Challenges Faced by Orphans in Communities in Accessing Primary Education: a Study of Kikandwa Village, Kampala District

CHALLENGES FACED BY ORPHANS IN COMMUNITIES IN ACCESSING PRIMARY EDUCATION: A STUDY OF KIKANDWA VILLAGE, KAMPALA DISTRICT

NAMIIRO JULIET 16/U/890

A DISSERTATION SUBMITTED TO THE DEPARTMENT OF SOCIAL WORK AND SOCIAL ADMINISTRATION IN PARTIAL FULFILLMENT OF BACHELORS DEGREE IN SOCIAL WORK AND SOCIAL ADMINISTRATION OF MAKERERE UNIVERSITY

SEPTEMBER, 2019 i

DEDICATION

This dissertation is wholeheartedly dedicated to my beloved parents especially my mother Nanyanzi Nuruh who has been a source of inspiration and gave me strength when I thought of giving up, who continued providing her moral, spiritual, emotional and financial support.

To my brothers, sisters, mentors, and friends who shared their words of advice and encouragement to finish this study.

And lastly I dedicate this dissertation to the Almighty God, thank you for the guidance, strength, power of mind, protection, skills and for giving me a healthy life. All these I offer to you

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ACKNOWLEDGEMENT

First of all I would like to express my gratitude to Almighty God for enabling me to complete this research on challenges faced by orphans in community in accessing education.

I convey my sincerer gratitude to my academic supervisor Dr. Julius Omona associate professor of Department of Social work and social administration. Without his kind direction and proper guidance, this study would have been a little success. In every phase of research his supervision and guidance shaped this research to be completed perfectly

TABLE OF CONTENTS

DEDICATION ...... iii ACKNOWLEDGEMENT ...... iv TABLE OF CONTENTS ...... v LIST OF TABLES ...... viii LIST OF FIGURES ...... ix ABSTRACT ...... x CHAPTER ONE: INTRODUCTION AND GENERAL BACKGROUND OF THE STUDY ...... 1 1.0 Introduction to the section ...... 1 1.1 Motivation and Interest on this topic ...... 1 1.2 Background of the study ...... 1 1.3 Problem statement ...... 4 1.3.1 Objectives of the study...... 4 1.3.2 Specific objectives of the study ...... 4 1.4 Research questions ...... 5 1.5 Justification of the study ...... 5 1.6 Scope of the study ...... 5 1.7 Conceptual Frame Work ...... 6 CHAPTER TWO: LITERATURE REVIEW ...... 7 2.1 Introduction ...... 7 2.2 Household economic challenges hamper orphans in accessing education services ...... 7 2.2.1 Child Labor ...... 7 2.2.2 Unemployment of parents ...... 8 2.2.3 Poverty in households ...... 9 2.3 Household social challenges faced by orphans in accessing education ...... 10 2.3.1 Exploitation of orphaned children ...... 10 2.3.2 Migration of parents ...... 10 2.3.3 Health of the parents ...... 10 2.3.4 Values and beliefs of the community ...... 11

CHAPTER THREE: METHODOLOGY ...... 14

3.1 Introduction ...... 14 3.2 Study design ...... 14 3.3 Study area and Population ...... 14 3.4Sample size (n) and Selection Procedure ...... 14 3.4.1 Sample Size ...... 14 3.4.2 Selection Procedure ...... 15 3.5 Data Collection Process ...... 16 3.5.1 Structured interview for quantitative data ...... 16 3.5.2 Focus group discussions ...... 16 3.5.3 Personal Interviews ...... 16 3.5 Data Analysis and Processing ...... 17 3.6.1 Coding ...... 17 3.6.2 Data Analysis and presentation ...... 17 3.7 Challenges to be faced during the Study...... 18 CHAPTER FOUR: PRESENTATION, ANALYSIS AND THE FINDINGS ...... 19 4.1 Introduction ...... 19 4.2 Social Demographic characteristics of study participants ...... 19 4.3.1 Household Social challenges that limit orphans in accessing education ...... 21 4.3.2 Polygamy in the family ...... 22 4.3.3 The fading of the extended family as a social challenge faced by orphans in accessing education ...... 22 4.3.4 Household economic challenges that hinders orphans in accessing education ...... 23 4.3.3 Poverty ...... 24 4.3.4 Household illiteracy as a challenge faced by orphans in accessing education ...... 24 4.3.5 Household monthly expenditure ...... 25 4.3.6 Economic support received by orphans ...... 26 Pressing needs of orphans ...... 27 4.3.5 Challenges faced by the community in helping orphans access education ...... 28 4.3.6 Domestic violence ...... 28 4.3.7 Sexual abuse ...... 29 4.3.8 Child labor as a challenge faced by the community in helping orphan access education ... 29 4.3.9 Physical abuse ...... 29 4.3.10 Coping mechanisms used by orphans ...... 30

4.4 Seeking help from the community as a coping mechanism...... 30 4.5 Seeking help from NGOs as a coping mechanism...... 31 4.5.1 Support avenues used by orphans as a coping mechanism ...... 31 4.5.2 Strategies adopted by orphans to cope with the challenges they face in accessing education ...... 32 4.5.3 Seeking help from relatives as a coping mechanism...... 33 CHAPTER FIVE: SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATION ...... 34 5.0 Introduction ...... 34 5.1 Summary of the findings ...... 34 5.2 Conclusions ...... 35 5.3 Recommendations ...... 36 5.4 Limitations of the study and further research action ...... 37 References ...... 38 Appendices ...... 41 Appendix1: questionnaire for orphans ...... 41 Appendix 2: Questionnaire for household heads ...... 49 Appendix 3: key informant guide for teachers ...... 55

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LIST OF TABLES

Table 1: Social Demographic characteristics of the primary respondents ...... 19 Table 2: Household Social challenges that limit orphans in accessing education ...... 21 Table 3: Showing challenges faced by the community in helping orphans access education ..... 28 Table 4: Showing avenues used by orphans to support themselves ...... 31

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LIST OF FIGURES

Figure 1: Showing the challenges faced by orphans while accessing education services...... 24 Figure 2: Showing household monthly expenditure...... 25 Figure 3: Showing economic support received by orphans ...... 26 Figure 4: Showing the most pressing needs of orphans ...... 27 Figure 5: Showing coping mechanisms used by orphans ...... 30

ABSTRACT

With the ever-growing number of orphaned population in Kikandwa village, the available support systems seem not to keep up with the ever increasing number of orphans in one of Kampala’s remote settings. The study was guided by the objectives that aimed at establishing the different challenges faced by the orphans of Kikandwa village in accessing primary education, coping mechanisms employed by these children (orphan and vulnerable) in trying to access basic education, challenges faced by the community in helping orphans of Kikandwa village access primary education.

The research employed both qualitative and quantitative approaches. The data collection methods involved face to face interviews in which a standardize structured questionnaire was employed to obtain data from the primary respondents, unstructured interviews were also done to understand the different feelings that surrounds the challenges of accessing basic education, observation, and key informant interviews were employed as well to supplement the findings. The study sample comprised of 60 primary respondents which were selected using purposive sampling technique and 20 household heads who have had or come in contact with an orphans as well as 8 key informants.

The study findings revealed that a substantial number of orphans living in Kikandwa village face series of challenges in accessing education service. Amongst the challenges faced by the orphans include poverty, domestic violence, child labor and child abuse.

Furthermore, the findings showed that despite the accelerating socio-economic challenges and structural transformation, the extended family remains the strongest and most important unit of care for the orphaned children.

