that, Tanzania has let the entire responsibility of dealing with
vulnerable children to the NGO’s and Civil Society Organization. Other studies also revealed
that that HIV/AIDS, death of parents cause vulnerable children and vulnerability (Lugalla and
Kibassa, 2003). Due to HIV/AIDS family and community resources have been severely
undermined, with the result that a large number of children lack their basic needs. When the
extended family network becomes overloaded, some children end up in vulnerable situations,
such as living in child headed households, engaging in hazardous labour and sexual abuse (FHI,
2004).
On the other hand 3 respondents (10%) revealed that family conflicts and separation leads to
vulnerable children. When parents separate or get divorced, children are the most affected
parties.
During the research, the researcher observed that among the 40 children at Kurasini National
children home who were involved in the study (3) were children displaced by parents or care
givers, (2) were children trafficked from rural to urban for employment reasons, (5) were
children abandoned by parents, (13) children have lost one or both of their parents due to death
(2) were Children involved in worst forms of child labour particularly unpaid domestic work, (3)

56
children were found living and working on the street, (5) children have disabilities and no
caretakers, (2) were children with parents who are habitual criminals, (3) children with chronic
illness who have significant unmet needs due to loss of parents and poverty, and children who
are orphaned and living with HIV(2).
Figure 4.6: Summarizes the finding on Vulnerability Causes

Source: Researcher, (2018)

4.4.3 Respondent’s Views about Childcare Workers Competences

This study was carried out to assess the childcare workers’ competences in service provision

among vulnerable children in Tanzania and identify the possible solutions on how to improve the

quality of care, support and protection for vulnerable children, including children living in

children homes. During the study, the all 70 respondents showed their worries regarding the

childcare workers competences and highlighted factors that were impairing the competences of

childcare workers as following:- 15 (21.42%) respondents said lack of proper job orientation to

newly hired or newly posted staff on how to work with the vulnerable children as one factor that

lowers the childcare workers’ competence in providing the desired childcare services amongst

the vulnerable children, 7 (10%) respondents mentioned the training curricula without emphasis

on childcare is, 7 (10%) respondents said it is employment of persons trained on non-child

57
related disciplines, 12 (17.14%) respondents explained lack of resources to implement childcare

services to vulnerable children, 10 (14.28%) respondents mentioned lack of child care plan and

exist strategy for each child at the children home, 6 (8.57%) respondents mentioned the lack of

on job/refresher training to update the staff on emerging social issues and 5 (7.14%) inadequate

qualified staff and 8 (11.42%) poor facilities and learning activities.

Table 4.2.5
No Respondent’s perspectives Frequency Percentage
1 Lack of proper job orientation to newly hired or 15 21.42%
newly posted staff on how to work with the
vulnerable children
2 The training curricula without emphasis on 7 10%
childcare competence,
3 Employment of persons trained on non-child 7 10%
related disciplines
4 Lack of resources to implement childcare 12 17.14%
services to vulnerable children
5 Lack of child care plan and exist strategy 10 14.28%
6 Lack of on job/refresher training to update the 6 8.57%
staff on emerging social issues
7 Inadequate number of qualified childcare 5 7.14%
workers
8 Poor childcare facilities and learning activities 8 11.42%
9 Total 70 100%
Source: Research, (2018)