The study concluded with recommending the need for increased sensitization of the communities about the importance of orphans’ education and emphasis should also be put on fair and just treatment of the orphans when in and out of school. This can be done through mass media platforms, community dialogues on the rights of orphans and also church leaders since people listen to them in most cases.

CHAPTER ONE

INTRODUCTION AND GENERAL BACKGROUND OF THE STUDY

1.0 Introduction to the section This chapter introduces the whole dissertation and clearly shows a breakdown of sections in the study. It includes the background of the study, statement of the problem, purpose of the study, specific objectives, conceptual frame work and scope of the study, justification of the study.

1.1 Motivation and Interest on this topic The researcher was motivated to undertake the study challenges faced by orphans in the communities in accessing education services because there are a lot of unanswered questions in the area of education accessibility by the less privileged especially orphans and also the researcher is interested in suggesting policy frame work that will help stream line the opportunities available to be accessed by the orphans themselves.

1.2 Background of the study Globally, widespread increase of adversities such as chronic poverty and HIV/AIDS has increased the number of orphans and vulnerable children, thereby threatening the realization of the Sustainable Development Goals in sphere of Education, Kogo, (2018). Globally, much progress for children has been achieved since the United Nations established the Millennium Development goals in 2000. However, there are still major issues that children especially children around the world face, including hunger, poverty, access to education and medical care and orphaned children are at particular risk. In the case of sub-Saharan Africa, despite progress over the last two decades in the area of education, just over two thirds of orphaned children especially girls complete their primary education, and four in ten complete lower secondary school (Wodon et al., 2018), the world bank development report 2018 indicated that even when they remain in school, orphaned children just like other children suffer the consequences of a learning crisis by which too many children do not acquire the foundational skills that a functional education system ought to ensure, especially again in Africa. (World Bank, 2008). While there is no systematic data on socio-emotional skills across countries, education systems that fail to deliver these basic skills are also likely to underperform in nurturing important socio-emotional skills.

In Africa the numbers of orphans are increasing at an alarming rate. Here are some disturbing facts; over 30% of the children who die in the world are African, even though they make up only 10% of the world children. 19,000 African children die every single day, over one million children are orphaned every year, and there are more than 90,000 new orphan every month and more 2,900 every single day (Shrott et al., 2016). The numbers are staggering and the misery is unimaginable. According to Nancy E. Lindbborg, assistant administrator for Democracy, Conflicts, and Humanitarian Assistance at USAID, 15 million children in Sub-Saharan Africa have lost their parents specifically to HIV/AIDS. However, as frequent as it is that children are orphaned because their parent dies of HIV/AIDS, there are also other factors that leave them in non-parental care. For instance, high poverty rates, can lead to the abandonment of children, particularly in rural areas. According to the United Nations Millennium Development Goals (2013),“Sub-Saharan Africa has the highest rate of children leaving school early in the world with slightly more than two out of five children who started primary school in 2010 who will not make it into the last grade” (Mwoma et al, 2013, p.16). While it is not clear from the report why many children would leave school early, poverty and the effects of HIV/AIDS have been known to play a big role in children leaving school early especially in Sub-Saharan Africa. This is a worrying trend that calls for attention from all stakeholders in education to ensure that children at risk of dropping out of school are supported to complete their primary schooling. Fleming (2015) pointed out that OVC in countries with many cases of HIV/AIDS experienced discrimination in accessing education and healthcare as orphan-hood is associated with HIV/AIDS. Fleming further argued that maternal and double orphans are more discriminated against in accessing education than paternal orphans (Fleming, 2015; Chitiyo et al, 2008). Much as efforts have been in place in providing education needs for orphans in sub-Sahara Africa, however the growing number of children who have lost either one parent or both parents present new challenges and opportunities as responsible stakeholders struggle to keep children in school (UNICEF, 2010).

According to Mwoma & Pillay (2015) lack of support in education by parents/guardians will have a direct influence on how orphans and other vulnerable children perform in education. Interventions to overcome educational challenges are therefore critical as education gives a child hope for life and work as a strong protector against falling into the risk of early marriages and eventually HIV/AIDS to which these children may be susceptible. Formal education is a

2 powerful tool that can be used help children bond with school environment therefore this means that providing the necessary support and atmosphere that will enable these vulnerable children remain in school. Wamanya et, al., (2017) in his study on “challenges and strategies for coping with the orphan problem at family level” he indicated that orphans do not only miss out on education but their basic nutrition, shelter among others is not fully catered for. It is imperative to note that the Ugandan community has responded positively towards the orphan and vulnerable children problem as different strategies like the extended family system among others were suggested to help cater for the education needs of these children however this seem ineffective as the number of children dropping out of school has increased drastically (Munaba et al., 2004). Various studies on orphans and other vulnerable children indicates that much as the extended family has had a great impact on orphans however limited or lack of resources prove to be a major challenge as the needs of these children especially education needs cannot be met (Abebe and Aase, 2007; Kamya and Poindexter, 2009; Mathambo and Gibbs, 2009; Munaba, 2004). The traditional structures of households are changing in communities leaving vulnerable children to adapt to non-traditional families and poverty (Ebersohn & Eloff, 2002). Additionally, Ebersohn and Eloff noted that when parents die, some orphans are left under the care of aged grandparents or under older siblings to care for them this may however have a negative impact on the education of these orphans. A report by save the children indicates that Uganda is currently home to approximately two million orphaned children who often lack even the basic necessities like food, shelter, and education (Hecker, T., Mkinga, G., Ssenyonga, J., & Hermenau, K. (2017)). This issue is further cited by other studies suggesting that many aid organizations including many non-governmental organizations have rushed to the rescue of orphans in Uganda but the problem still persists.

In Uganda, it is estimated that 11% of Uganda’s children are orphans and that more than half of all the children are either moderately or critically vulnerable, (Olanrewaju, A. D., Jeffery, C., Crossland, N., & Valadez, J. J. (2015). These children are more likely to die before the age of five, suffer from malnutrition, exploitation, abuse and neglect, have inadequate access to education, and be more exposed to commercial exploitation. There are 10,000 street children in Uganda, a 70% increase since 1993. The number of AIDS-related orphans has also increased dramatically, from just under a quarter of a million in 1990 to 1.4 million in 2012. It is estimated that 18% of new HIV infections are due to mother-to-children transmission and, although the

3 percentage of HIV positive mothers receiving treatment for the prevention of (MTCT) IS 85% in some districts only half are being treated.

1.3 Problem statement In Uganda, much progress has been made to address the challenges facing orphans and vulnerable children. However, much as a lot has been done, there still major issues that orphans around Kampala and specifically Kikandwa village faced, including hunger, poverty, access to education and medical care. The high death rate of parents leading to increase in the number of orphaned children who live in difficult and challenged life situations hinders their access to basic life necessities. In Kampala Kikandwa to be specific contains approximately the highest number of orphans and vulnerable children in the whole of Kampala, it contains about 40-45% of orphans and vulnerable children of which 16% of them experience child labor and other mistreatment (PEPF/NPI, 2012). These orphans and vulnerable Children are characterized by living in extreme poverty, abused by care givers and drugs abuse and most of them are homeless and unemployed.

The Mengo Youth Development Link an NGO based in Kisenyi, in their 2011 and 2012 report, indicated that the percentage of orphans and vulnerable children is approximately 67% of which most of them are affected and infected with HIV/AIDS and under drug influence, (MYDEL, 2011). Despite the persistent increase in the number of orphans and homes and NGOs, little has been done to put the situation under control and above all to help these orphaned children access basic education. Therefore, given the magnitude of the problem, the study intends to find out the challenges faced by orphans in communities in accessing education.