58
 Figure 4. 5: Respondent’s Views about Childcare Workers Competences
Source: Research, (2018)

4.4.4 Children Views About their living in the Children Home

The interview in this study provided important background information and children views about
their living in the Children Home. The study involved 40 children who are under the care of
Kurasini National children home. Children had mixed perceptions regarding their life in the
children home. There are some who have shown appreciation to their leaders and the Centre for
the educational services they got regardless of the challenges encountered and some who have
shown their dissatisfaction. During the interview with the vulnerable children at NCH, 7
respondents (17.5%) expressed their satisfaction with the life at NCH and two of the quoted
sayings were:-
“Although some of us we are not aware of our families and not happy of the feeding here at
the center but we are happy because we have an opportunity to be trained and to be in school
and one day I will enjoy life, though we have few qualified trainers who can help us on
various vocational activities. This home has given me opportunity which my own parents did
not give me”.
On the same issue another children said; “we are very happy with the education opportunity
we are getting here though we sleep on the old mattresses, we have some unprofessional staff,
we eat poor foods and sometimes the center does not have enough food and it has limited
space for games. I will start my own business because I know how to make simple shoes,
decorations, carpentry and tailoring”.
Those 33 respondents (82.5%) who were dissatisfied with the life at NCH had the following
reasons to justify their position: - 4 respondents said food and dormitory is bad, 7 said they are
falsely accused of sexually abusing their fellow children, other 7 respondents said childcare
workers administer corporal punishment to them, 5 said they are not given opportunity to meet
with the higher authority to listen to their complains and needs because the higher authority do
not regularly visit the home. 6 respondents said school fees and fare to school is a problem.
Other four 4 complained that childcare workers are selfish because they take to their homes the
donations that were given for children at the children home. Some other 2 respondents talked
about lack of medicine and that the little they get is sold to outside users. Another 3 respondents

59
said that childcare workers are not responsive to their needs, they don’t love children, and treat
them differently from their own children and one of the quoted saying was:-
“The government needs to monitor the discipline of childcare workers. The childcare
workers need to use their education to help us, not just to use their education for their
own gain. The childcare workers need to encourage us in education and in hygiene. The
childcare workers need to make the environment here to look like at home but not just
like a living place because they are using threats that we would be sent away or taken to
Nunge home for the elderly and people with disability”. I think the grown up children
need to be allowed to use telephones to search learning materials from the website,
especially for the higher level and college students. But I have seen the child of the
mother in-charge is using telephone, I don’t know what is the difference that makes us to
be treated differently.”
It was observed that most of the children were eager to learn and prepare themselves for self-
efficacy though they were facing various challenges at the center.
s/n Children views Number of respondents Percentage
Satisfied with the life at NCH 7 17.5%
Dissatisfied with the life at NCH 33 82.5%
Figure 4. 4.4: Children Views About their living in the Children Home
Source: Research, (2018)

4.5 What are the associated challenges identified by Childcare Workers in child care
service provision in at National Children Home in Temeke District?

4.5.1 Challenges Facing Childcare Workers in Services Provision

One of the specific objectives was to identify some of the challenges encountered by the
Childcare Workers during service provision in the implementation of government intervention
strategies in capacitating vulnerable children to reach on the level of self-efficacy. This study
involved 30 respondents who were comprised of 15 childcare workers, 5 human rights staffs and
10 social welfare officers in discussing the challenges facing childcare workers in providing the
desired child care services to vulnerable children at Kurasini National Children home. The study
discovered challenges on implementing those services as follows: 8(25%) of respondents said
that inadequate allocation of financial resources by government to children home for children
maintenance, family tracing, reunification and child resettlement packages was one of the
challenge, 4 (12%) respondents said that lack of enough qualified staff to work vulnerability
activities in the NCH was the challenge , 3 (10 %) respondents said that lack of motivation and

60
incentive to childcare workers who normally work on extra hours and in difficult working
condition was among the challenges facing childcare workers and others 5(15%) cited lack of
clear roles and responsibilities between the council social welfare officers who brings children to
children homes and children home managers who receives children was another challenge in
terms budgetary allocation and preparing children for resettlements. Currently, it is only the
childcare workers at the children home, who conduct family tracing and child resettlement,

3 (10%) of respondents indicated the older age of children, lack of employment opportunities for
children and individual children behaviors were also a challenge that face childcare workers at
the children home. The grown up children are mostly not ready to be reunified and the alternative
which would be the employment has also been a big problem since there is a scarcity of
employment opportunities to vulnerable children who have completed their studies in different
field and levels, 4(13%) said that lack of transparency and trust among both children and care
givers were the challenges facing the implementation, while the remaining 5(15%) respondents
were of the view that poor working environment, lack of cooperation between the networks
working groups such as NGOs and government on the intervention were the greatest challenges.