1.3.1 Objectives of the study General objectives

To investigate the challenges faced by orphans in communities in accessing education a study of Kikandwa village in Kampala district

1.3.2 Specific objectives of the study 1. To establish how the household economic challenges, hinder orphans in accessing education services 2. To find out the household social challenges faced by orphans in accessing education

3. To find out the challenges faced by the communities in helping the orphans access basic education. 4. To find out the coping mechanisms used by orphans to access education in this community.

1.4 Research questions 1. How does an inadequate household economic resource limit orphans from accessing education? 2. To what extent is social challenges in the household limit orphans from accessing education 3. What are some of the strategies put in place by the communities in Kikandwa village in helping orphans access education services 4. To what extent does the environment play a role in limiting orphans from accessing education services?

1.5 Justification of the study The findings of this study may be an addition to the existing body of knowledge with the discipline of humanities. The information got from this study may trigger further scholarly work as future researchers may raise questions from the findings of this study.

This study may be used as a stepping stone to come up with new policy suggestions for which policy analyst and administrators in the field of humanities may adopt to design programs and interventions in the area of education for orphans and other vulnerable children.

1.6 Scope of the study The study sought to gain an insight in the accessibility of education services by orphans’ in Kikandwa village and at the same time establish the economic challenges faced by families in trying to help orphans access education. The study will be conducted amongst the residents of Kikandwa village since they are directly involved in helping the orphans in their quest to access basic education. Both male and female orphans will be considered for the study because they have first-hand information and are considered legible to participate in the study

1.7 Conceptual Frame Work A conceptual framework is a model representation where a researcher represents the relationships between variables in the study and shows the relationship graphically and diagrammatically (Orodho, 2004). The conceptual frame work in this study is based on the representation of the challenges faced by orphaned children in communities in accessing education.

Independent variable Dependent variable

Household economic challenges Level of access to education Household social challenges Community challenges Coping mechanism

Intervening Variable (Macro factors) School setting Macro factors such as;

Political factors Economic factors

Global dynamic

As illustrated in Figure 1.1 the independent variables are the household economic challenge, household social challenges, community challenges as well as coping mechanisms used by orphans. The conceptual framework shows the interplay between the independent variables and the intervening variable and how both influence the dependent variable which is education accessibility.

CHAPTER TWO LITERATURE REVIEW 2.1 Introduction The primary purpose for carrying out this research literature review is to assess what has been researched and find out what study area has not yet been given that attention it requires and as Randolph (2009) noted, to draw a linkage between the theory and practice that we have both in the academia and real world today. Scientific studies also prove that literature review helps the researchers to position themselves to gain current existing knowledge about their study topic but also place an inquiry in the context of history as it investigates the different developments around the area of interest for a given study. The review of this literature guided the reader to understand how this new research will contribute to the existing body of knowledge within the academic discipline (Lather, 1999).

The main target of reviewing literature in this chapter was to find out what has been investigated in relation to orphans accessing education and separating what yet has to be learnt for this case challenges faced by orphans in communities in accessing education. Much as a lot has been researched about the subject matter however, there is still a missing gap in the findings of previous literatures or even there is some degree of dissimilarity in terms of experience of the same challenges from place to place and person to person.

2.2 Household economic challenges hamper orphans in accessing education services Orphans encounter series of household challenges which hinder them from accessing education amongst which include; Unemployment of parents, poverty in household and child labor as discussed below.

2.2.1 Child Labor According to child labor policy in 2006, child labor is defined as any work that is mentally, physically, socially, and morally dangerous and harmful to children and also interferes with children’s school attendance. Child labor is one of the major areas of exploitation of children taking many forms of complexity. It is estimated that 2.7 million children are working in Uganda, 54% of whom are aged 10-14 years (primary school going ages) while 20% of every five working children have no education. With regards to working children, 18% were in plantation and more than 505 worked as child domestic workers. Child labor targets mainly

7 children who have lost one or both parents and relatives, those out of school on the brink of poverty and those in abusive family environments. Poverty remains the single most important factor pushing orphans into work and exploitative labor. The worst forms of child labor mentioned by the policy are the use dangerous tools, long hours of work, heavy loads and tasks, exposure to chemicals and dangerous substances, sexual abuse and exploitation, these are not different from the worst forms of child labor identified under the international labor organization convention 182 0f 1999. Although the country is required to identify others, HR Jarret (1979) argues that orphans face a problem of child labor in that society takes the advantages of these children when they are seriously looking for money to sustain them and take to work in commercial fields, quarrying, lifting large loads thus leading to stunted growth.

According to a study carried out in Zambia focused on the growing number of children who work related to HIV epidemic, noting an increase from 23% to 30% (Mushinghen, Mkandwire et al., 2015) orphaned children are experiencing a problem of children labor according to this study concerning child labor.

2.2.2 Unemployment of parents As the number of orphans grows, parents become less and less capable of addressing all their basic needs, including their ability to go to school (UNICEF, 2009). Lack of support in education by parents/guardians has a direct influence on how orphans perform in education (Mwoma & Pillay, 2015). Interventions to overcome educational challenges are therefore critical as education gives a child hope for life and work and is a strong protector against HIV to which these children may be susceptible. Due to the increasing number of orphans in the continent parents and other care givers have increasingly find it difficult to provide support that will enable orphans access education as a result majority of them are dropping out of school (Kate White, 2012). As a result of the high unemployment rates among the parent there is limited support that is rendered to the orphans this explains the persistent struggles faced by the orphans especially in the area of accessing education thus leading to weak prioritization of education.

2.2.3 Poverty in households Households have continued to disintegrate as a result of the orphan question many families are shying away from traditional practices of caring for orphans as a result of the increasing economic difficulties and in some cases orphans are seen as a burden to the living caregivers (Oleke, Blystad, & Rekdal, 2005). Mwom a& Pillay (2015) maintained that in supporting orphans and other vulnerable children, care givers must be empowered economically if they are to continue with providing the necessary support towards enhancing the attainment of education services to help vulnerable children and orphans access education. Some orphaned children have been given responsibility to look after their siblings this means that they lack the support needed both economically and psychosocial that will help them remain in school.

Teresa Mwoma and Jace Pillay (2016) indicates that as a result of the economic constraints faced buy different households and caregivers orphans relocate from relative to relative while others could not do their homework indicating that they lack supervision and support in their homes. In South Africa, Ebersohn and Eloff, (2002) noted that due to the death of parents and close relatives as a result of illness and persistent poverty, families have been disrupted causing an increase of destitute and abandoned children. Different studies indicate that households are not supported financially in caring for orphans yet they experience difficulties in accessing education. PEPFAR (2006) maintained that supporting families economically will help build a protective environment for vulnerable children. Krishnan (2010) also pointed out that what happens in a micro system such as home where a child lives, could influence what happens in the school and vice versa. It is imperative therefore, that capacity building in form of cash transfers and other social protection strategies for guardians/parents so as to enable them provide support for the children under their care while at home and in school is an option that cannot be overlooked. Bledsoe (2002) pointed out the irony that the richest and poorest countries share the problem of school dropout. He contends that in the United States, over 30% of orphaned pupils leave school prematurely and this for the most part, condemns them to marginal part in the cultural and economic life of the country.

2.3 Household social challenges faced by orphans in accessing education Household social challenges involved exploitation of children, number of siblings and migration of parents which is likely a contributory factor of the lack of access of education services by the orphaned children

2.3.1 Exploitation of orphaned children UNICEF (2008) emphasized that many orphans are at a greater risk of exploitation, physical and sexual violence compared to those with parents apart from other impacts, children affected by HIV/AIDS are themselves often highly vulnerable to HIV infection. Their risk for infection rises from the onset of activity, commercial sex and sexual abuse all of which may be warranted by economic needs as a result these children miss out on the opportunity to access education. Some studies of orphaned children for example indicated that vulnerable children especially orphans do little to save themselves from exploitation due to the pressure for basic survival such as finding food and above all accessing education.