No Respondent’s perspectives Frequency Percentage

1 Lack of community participation by the 5 7.14%
government and lack of support on how to help
vulnerable children
2 Lack of enough qualified staff to work in 12 17.14%
vulnerability activities in the NCH
3 limited fund and cruelty of vulnerable children 10 14.28%
5 Lack of transparency among both children and 13 18.57%
care givers and lack of trust of children to their
care givers
6 Poor working environment, lack of enough 30 42.85%
government support, lack of cooperation
between the networks working groups
9 Total 70 100%

61
Similarly the study was also interested to know the interventions strategies used and found the

following:

4.5.2 Family Reunification Constraints

One of the focuses of this study was to find out whether there or no challenges associated with

family reunification. On this regard Children were asked if they were ready for family

reunification. The study found out that majority of the children showed their interest on

reunifying with their families. Most of these children were those whose parents were still alive.

Additionally, the management of NCH indicated willingness to reunite children with their

families after identifying them, but these findings call the attention to the government and donors

that there is a need to assist poor families in fulfilling their responsibilities of taking care of their

children, as well as supporting the government in providing fund to help children when they are

still at the camp. However, the CRC Article 5, places on Governments of Tanzania included the

responsibility to protect and assist families in fulfilling their essential role to nurture their

children said by Mkombozi (2007).

62
Regarding the issue of reunification most of the respondents that is 30 (75%) who were

interviewed said that, they were ready to reunite after they acquire education, skills and some

initial capital that would help them help them to face the economic difficulties of life in their

respective communities, while 8 (20%) said they were not ready to reunite because of various

reasons such as having nowhere to go and didn’t have close parents. While the remaining 2

(5%) said they were not ready because the problems that made them run away were not yet

solved in their respective communities.

However, there some other documentary sources that indicated that family reunification is

commonly faced with various challenges, such as the nature of family, resource consuming and

the age of children are in every step of the process. It was reported that sometimes children,

parents, relatives, project initiators or the implementation agencies are part of the problem. The

older children were feeling as being late to join their families but rather go for independent living

of which they seemed not well prepared to assume the responsibility of providing for themselves.

Figure 4.4.3: Illustrates more on Challenges Associated with Family Reunification

63
Source: Research, (2018)

Chernet (2001) noted that lack of willingness of the families to receive their children due to

poverty, old age and large size of the families with poor health status is among the obstacles.

Chernet (2001) even added that when there is some support once the support ends the families

abandon the children again. However family reunification had been effective and successful in

many parts of the world where applied well. One example was in Rwanda after the genocide of

1994. Another example was the family reunification of Ethiopian vulnerable children who had

scattered in cities due to feminine during 1990s. Save the Children was an international

organization that supported the process of reunification.

It was also revealed that challenges in implementing family reunification in Tanzania was

influenced by the mentioned factors though government was also the source of the challenge

associated with reunification. The NCH workers pointed out that inadequate resources and

proper government systems affected the process of family reunification. The main obstacle was

inadequate resources in the process of family tracing, counseling, empowerment and follow up.

64
Knowledge of Psychology, counseling education and vocational skills were pointed out as

empowerment for family reunification and children’s self-efficacy to help them to have better

life. The study interviewed staff from NCH on how they empowered children to block

vulnerability of these children to go back to street after reunification. It was revealed that

education the strongest empowerment strategy used, while others said counseling had changed

children attitude and behavior. Others staff members added that life skills children acquired were

transforming them into better individuals who would be self-reliant in the community.

On the other hand it was revealed that that lack of trust among vulnerable children and social

workers created ambiguities on service provision, and lack of love from their families and other

people was one of the reasons that forced them not to trust anybody that comes across their lives.

Due to this reason children have lost hope and it is difficult to trust any person across them, even

workers from the Government Institutions and social workers. According to Niboye (2010)

social workers do not tell true stories about their background communities, needs and problems

thus making addressing their problem to be very slow and costly.

Most of the respondents who were interviewed indicated there was a lack of enough trained

personnel. Similarly 8 (20%) respondents indicated that lack of transparency and accountability

was another constraint that paused initiatives of mentoring vulnerable children. According to

UNDP, (2000), NGOS, CBOs and CSOs working with vulnerable children must ensure

organizational accountability and be transparent, interests, objectives, procedures and funding.