2.3.2 Migration of parents This has been identified as a stumbling block that hinders orphans and vulnerable children from accessing education. Migration occurs for several reasons and people move both within and between rural and urban areas this hinders the possibilities of finishing a particular level of education thus hindering education accessibility. Some of the forms of migrations taking place include moving from village to towns in search of jobs or help from relatives and potential care givers, dependents moving between kin households to achieve the most optimum care arrangement for all concerned (Stover, 2007).

Stover (2004) further states that children are frequently relocated where adolescents are particularly affected by migration as girls are sent to out in other households chores and children are also encourage to work and fend for themselves to meet their survival thus they are unable to access education opportunities.

2.3.3 Health of the parents Widespread increase of adversities such as chronic poverty and HIV/AIDS have increased the number of orphans and vulnerable children, thereby threatening the realization of the Sustainable Development Goals in the area of Education, Health, Nutrition, and psychosocial development (Kogo, 2018). According to a study conducted in Kenya, the vulnerability of children in

10 communities is evident and its manifestation is in different spheres including poor health status of the parents in the society causing disorder and disintegration (Selina et al. 2018), educating orphan children is an important component in the social well-being of these children. The health of the parents is critical if orphans are to access quality education, ill health of the parents may be one of the reasons for the low number of orphans and vulnerable children who are enrolled in school. Orphans most times given roles of adults to care for sick family members this hinders such children from accessing education facilities (International Journal of Sociology, 2018). As a result of the widespread of HIV/AIDS the traditional structure of households is changing in communities that are affected leaving orphaned children to opt for non-traditional families’ patterns (Ebersohn & Eloff, 2002). Additionally, Eberson and Eloff noted that when parents die, some orphans are left under the care of aged grandparents or under older siblings to care for them. This arrangement however may negatively influence the schooling status of affected children.

Fleming (2015) pointed out that in countries with many cases of HIV/AIDS the orphans often experienced discrimination in accessing education and healthcare as orphan-hood is associated with HIV/AIDS. As the number of orphaned children increases, families and households become less and less capable of addressing their basic needs especially that of education and shelter (UNICEF, 2009). In his study, Fleming argued that maternal and double orphans are more discriminated against in accessing education than paternal orphans (Fleming, 2015; Case et al, 2004).In most communities’ education of orphans is usually disrupted when parents become sick, especially older girl children who are required to take over household and care giving chores (Nyanchamaet al. 2016). According to (Sengendo, 1997)children between the ages of 15- 19 whose parent had died, only 29% of them continued their schooling undisrupted while 25% lost school time and 45% dropped out of school. . Schools not only benefit the child but can serve as important resource centers to meet the broader needs of the community (PEPFAR, 2006).

2.3.4 Values and beliefs of the community Education as recognized in the convention on the rights of the child is a basic human right for all children (Committee on the Rights of the Child, 1989). A child who has access to quality primary schooling has a better chance in life. A child who knows how to read and write and do

11 basic arithmetic has a solid foundation for continued learning throughout life (USAID & CRS, 2008). USAID and CRS maintain that school attendance helps children affected by trauma to regain a sense of normalcy and to recover from the psychosocial impact of their experiences and disruptive lives (USAID & CRS, 2008). The community faced a number of challenges such as values and norms which acts a stumbling block in catering for the needs of orphaned children amongst others include lack of basic needs, lack of psychosocial support, and emotional support as well as discrimination (Mwoma et., al. 2016) Clearly this indicates that the community is overwhelmed with the large number of orphaned children which posed a great challenge in meeting their education needs. The extended family system cares for most of these children especially male children, while female children are left on their own (Ahiadeke, 2003). Like in the rest of Africa, the functioning of the extended family system is changing communities can no longer meet the ever increasing needs of the orphans this explains the large number of orphaned children dropping out of school. In some communities the belief is that female children are not allowed attend schools and as a result they are left out of school enrollment (World Vision, unpublished). Some studies of street children for example show that vulnerable children do little to protect from social shocks such as finding food, shelters and the condition is made worse by the refusal of the extended family refusal to support these children. (UNCEF, 2008). Young orphans, healthy or not, are often forced into adult roles long before they should be as a result of failure of the community to provide strong support for these orphans (International Journal of Sociology, 2018).

Gaps in the Literature The literature reviewed showed that there is little information about orphans’ education accessibility in Kikandwa village. It was also apparent from the literature that the extended family is still the strongest pillar of the family that can cater for orphans’ education. It’s also apparent that the issues of orphans have not been given the required attention and as a result there is a knowledge gap when it comes to the challenges faced by orphans in accessing education services. Even though the literature shown that non-governmental organizations have invested in the education venture of orphans Reddy (2003). Perhaps this might explain why the orphans’ situation has persisted over the course of time due to the little attention that is given to the subject matter. There has been little effort to look at the challenges faced by orphans in communities in accessing education services especially in Kikandwa village. Consequently, there

12 was need to conduct a study on the challenges faced by orphans in communities in accessing education services. Although some information is available, however it is not enough to explain the challenges faced by orphans in communities while accessing education due to unavailability of data.

CHAPTER THREE

METHODOLOGY 3.1 Introduction This chapter presents the methodology in the implementation of this study. The overall design is described, study area and the population as well as the sampling procedures. This chapter as well points out the methods of data collection that will be used in the study and the process of data management and analysis will be done.

3.2 Study design This study employed a cross sectional design using both qualitative and quantitative methods. The combination of quantitative and qualitative methods was chosen so as to explore the topic as it tries to find out the challenges faced by orphans in accessing education needs in Kikandwa village a Kampala suburb.

3.3 Study area and Population Out of three villages, the study was conducted in Kikandwa village located in Mengo approximately 3.1 kilometers from the capital city. The study involved orphans and other vulnerable children who are considered to be having first -hand information. The study area and population characterized by orphans most of which are in poverty and other social constraints of life this explains interest in undertaking the study. Key informants like teachers, religious leaders, DEO, and LC1 were vital in the study this was because they were considered to have expert information in the area or orphans and vulnerable children.

3.4 Sample size (n) and Selection Procedure 3.4.1 Sample Size The sample size for the primary respondents of the study was calculated scientifically using a standardized procedure for calculating sample size.

N = Z2P (1-P) 2/d2 Where n = required sample size

Z = value respond to the significant level of 5%

P= rough estimation of the population

1-P = proportion of the population estimated not to possess the characteristics under study d= degree of error to be accommodated for the study using the formula above the sample size is calculated as follows: n=? z=95% (1.96) p= 20% d= 5%

Therefore, the, sample size for the primary respondents was 60 this was because the researcher cannot meet the cost of data collection in the field. Additionally, the study considered 20 household heads which are not calculated in the equations above.

3.4.2 Selection Procedure Sampling was dominated by quantitative techniques especially purposive sampling. The number of orphaned children was attained from Kikandwa village with the help of local leaders and community members, purposive sampling was used and the orphans were selected on the criteria of their ability of participation in the study. This was done in consideration that young orphans below ten years of age do not have the required knowledge to participate in the study and therefore they are not legible to participate in the study. Furthermore, the study selected 20 household heads to participate in the study this was to enable the researcher attained as much information as possible.