UNDP adds that they should work simultaneously combining preventive measures in addressing

the problem of vulnerable children. Preventive measures should include development of social

services for families, support such families in finding lawful, sufficiently well-paid jobs and

65
improvement of opportunities for spending free time and the development of children friendly

urban and rural environment.

4.6 What is the condition and quality of child care provided by the children care workers
at National Children Home in Temeke District?

4.6.1 Services Provided and Received by Vulnerable Children

This study was also interested to understand the types and quality of services received by

children at the National Children Home

4.6.2 Service Quality and type of Services Provided

Another objective of the study was to understand types of service provided and the service

quality. Respondents had different views regarding this objective, 12 (30%) respondents

mentioned Primary education and vocational training, as many vulnerable children may have

developed health, psychological and behavioral problems that affect concentration, discipline

and school social relation. According to Children at Risk, in Latin America, (2000) Education

programmes should emphasize learning and critical abilities and general life skills, in order to

help children to enter the mainstream of the education system and labour market.

However, 5 (12.5%) respondents talked of counseling and guidance, especially for those children

who were using and others who were sexually abused. While 8 (20%) mentioned service of

family reunification as they said family re-unification is important due to reason that the child

basically must be raised in a family and not into the established homes. However, reintegration is

a gradual and delicate process that requires counseling for children and parents, confidence

building, conflict resolution and sometimes financial help. In a situation when it is not advisable

66
for the child to rejoin the natural family, NGOs, Government need to identify alternative

solutions such as foster families, adaptation, or community homes. However it depends on

children’s explanations and descriptions and that why children keep changing their particulars so

as to cope with life challenges.

The figure below summaries the above finding

Figure 4.6.2: Services Provided to Vulnerable Children

Source: Researcher, (2018)

4.3 Respondent’s Views about Childcare Workers Competences

This study was carried out to assess the childcare workers’ competences in service provision
among vulnerable children in Tanzania and identify the possible solutions on how to improve the
quality of care, support and protection for vulnerable children, including children living in
children homes. During the study, the respondents showed their worries regarding the childcare
workers competences and highlighted factors that were impairing the competences of childcare
workers as following:- 22 (%) respondents said lack of proper job orientation to newly hired or
newly posted staff on how to work with the vulnerable children as one factor that lowers the
childcare workers’ competence in providing the desired childcare services amongst the

67
vulnerable children, 15 (%) respondents mentioned the training curricula without emphasis on
childcare is, 9 (%) respondents said it is employment of persons trained on non-child related
disciplines, 8 (%) respondents explained lack of resources to implement childcare services to
vulnerable children, 22 (%) respondents mentioned lack of child care plan and exist strategy for
each child at the children home, 13 (%) respondents mentioned the lack of on job/refresher
training to update the staff on emerging social issues and inadequate qualified staff and poor
facilities and learning activities

Figure 4.4 Respondents’ Views about Childcare Workers Competences

No Respondent’s perspectives frequency percentage
1 Lack of proper job orientation to newly hired or 15 22%
newly posted staff on how to work with the
vulnerable children
2 The training curricula without emphasis on 11 15%
childcare is,
3 Employment of persons trained on non-child 7 9%
related disciplines
4 Lack of resources to implement childcare 6 8%
services to vulnerable children
5 Lack of child care plan and exist strategy 14 20%
6 Lack of on job/refresher training to update the 9 13%
staff on emerging social issues
7 Inadequate number of qualified childcare 2 2%
workers
8 Poor childcare facilities and learning activities 1 1%
9 Total 70 100%

4.3 Challenges Facing Childcare Workers in Services Provision

One of the specific objectives was to identify some of the challenges encountered by the
Childcare Workers during service provision in the implementation of government intervention
strategies in capacitating vulnerable children to reach on the level of self-efficacy. The study
discovered challenges on implementing those strategies as follows: 5( %) respondents said that
lack of community participation by the government and lack of support on how to help
vulnerable children facilitators( care givers) was one of the challenge, 12 ( %) respondents said

68
that lack of enough qualified staff to work vulnerability activities in the NCH was the challenge ,
10 ( %) respondents said that limited fund and cruelty of vulnerable children was also the
challenge, 13( %) said that lack of transparency among both children and care givers and lack of
trust of children to their care givers were the challenges facing the implementation, while the
remaining 30( %) respondents were of the view that poor working environment, lack of enough
government support, lack of cooperation between the networks working groups such as NGOs
and government on the intervention were the greatest challenges.
Similarly the study was also interested to know the inventions strategies used and found the
following:

CHAPTER FIVE

SUMMARY, CONLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the summary, conclusion and recommendations of this study from the

study findings. The summary includes background, literature review, methodology findings and

analysis of the findings. Finally recommendations and way forward for further studies.