Household heads were purposively selected on the basis that they have orphaned children under their households and the key informants were equally selected purposively as they have a vast knowledge about the challenges faced by orphans in communities in accessing education. This was done in recognition of a number of challenges such as; time, inadequate resources, long distance covered in locating respondents to participate in the study and thus the sample was broken down to a manageable number.

3.5 Data Collection Process Qualitative data

The researcher generated open ended questionnaire of structured household interviews with care givers and orphans, focus group discussion with household heads was done. In relation with the objectives of the study, responses from open ended questions were grouped into similar categories to generate themes, topics and narrative texts. All these were analyzed with data from FDGs and key informant interviews. The researcher then used qualitative data analysis mostly because the findings contained a minimum of quantitative measurement, standardization and mathematical techniques. The researcher followed a cyclical process of quantitative data analysis that is to say, reduction, manipulating, integrating, transforming and highlighting data, data organization which is assembling, information around themes, topics, narratives text and points as already noted above the interpretation which involves making decisions and conclusions related to the research questions.

3.5.1 Structured interview for quantitative data The researcher conducted a face to face interview with orphans and vulnerable children while following a structured questionnaire. This method helped the researcher in getting accurate information from the respondents on issues related to access to education services by orphans and vulnerable children.

3.5.2 Focus group discussions These were held with household heads under the help of a focus group discussion guide, four groups comprising of household heads will be formed to provide and solicit more information about challenges encountered by orphans in accessing education and this will help the researcher to get first-hand information on the subject matter.

3.5.3 Personal Interviews Additionally, face to face interviews were conducted using structured questionnaire. The participants were got from communities from Kikandwa Village. The questionnaire included both open ended and close ended question on various elements related to accessing education.

3.5 Data Analysis and Processing The collected data was coded using figures and frequency tabulation. Verification of data to ensure accuracy and editing was also done concurrently with data collection. The quantitative data collected was analyzed using the Statistical Package for Social Scientist (SPSS). The researcher presented the results using tables to draw interpretations or inferences regarding knowledge and perceptions of orphaned children in accessing education. Qualitative data was analyzed using codes; the researcher coded the data collected from the primary respondents into meaningful responses so as to ensure that the data from the respondents is as accurate as possible.

Editing

The researcher edited the collected data after collecting the questionnaire from the different respondents. The purpose was to ensure that the data collected is as accurate as possible and also avoid as many errors as possible. The researcher made sure that all inconsistencies regarding the data are corrected and each answer was carefully recorded correctly in the right place. The importance of this method was to ensure accuracy, completeness and uniformity of the data.

3.6.1 Coding The coding process was done manually and the researcher ensures that all questions in the questionnaire are answered by the respondents. The process enabled researcher to obtain answers from the different respondents grouped into meaningful responses. The process helped the researcher to transform the data into a suitable form for computer aided analysis.

Quantitative Data

A data entry procedure was developed which includes validation rules that helped to reduce any likely data entry errors.

The tabulation which involved counting and adding all findings for the whole study sample was applied. This clarified the quantitative findings of the study.

3.6.2 Data Analysis and presentation Themes were drawn using graphical presentation. Frequencies for each response were worked out and percentages will later be compared so as to draw an overall picture of education

17 accessibility by orphans in Kikandwa village. Qualitative data was analyzed in themes. The themes that emerged from individual statements during key informant interviews were then summarized. The data was used to back up quantitative data in the interpretation. The researcher later used a description method by inferences from the data presented in the tables. This was done by linking the findings to the research objectives and research questions. The analysis thus helped the researcher to accurately interpret and verify the validity of the research questions and the overall objectives of the study.

3.7 Challenges to be faced during the Study Some of the interview questions were personal that a shy respondent may end up telling a lie or changing the focus of the study which affects the reliability of the data. The researcher tried to solve this by probing and prompting whatever the respondents say but also stand strong and skillfully maintain or refocus the interview process. Limited time and resources to carry out the research since the distance the researcher covered was long and the resources was not readily available.

CHAPTER FOUR PRESENTATION, ANALYSIS AND THE FINDINGS 4.1 Introduction This chapter presents the findings of the study basing on the research questions as indicated in chapter one. The study had four objectives which are; to establish how the household economic challenges hinder orphans in accessing education services, to find out the household social challenges faced by orphans in accessing education, to find out the challenges faced by the communities in helping the orphans access basic education, to find out the coping mechanisms used by orphans to access education in this community.

The findings are presented and analyzed along these objectives; the findings are presented along themes, topics and categories to facilitate a quicker comparison and contrast of different data. The data was collected from 85 respondents whereby 60 of these are orphans while 20 were household heads including 5 key informants.

4.2 Social Demographic characteristics of study participants The study indicated that out of the 60 primary respondents that participated in the study, 25 were male (30%) and 35 female (70%) the study focused on orphans within an age range of 10-18 years of age this was to help the researcher obtained as accurate information as possible.

Table 1: Social Demographic characteristics of the primary respondents

Demographic characteristics Orphans N=60

Frequency % Male 25 Sex Female 30 35 70 Total 60 100 10-15 15 15-17 35 Age 17-19 15 19-21 35 20

50 10 25 Total 60 100 Father 8 Mother 5 Relationship between Brother/Sister 10 household head and Uncle/Aunt/Relative 15 orphan Guardian 5 1.5 33 65 4 1.0 Total 60 100 Farmer 8 Business person 10 Source of income of Causal worker 15 the orphan Others 25 35 65 2 0.5 Total 60 100 Primary 28 Secondary A-level 55 Level of education of Secondary O-level 20 the orphans Dropout 35 22 25 0 0 Total 60 100 Single 50 Married 75 Marital status Divorced/Separated 10 Widowed 25

Total 60 100 Source Primary Data 2019

The table above indicated that 65% of the orphans who participated in that study are living with their uncles/aunties while 15% are living with their mother only 5% and 1.0% are living with their brothers and guardians respectively 10% indicated that they are living with their fathers. In terms of education, 55% of the respondents are currently enrolled in primary schools while 50% are enrolled in secondary (O-Level) 35% are enrolled in higher secondary education and 32% of the respondents (orphans) are school dropout. In terms of household source of income most of the household respondents earned their income through petty business 25% while 65% of the orphans engaged in causal labor.

The table further shows that 75% of the orphans are single while 25% are married, the study attempted to find out why the early marriage of these orphans it was discovered that most of them opted for marriage since they cannot look after themselves.

4.3.1 Household Social challenges that limit orphans in accessing education This part presents findings from the study in relation to the household social challenges that limits orphans in accessing education, the study population was obtained in Kikandwa village where the respondents resides and 60 orphans participated in the study while 20 household heads who are care givers to the orphans. The study indicated that the major social factors that hinders the orphans from accessing education services are; being in a polygamous family, being the last born, being in a single parent’s home among other factors as indicated in the tale below.

Table 2: Household Social challenges that limit orphans in accessing education

Primary respondents

Household Social challenges N % being the last born in the family 7 16.1 being a female 3 9.7 Fading of the extended family 20 22.6 Polygamy in the family 30 48.4 Source primary Data 2019

The primary respondents were tasked to respond to questions on whether social factors play any role in limiting orphans while accessing education services, the findings as indicated in the table above shows that; 48.4% of the respondents (orphans) cited child labor greatly hinders them from accessing education while 22.6% indicated that being in a polygamous family hinders them from accessing education services and 16.1% mentioned that being a last born in the family is also a hindrance in education accessibility, unfortunately only 9.7% indicated being a female is a hindrance in accessing education.