5.1 Summary of the Findings

The purpose of this study was to assess Childcare Workers’ competence in providing child care

services among vulnerable children in Tanzania. Based on the purpose of the study, four specific

objectives guided data collection and analysis of the findings. A case study design was applied

in data collection. The findings of this study are expected to bring about awareness to the

69
community, government, NGOs and Civil Society Organization on how to address the problem

of vulnerable children in Tanzania by using some of the intervention strategy such Advocacy,

family reunification and empowerment of the marginalized group in the society.

The reviewed literature attempt to deal with the problem of vulnerable children showed that very

few discussion and effectiveness of intervention strategies in addressing the problem of

vulnerable children in Tanzania most especially the issue of Childcare workers’ capacity

building. It was reported that there is a lack of enough trained personnel and those who are

available had weak understanding of the phenomenon of vulnerable children, and most of them

failed to adequately define who is vulnerable child and the desired care services required by

them while the majority had no proper records on social and historical background of children’s

families origin. This also revealed that, childcare workers have inadequate training on childcare

and inadequate understanding of the concept of vulnerable children and guiding policies.

However, most of the reviewed literature discussed about the causes and challenges facing

vulnerable children, their coping strategies, children health issues and the magnitude of the

problem. The situation of vulnerable children in the country is in harsh conditions since they do

have the required access to their basic needs. The study has revealed that existing development

approaches and policy intervention strategies introduced and implemented by the Government

are wholly inadequate to address the problem of vulnerable children and support to Childcare

Workers most especially at NCH.

The study revealed that the childcare workers competence in providing the desired childcare

services amongst vulnerable children is reduced by the inadequate orientation of the newly

hired staff or in-service or refresher training staff working with vulnerable children.

70
‘It was also revealed that challenges in implementing family reunification in Tanzania was

influenced by the mentioned factors though government was also the source of the challenge

associated with reunification. NCH workers pointed out that lack of funds and proper

government systems affected the process of family reunification. Psychological, counseling

Education and vocational skills were pointed out as empowerment for family reunification and

children’s self-efficacy to help them to have better life. On the other hand it was revealed that

that lack of trust among vulnerable children and social workers created ambiguities on service

provision,. Due to this reason children have lost hope and it is difficult to trust any person across

them, even workers from the Government Institutions and social workers.

The finding of this study revealed that NCH staffs were effective in solving the problem of

vulnerable children. Through provision of basic needs social services such as education and

vocational training, psychosocial counseling and family reunification though they are limited by

various challenges , such as lack of education, lack of government support and lack of external

fund. They also tried to transform vulnerable children and other vulnerable children into self-

reliant and productive members of the society especially their efforts to ensure all children

resume their schooling including those who had no that opportunity before”. (the above

statement in red needs to be reviewed)

This study, nevertheless, discovered that, despite good services provided by some NCH for the

vulnerable children, most of them struggled to accomplish their intended goals due to financial

constraints, lack of enough trained professionals, lack of coordination and transparency and poor

working environment. It was found out that lack of transparency among both children and care

givers and lack of trust of children to their care givers were the challenges facing the

71
implementation, and poor working environment, lack of enough government support, lack of

cooperation between the networks working groups such as NGOs and government on the

intervention were the greatest challenges.

5.2 Conclusion

Mentoring Childcare Workers on issues related to policies, Child Act and psychological training

will help Childcare Workers improve their performance in guiding and training vulnerable

children. Similarly Primary prevention interventions targeted at the families of vulnerable

children will help families escape poverty and will ultimately prevent the next generation of the

children from ever taking to the street. The NCH in collaboration with parents, communities,

NGO/CBOs can contribute to the alleviation of the causes and stereotype of status of vulnerable

children today into productive and better citizens. The focus should be on advocacy networking

and direct services. This contribution will not be achieved only through reactionary programs

and approaches to improve the warning signs of vulnerable children, Rather, the most lasting

approach with focusing on averting the causes of the symptoms, namely family discord, rural

poverty, alcoholism and HIV/AIDS stigma and illness.