4.3.2 Polygamy in the family Polygamy is one of the social challenges faced by orphans in accessing education in Kikandwa village as the study highlights that majority of the orphans 48.4% have failed to access education services. Though it seems good to have a large number of members in the family however, limited resource could mean that most of them are left out in enhancing the wellbeing of all the members as well as meeting their basic needs. While other factors like being last born in the family, being a female may play role polygamy however is outstanding factor in limiting orphans’ accessibility to education services. One of the respondents suggested that polygamy in the family is very good and helpful, however it only bad when some of the members of the family are deprived of certain services like education and shelter. Thus according to the study polygamy is not an entirely bad idea if only most of the needs of the members including children are met and catered for at the same time.

4.3.3 The fading of the extended family as a social challenge faced by orphans in accessing education The extended family has always been the strongest pillar that holds the family together; most people view it as a source of great support when it comes to providing the needs of its members. Traditionally, the extended family is considered as socio-economic pillar of the members and in times of providing for the needs of orphans there has always been a collective effort from the members to care for the children of a deceased member. However, with the rapid growth of nuclear families, orphans children have been left in the hands of grandparents who cannot support themselves or the orphans and their education and as a result the basic needs of orphans cannot be met and most of them are engaged in manual labor and prostitution so as to cater for their basic needs. There are a number of challenges the extended family faced when it comes to

22 caring for orphans for example: discrimination, deprivation and poverty among some members this explains the unwillingness to take responsibility for the orphans. Many studies have cited the importance of the extended family in caring for orphans, in Uganda; the grandparents are more likely to provide for the orphans. However, the recent dramatic increase in the number of orphans due to the AIDS epidemic has threatened to break this major function of the extended family system. This is because the disease has compromised family income that has to be spent mainly on medical care. Another challenge in the extended family is the number of children being catered for using the meager resources available thus compromising on the education of orphans. One of the household heads who was care giver for three orphans commented that “the support avenues that the extended family used to provide were no more as family members concentrates more on their own children and some of them that offers to take responsibility of these children lack the available resources to cater for all their needs including sending them to school” this explains the 26.6% of the responses that are directed towards being in an extended family as a challenge faced by orphans in accessing education.

4.3.4 Household economic challenges that hinders orphans in accessing education This part presents the second objective of the study, findings from the study in relation to the household economic challenges faced by orphans in accessing education services, the findings are presented below.

The respondents where task to identify some of the challenges they experienced while accessing education services. It was discovered that 32% of the respondents (orphans) face child labor as a challenge while accessing education while 26% of the respondents cited illiteracy of the parents as a challenge they face in accessing education services and 6% mentioned unemployment of their parents as well as 36% of the respondents indicates that poverty is a challenge in accessing education services. This means that the challenges faced by orphans are not only limited to insecurity, but long distance as well as discrimination and other factors which also play a big role in limiting education accessibility in Kikandwa village. The findings are further discussed in details below

Figure 1: Showing the challenges faced by orphans while accessing education services.

illiteracy unemployment poverty

38%

52%

10%

Source primary Data 2019

4.3.3 Poverty The study discovered that poverty is encountered by orphans in Kikandwa village. 36% of the orphans interviewed in the study experienced poverty. Poverty is the lack of basic necessities of life such as lack of access to food, shelter, water, health services, clothing and education among others. The study found out that children who have lost one or both parents are more vulnerable and are at risk of falling into poverty, the situation of orphans in Kikandwa village is deteriorating with the harsh economic conditions. It was found out that the household standards of living cannot cater for the ever growing number of orphans in certain households. During an interview with one of the household heads he had this to say; “because of persistent poverty that the orphans live in, they have resorted to child labor, selling scraps and some of them have resorted into commercial sex work at the age of 15 so as to earn a living and cater for their education needs

4.3.4 Household illiteracy as a challenge faced by orphans in accessing education As indicated in the pie chart above 38% of the primary respondents cited illiteracy in the household as a challenge that hinders them from accessing education. It should be noted that illiteracy affects all areas of life as those with low literacy skills are far more likely to live in poverty, face health problems because they cannot read prescription and they will likely fail to

24 send their children to school. One of the household respondents remark that “I did not get the opportunity to go to school but I am still alive so ever if these children seat at home nothing will happened to them”. In order wards there is no reason for sending the children to school because with or without school they can still survive according to the household respondent.

4.3.5 Household monthly expenditure Still on the household economic challenges, the study tasked the household heads to provide details of household monthly expenditure; the findings indicated that 29% of the household heads spend between 70000-75000 Uganda shillings this was due to the high cost of living in the community as well as 16.12% of the household respondents spend 80000 shillings and only 9% spend 100000 Uganda shillings, this is further illustrated in the pie chart below.

Figure 2: Showing household monthly expenditure.

9.5% 3.2

41.9% 16.6%

29.6%

Source primary Data 2019

The study objectives focused on the household economic challenges faced by household heads the findings indicates that majority of the household heads spend less than one hundred thousand Uganda shillings on their basic household income, the reason for this was majority of the respondents (household heads) are causal laborers and some of them are house wives. This was confirmed by one of the key informants “most of the parents of these children are employed in the informal industry and as a result they find it difficult to look after this orphans”thus it is safe

25 to conclude that household monthly expenditure posed a great challenge in meeting the basic needs and welfare of the orphans.

4.3.6 Economic support received by orphans In relation to the study objective of household economic challenges the respondents were tasked to identify some of the economic support they received from relatives and the extended family; the findings indicates that 58% of the respondents received support in form of school fees from their relatives as indicated in the pie chart below.

Figure 3: Showing economic support received by orphans

58.0% 60 50 40 30 20 12.1% 10 16.0% 0 6.0% school fees money for clothing house rent none

Source Primary Data 2019

The study focused on the form of economic support received by the orphans from other relatives the findings indicated that majority of the received school fees as a form of economic support. It should be noted that orphans have different needs; some are considered pressing needs for example; food, shelter, health care, education among others. In environments where such basic needs are not provided it poses a great difficulty in orphans trying to access basic education. Fortunately schooling needs is catered for by some of the care givers while other areas which are equally important in helping the orphans achieve their education needs are almost not given enough attention as one the key informants who is a teacher in one of the community schools laments “Food and clean water are the most basic need for all children. Food supplied from external sources could actually reduce food security in the long run, but food procured locally or

26 produced through community gardens can contribute to local food security” hence a holistic support is needed if the orphan situation is to be taken care of in Kikandwa village.

Pressing needs of orphans The study tasked the respondents to identify some of the most pressing needs they currently face as orphans and the findings indicates that 54% of the respondents cited housing as their most pressing need while 23% cited food and clothing respectively.

Figure 4: Showing the most pressing needs of orphans

23%

54% food 23% clothing

shelter

Source Primary Data 2019

The findings indicated that shelter is the most important pressing need of the orphans in Kikandwa village as this is an important factor in protecting the orphans against exploitation and abuse as well as enhancing privacy and personal safety, the observation made during the study shows that most orphans were living in deplorable housing condition thus clearly indicating a clear call for help from the necessary stake holders. The study further indicated that food and clothing are equally as important as shelter as one of the key informants lamented that “Most of the orphaned children come to school wearing ragged uniforms some even come bare footed” thus showing that the state of orphans in Kikandwa village require immediate attention

4.3.5 Challenges faced by the community in helping orphans access education The respondents were tasked to identify some the challenges they faced within the community as they try to access basic needs like education, shelter, legal services among others, respondents were also task to comment on the forms of human rights violation they have experienced. The findings indicated that majority of the orphans have experienced domestic violence standing at 46.5% while 26% on the respondents indicates they have never experienced domestic violence, only 17.9% cited child labor as a form of violence they have experienced, 14.6% of the respondents do not know whether they have experienced any form of domestic violence this if further illustrated in the table below.