5.3 Recommendations

The Government in corroboration with private stakeholders should Mentoring Childcare Workers

on issues related to policies, Child Act and psychological training will help Childcare Workers

improve their performance in guiding and training vulnerable children. This will help them

worker professionally.

72
Rehabilitation centres e.g NCH seem to be effective measure in the process of solving problem

of Vulnerable children worldwide and Tanzania in particular. However, this measure is

effective but not necessarily the best intervention to be encouraged because it creates a sense of

separation between children and their families and communities hence, loss of belonging to

families Lugalla and Mbwambo (1999). It is also noted that rehabilitation centres are strategies

that encourage separation of children from their parents and communities. There needs to be

range of interventions that respond to the many complex needs of vulnerable children of different

ages, genders and psychosocial, educational and physical needs.

In Mexico for example , the rehabilitation centres program was effective and useful in providing

basic needs for vulnerable children including education which is important for the wellbeing of

individuals. However, the Government discovered that it was encouraging parents to be

irresponsible and send their children to streets. The program also was accused of creating

children survival network and dependence syndrome (Shaws, 2002). On the other hand,

dependence syndrome the Zambia Country Report (2010) gave a good picture that church

missions and the government have been doing a great job to equip street and other vulnerable

children with vocational training and providing capital, facilities, basic tools, and rent for areas

of business. Due to dependence syndrome, however that is imparted into their life every job is

too hard for them. Thus they end up selling everything and go back to streets with their children

even when they are adults.

Family reunification and community based support for vulnerable children are among the best

solutions. . This programme has led to deinstitutionalization of centres because children are now

settled as they are supported within their family based premises (Chernet, 2001). There is a need

for Tanzania to learn from successful countries in reunification programmes. This study

73
advocates for a non-institutional approach of child care rather than rehabilitation centres. This

trend would be beneficial for both parents and children to have opportunity of growing in a

family unity. The same projects and efforts used to provide services for street and other

vulnerable children in rehabilitation centres can be shifted into community development

programs addressing the root causes of poverty among poor families and The government should

make a serious follow up in reducing vulnerability of children in the society. Policy makers,

community leaders, social workers, government officials and service providers must work to

secure a social protection system with a wide variety of options for supporting vulnerable

children and enforcing the law that protects children. Services should be personalized, offer

protection from violence, counseling to address past violence and strategies to protect

themselves.

The Government and other NGOs should direct their efforts to ensure children are raised up in

their families and guided properly . Public policies need to prepare and support people for

parenting and ban all violence in home. Families and vulnerable children should be supported to

prepare for and achieve reunification. Therefore, with joint efforts among the Tanzania

Government, NGOs, CBOs, CSOs, Communities, Donors, Teachers and Parents should facilitate

reintegration of vulnerable children and promote inclusive practices for those children unable or

unwilling to return home.

Irresponsible parents should perished and enforced to follow the law and be held accountable in

case of any violation. Among the rights of the child is to be brought up in a family. Whether it is

poverty, divorce, alcoholism or marital problems should not be the ticket for children to live on

street or in Residential Centres. The government could put in place strong measures to ensure

parents and communities are responsible to their children. Policies should be formulated to

74
empower local governments and communities to provide security for the children within their

areas. Any needy child or family should be helped at the community level in cooperation with

the local government, where the need is too big, central government has to intervene. There

should be enough budgets to accommodate the needs of the children and it should support

directly the organizations that help the children. Improve social services especially in rural

areas. The government should design poverty alleviation strategies at family level so as to

reduce the rate of poverty among families and or households. The Government should raise

awareness to the families and community at large about children’s rights. Especially the right for

survival, developmental rights, protection rights and participation rights.

Similarly the member of the society should change their attitudes towards vulnerable/ vulnerable

children and perceive them as their own children. A more holistic approach to community

development needs to be undertaken, with a focus on community and family support that would

address much of the causation of vulnerable children. Services for marginalized children need to

be taken back to families and communities, rather than remaining in residential centres.

Intensive and economic cost to community from having children fall through social safety nets it

is important, to allocate tax revenue to social services provision and to focus on skills

development, resource allocation and empowerment to those working in the field, whether they

are Government or NGOs.

The government should watch the mental shift amongst policy makers that vulnerable children

manifestation of communal dysfunction, not an isolated problem. Intervention need to be

informed by this and to also focus on the immediate, underlying and structural causation. Civil

75
society is not well placed to focus on structural changes and the Government capacities must be

harnessed at this level.

UNICEF (2011), asserts that, it is necessary for NGOs and other stakeholders working with

vulnerable children to work simultaneously by combining preventive measures and

rehabilitations. Preventive measures should include development of social services for families

with children, early diagnosis of social problems in the family, support such families in finding

lawful, sufficiently well paid jobs, a greater role for schools in the early diagnosis of children’s

social problems, improvement of opportunities for spending free time and the development of

children friendly urban and rural environment.

Many children come to streets after completion of primary education just because parents cannot

afford even the little cost for secondary education. The Government should consider removing

fees for secondary education including the QT examination fees so as to open up maximum

opportunities for young generation to have maximum opportunity for education and this will

help them to be self reliance in their lives. Sustainable development and “better life for every

Tanzanian” will come only if every child is given opportunity for education.

The Government and Private stakeholders should establish as many as possible vocational

training centres and create vocational skills to vulnerable children. There is high number of

children who complete primary and secondary education while the number of those who join

higher education is low. Therefore, it would be of great help for the government to establish as

many as quality vocational training schools so as to enable those who have no qualifications for

university and other higher learning institution acquire skills to manage their own individual life

76
and participate in the development of Tanzania. This will include establishment of small scale

industries that will provide job opportunities for graduate students from vocational training

schools.

5.5 Area for further Research

This study focused on assessing Childcare Workers’ competence in providing child care services

among vulnerable children in Tanzania, it has opened the way forward for academicians to learn

and understand the challenges surrounding vulnerable children in Tanzania particularly those

living at NCH in Temeke. However, more studies can be conducted on other areas related to

vulnerable children so that to pave the way of solving the issue of vulnerability among children

in Tanzania.

77
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QUESTIONNAIRE

QUESTIONNAIRE FOR VULNERABLE CHILDREN

You are kindly requested to participate in this research study conducted by Simon Panga a

student enrolled for a Master’s degree in social work of the Open University of Tanzania. The

results of this study will help in the completion of part of my academic field which wassubmitted

in partial fulfillment of the requirements for the attainment of the master’s degree. Feel free to

participate and any information you will provide will remain confidential. I am interested

correcting data regarding Childcare Workers’ competence in providing child care services

among vulnerable children at Kurasini National Children Home. I would like to ask you a few

questions and would be very grateful if you would spend a little time talking with me. However,

your name will not be indicated anywhere on this paper. Your participation is voluntary, and you

are not forced to answer any questions you do not want to answer. Do I have your permission to

continue with questions?

Yes…………

84
No…………..

1. Age
i) 5-10 yrs ( )
ii) 11-15 yrs ( )
iii) 16- 30 yrs ( )
iv) 31 – 60 yrs ( )

2. What is the Region were you born? …………………………………………….

3. What are your basic needs?

i) Food, shelter, clothes ( )
ii) Education ( )
iii) Medication ( )
iv) Security ( )
v) Self employment ( )
vi) All the above ( )
vii) Others, specify
4. Level of Education:
i) No education ( )
ii) Have not completed primary school ( )
iii) Still in school ( )
iv) Completed primary education ( )
v) Secondary education ( )
vi) Others (specify)

5. Why did you decided to leave home and adopt National Children Home?
i) Poverty/hunger
ii) Physical violence/sexual harassment
iii) Orphan ( )
iv) Family conflict, Separation
v) Peer groups
vi) Death of parents
vii) Others (specify)

6. What are problems facing you while at National Children Home?

i)
ii)
85
 iii)
iv)

7. What kind of services provided to you by Childcare Workers at National Children

Home ?
i)
ii)
iii)
iv)
8. Are these services useful to you?
Yes: Explain……………………………………………………………………
No: Explain …………………………………………………………………….