Table 3: Showing challenges faced by the community in helping orphans access education

Primary respondents

Challenges faced by community n %

Physical abuse 9 17.9 domestic violence 33 46.4 Sexual abuse 13 26.4 Child labor 5 14.3 Drug abuse 10 19.5 Source Primary Data 2019

4.3.6 Domestic violence The study found that domestic violence was a major challenge faced by orphans in the community of Kikandwa as the table above indicates a staggering 46.4% of the respondents (orphans) rights are violated domestically. It should be noted that domestic violence can take different forms for example maltreatment, discrimination, school neglect, child labor among others. Harms et al., 2010; indicated that orphans who have lost either one or both parents experienced reduced schooling during their parents’ illness or after their death this was due to an inability to pay school fees or uniforms, however, this was further confirmed by one of the

28 household heads who participated in the study he was quoted saying that “these are not my children so I cannot send them to school” clearly indicating a violation of the right to access basic education of that particular orphan.

4.3.7 Sexual abuse The study further indicates that most of the respondents (orphans) had experience sexual abuse either from their care givers or from their peers as the table above indicates 26.4%. According to the findings of the study most orphans seemed vulnerable to sexual abuse and exploitation; several reported experiences of sexual abuse by family members. The findings of the study further suggests that most of orphaned girls engaged in forming relationships with older men, or they forced to marry young, either to secure a dowry or to unburden the family. Additionally, some of the participants of the study indicated that “I was forced into prostitution by my care giver while another one lamented that “I just found myself doing sex so that I could get some money for my school needs”.

4.3.8 Child labor as a challenge faced by the community in helping orphan access education Child labor refers to the exploitation of children through any form of work that deprives children of their childhood, interferes with their ability to attend regular school, and is mentally, physically, socially or morally harmful. Child labor includes use of dangerous tools, long hours of work among others. According to the child labor policy of Uganda, it is estimated that over 2.8 million children are working in Uganda of which 54% are between the ages of 10 and 14 while 20% of every working child has no education and most notably majority of them are living in poverty and cannot cater for themselves. The study specifically found out that 14.3% of the orphans are engaged in child labor and this is posing a challenge for the community in its efforts to help orphan children access education. One of the key informants narrated that “one of the reason as to why the community is failing to help orphans to access education is that some of its members are reluctant to letting the orphan children attend school as they have continue engaging them into participating into child labor, he concluded by hoping that the government through its structures intervene to help handle the situation.

4.3.9 Physical abuse The study found that 17.9% of the respondents have experienced physical abuse from their care givers. Although physical discipline is practiced by several households, however, participants of

29 the study described the use of excessive force while administering punishment by the care giver. One of the key informants hinted on the use of excessive force by some care givers as she was quoted saying “whenever these children commit a simple mistake the care givers will beat them and in that process they use too much force” clearly showing that physical abuse of orphans cannot be underestimated in accessing education services.

4.3.10 Coping mechanisms used by orphans The one of the study objective was to find out the coping mechanisms adopted by the respondents (orphans) in situation where they fail to raise money to meet their basic needs. The findings indicated that 67.7% of the respondents seek support from their relatives as a coping mechanism means while 22.5% seek help from community members only 6.4% get help from NGOs as a coping mechanism details are shown in the pie chart below.

Figure 5: Showing coping mechanisms used by orphans

67.7 70 60 50 40 22.5% 30

20 6.4% 10 0 Seeking help from seeking help from seeking help from relatives community NGOs members

Source Primary Data, 2019

4.4 Seeking help from the community as a coping mechanism. Every family copes with its challenges by extending orphan care to the community level, as a coping strategy the community and it members emphasizes integration of early childhood development of orphans through efforts that focus on food, nutrition, Health and development. The community has put in place collective measures like parenting roles like disciplining a child in case he or she misbehave, according to the study 67.7% of the respondents (orphans) have

30 received food, protection, guidance and education support from the community and has also contributed much in identifying the challenges faced by orphans as one of the key informants put it “the community has helped the orphans in way that its identified opportunities like NGO support and linked the orphans to such opportunity” thus the community is an active coping mechanism used by the orphans in Kikandwa village.

4.5 Seeking help from NGOs as a coping mechanism One of the objectives of the study was to find out the coping mechanism used by orphans in case of failure to access education support. The study therefore aimed at finding out the support provided by the NGOs to the orphans, the findings indicated that some of the respondents (orphans) seek support from the nearby Mengo Youth Development an NGO that focused on helping orphans and street children meet their education needs and it is based in Mengo. Additionally, some orphans are ignorant about the existence of such organization this explains why most of them miss out on meeting their education needs.

4.5.1 Support avenues used by orphans as a coping mechanism The respondents were asked to comment on the avenues they used to support themselves; the study showed that majority of the respondents heavily relied on begging from the community members for handouts as 55.3% indicates that they beg from community members while 29.2% engaged in doing house work for pay as well as 16.7% and 8.3% engaged in manual labor and begging from friends respectively. This is illustrated in the table below.

Table 4: Showing avenues used by orphans to support themselves

Primary respondents

Self support N %

Support from friends 2 8.3 Seeking help from relatives 30 55.3 Seeking help from the community 15 29.2 Manual labor 8 16.7 I don't know 5 12.5 Source Primary Data 2019

The study findings indicate that majority of the orphans in Kikandwa village engaged in begging from community members as a strategy used to generate support for their basic needs. The findings showed that orphans who are below the age of twelve most times visit neighboring community members to beg for handouts which they can use to support themselves. Additionally, some of the study participants (orphans) engaged in manual labor, one of the household head that was interviewed during the study cited that some of the orphans engaged in two forms of manual labor that is; household manual labor and outside manual labor. Furthermore he noted that in the former, an orphan stands some chance of attending school while the latter they are almost completely deprived of any chance to attend school.

4.5.2 Strategies adopted by orphans to cope with the challenges they face in accessing education Interviews with the primary respondents found out that the orphans had adopted various strategies to increase on the levels of household incomes. Orphans resorted to child labor where they involved in activities like selling pancakes, scraps and bottle collecting, fetching water for the neighborhood and others go to the extreme of practicing prostitution. Children have involved in doing petty jobs because sometimes their caretakers are more vulnerable to earn their children a living. One of the orphans had this to say;

“My grandmother is 55 years old she cannot involve herself in hard work since, since I want us to have a good life I decided to start collecting scraps and bottles where I earn 1500 shillings for every sack and this money is added to family income to meet some expenses.”

Unfortunately orphans labor did not only help them, but it had to be for the benefit of the family, the age and sex of orphans determined their chances of being involved in labor. Boys between the ages of 13 and 17 were much involved in heavy physical activities than younger children; whereas girls aged 10 and 16 were involved in sexual activities to earn money however this strategy had negative effects on children and they include school dropout, contracting sexual transmitted diseases, physical injuries and so on. Orphans who engaged in heavy physical activities also attained several injuries, during an interview with an 11 year old boy he had this to say after being asked about the condition of his arm:

“It was on a Monday morning after it had rained, I slipped with a jerry-can of water on my head, it hit my arm on a stone, and I thought the wound would not be serious but it has failed to heal”

4.5.3 Seeking help from relatives as a coping mechanism As part of the coping mechanisms adopted by the primary respondents, the study indicated that majority of the orphans resorted to run to their relatives in cases where they could not meet or manage their own problems, 58% of the orphans that participated in the study resorted to seeking help from relatives as their coping mechanism. From a social protection point of view, coping mechanism were interwoven in the principles of reciprocity, altruism, and mutual help, families and people helped one another and counted on each other for rescue and help especially in critical times of need. In most cases orphans receive help from relatives in form of scholastic materials for school, food, and other basic necessities. However, today this has not been effective with the increasing number of orphans and low levels of household incomes thus leaving orphans to fend on their own.