9. If it happens you get opportunity to be reunified with your family will you be ready?
YES ( ) NO ( )
Explain why according to your answer …………………………………………..

10. What are your future plans?

……………………………………………………………………………
11. What would you recommendation to the Government regarding Vulnerable Children?
i)
ii)
iii)
12. What are your comments to the Family and community members to reduce the

problem of vulnerable children in Dar es Salaam?

i)
ii)
iii)
13. Do you think Childcare Workers are skilled enough to provide child care services?
i)
ii)
iii)

86
 QUESTIONNAIRE

QUESTIONNAIRE FOR CHILDCARE WORKERS

You are kindly requested to participate in this research study conducted by Simon Panga a

student enrolled for a Master’s degree in social work of the Open University of Tanzania. The

results of this study will help in the completion of part of my academic field which wassubmitted

in partial fulfillment of the requirements for the attainment of the master’s degree. Feel free to

participate and any information you will provide will remain confidential. I am interested

correcting data regarding Childcare Workers’ competence in providing child care services

among vulnerable children at Kurasini National Children Home. I would like to ask you a few

questions and would be very grateful if you would spend a little time talking with me. However,

your name will not be indicated anywhere on this paper. Your participation is voluntary, and you

are not forced to answer any questions you do not want to answer. Do I have your permission to

continue with questions?

Yes…………

No…………..

1. When was this Center established? ………………………………………………

2. How long have you worked with Vulnerable children?……………………………
3. What were the intention of establishing this center…………………………………………..
4. What are the activities and services provided at your Center? ………………………………
5. How effective policies have been supporting vulnerable children?............................................
6. What strategies do you think should be used to address the problem of vulnerable Children in

Dar es Salaam?
i. Family Reunification ( )

87
 ii. Advocacy ( )
iii. Residential Care ( )
iv. Family reintegration ( )
v. Kinship and Guardianship ( )
vi. All the above ( )
vii. Other, specify ( )

7. Are Childcare Workers competent in proving child care services? Yes( ) No ( )

If Yes or No can you explain please……………………………………………………………
8. What kind of education do you give to the children at this Center?
i) Primary Education ( )
ii) Secondary Education ( )
iii) Vocational Training ( )
iv) Others, Specify ( )
9. Are the children ready to reunite with their families/communities when the time to stay at

the Center is over? Yes ( ) No ( )

If No why ………………………………………………………………….
10. Do you have family reunification programme at your Center? Yes ( ) or No ( )
If yes was the programme successful? Explain briefly……………………………………………
11. How do Childcare Workers evaluate/ define child care, protection and needs at National

Children Home? .............................................................................

12. How do you empower children so that they don’t go back to the street? Explain briefly.
………………………………………………………………………………..
13. What is the source of income at this Center? Explain briefly……………………………….
14. Do you get support from the Government of Tanzania? Yes / No
If the answer is yes explain briefly the kind of support you get ………………………………
15. What do you consider to the successes that you have achieved in providing services to

vulnerable children at this Center? Explain briefly…….……………………………………..

16. What are the challenges you face in providing services to vulnerable children at this Center?

Explain briefly……………………………………………………………………………….
17. What are the components of successful interventions for Vulnerable children in Tanzania?
i) Transparency ( )
ii) Type/kind of support offered ( )
iii) Treating vulnerable children as humans with respect ( )
iv) Using good approach and good programmes ( )
v) All the above
vi) Others specify

18. What are the problems/Challenges hindered the successful intervention strategies in

addressing the problem of vulnerable children in Dar es Salaam?

i) Lack of fund / capital ( )

88
ii) Stigmatization of vulnerable children ( )
iii) Lack of trust of vulnerable children to care giver ( )
iv) Cruelty of vulnerable children ( )
v) Lack of enough trained professionals ( )
vi) Lack of transparency ( )
vii) All the above ( )
Others specify
19. What are your comments/requests to the Government and Community about providing better

services to vulnerable children? Explain briefly……………………………………….

89