CHAPTER FIVE

SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATION

5.0 Introduction The study was set to find out the challenges faced by orphans in communities in accessing education services in Kikandwa village. This chapter therefore presents the summary, conclusion and recommendations of the study. Both qualitative and quantitative methods were used in the study with a sample of 80 respondents. These include orphans and household heads as well as key informants. The summary, conclusion and recommendation of the study are presented in relation to the study objectives and research questions that guided the study. However efforts have also been devoted to include recommendations and suggestions for further research.

5.1 Summary of the findings The study found out that poverty (low levels of household incomes) and domestic violence are the most challenges faced by orphans in Kikandwa village. The study found out that 26.6% of the orphans interviewed cited the fading of the extended family is a challenge that limits them from accessing education while 54% indicated that failure to meet their pressing needs hinders them from accessing education services while 46% experienced domestic violence. The low level of household incomes is what determined the child’s involvement in child labor, in that when the level of income is low the latter is pushed into doing heavy work while the former reinforce the behavior. The study found out that poverty and domestic violence is interrelated as both have the same consequences on the orphans.

The study findings are related to the available literature, for instance the child labor policy of 2006 indicates that child labor is one of the major areas of exploitation of children especially orphans taking many forms and complexity. Furthermore, 2.7 million children are working in Uganda and about 545 of who are aged between 10 and 14 years, while approximately 205 of every 5 working orphaned children have no education. With regard to working children, about 18% of them were in plantations and more than 400 worked as child domestic workers (Child Labor Policy, 2006).

The study found out that despite the accelerating socio-economic challenges and structural transformation, the extended family remains the strongest and most important unit of care for the orphaned children.

Other challenges faced by orphans include physical abuse, 17% of the orphans that participated in the study have experienced physical abuse from their care givers and as a result their social lives are affected severely. The study also found out that orphans encountered increased domestic violence 46.4% and sexual exploitation and abuse which include all forms of illicit activities where they aimed at receiving petty income for their daily survival. 24% of the orphans who participated in the study have experienced prostitution either under their consent or against will. Additionally, other challenges include single parenthood standing at 48.4% polygamy in the extended family 22.6% all of which act as a stumbling block towards education accessibility by orphans and vulnerable children.

The study findings indicates that the challenges encountered by orphans are interrelated in that one problem is both a cause and consequence of the other, however, psychosocial challenges highly affect orphans in their quest to access education and while in school they are faced with socialization challenges as most of them could not fit within and outside school environment. The challenges encountered by orphans were categorize under the following aspects of social, economic and socio-cultural.

The study findings shows that the orphans had adopted some coping mechanisms they are using incase they failed to meet their basic needs. For instance, seeking support from relatives, seeking supports from community members as well as other strategies like involvement in child labor, prostitution, selling scraps and selling pancakes. Much as some these coping mechanisms are positive, however, there are those with daring consequences that should not be over looked.

5.2 Conclusions Based on the study findings, it is safe to conclude that the capacity of household/ families to cater for the needs of remained questionable. Orphans and vulnerable children have had fewer opportunities than non-orphans, is evident in the field of education as most of them have struggled to access education services this is coupled with inadequate resources, they have continued to suffer all forms of discrimination, abuse, neglect and exploitation this explains their inability to compete effectively with their counterpart (non-orphans). Many researchers believed

35 that poverty and hopelessness of these young children placed them in a more vulnerable situation thus increasing their chances of being exploited. Additionally, there is a risk that Uganda will be faced with a large number of unskilled low-income earners and unemployed, unskilled labor who will transmit poverty from one generation to the other thus maintain the status quo.

Due to limited sources of income in most households that is taking care of orphans, it can be concluded that orphans and their care takers unless provided with external support either from the community, relatives government, and NGOs they will continue to live a burdensome life, most of the families that were contacted during the study lived in very poor conditions of which it is not possible for every household to access support from the little that is available thus calling for more efforts to be directed towards equipping productive skills to orphans and their care takers to enable them cope with life adversities.

5.3 Recommendations Based on the findings of the study, the following recommendations are made by the researcher in a way that they may be useful in influencing policy and directions towards addressing orphans problems.

There should be increased sensitization of the communities by the local leaders and organizations dealing in children about the importance of orphans’ education and emphasis should also be put on fair and just treatment of the orphans when in and out of school. This can be done through mass media platforms, community dialogues on the rights of orphans and also church leaders since people listen to them in most cases.

Non-government organization should be involved in developing programmes to support orphaned children, there should not be an assumption that all children live with and are cared for by an adult. Next, given the significance of property and land assets in orphaned children’s coping strategies, there should be programmatic support to provide legal aid to protect these assets for children. The existing Most Vulnerable Children Committees at the ward and village level in Kikandwe village should be strengthened to provide a chance for children to draw attention to the strategies that work for them and to suggest how their own efforts may be best supported.

There is need for advocacy for the needs of orphans at the national level in Uganda, effective implementation of policies, laws and rules that protect children should be emphasized in action rather than being a mere theory. Children especially orphans should be sensitized about their rights this will prevent them from falling victims of circumstances.

There is need for all stakeholders in charge of orphans to widen their scope of the services they offer this can be through widening their geographical coverage and distance in order to extend assistance to the many poor orphaned children in Kikandwe village. For example the LC1 and governments officials should seek for assistance from NGOs to consider remote places like Kikandwa village.

More efforts should be made by government, CSOs and the private sector to improve the capacities of individual families since the family is the first protection unit in addressing the problems of orphans and this can only be achieved through equipping these families with productive skills to at least be able to operate small income projects.

5.4 Limitations of the study and further research action The sample frame of the study was limited to a manageable number of respondents and the study focused was in a particular community this was due to the fact that the study was for purely academics purposes. As a result most of the areas in Kikandwa village were not covered. This affected the findings of the as most people and their opinions were not represented. Therefore, a researcher who intends to undertake a study on the challenges faced by orphans in Kikamdwa village in accessing education should have a bigger sample size, and he or she should cover as many communities as possible.

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Appendices Appendix1: questionnaire for orphans (To be administered to orphans and preferably those residing in Kikandwa village)

Challenges faced by orphans in the communities in accessing education services a study of Kikandwa village.

(Closed ended Questionnaire for orphans)

Introduction

Good morning/Afternoon respondents. My name is Namiiro Julliet. I am a third year student from Makerere University pursuing a bachelors’ degree in social work and social administration. As part of my academic program, am conducting a research study on challenges faced by orphans in the communities in accessing education services in Kikandwa village. You have been selected at random (by chance) to participate in this study and not because there is anything known about you or your family. The purpose of the study is to investigate the challenges faced by orphans in accessing education services in this area. This study is purely for my academic purposes, although other benefits may accrue from it. The information generated may also act as a useful guide in formulation of strategies and policies to improve on the accessibility and proper distribution of education services among orphans in Kikandwa village. You do not have to answer any questions that you do not feel comfortable with. You can stop the interview at any time. Your participation in the study is voluntary and you will not be affected in any way if you decide not to participate. If you agree to participate the interview will take less than half an hour. Thank you

Day/ month/ year

Date: ____/_____/_____

To ALL respondents: All your answers will be kept strictly confidential. They will be put together with over 100 other people I am talking to, to get an overall picture. It will be impossible to pick out what you say, so please feel free to speak to me honestly. [Proceed with the interview only if the answer is positive].

SECTION ONE: Demographic characteristics of respondents

No Questions Responses &codes Skip 1. What is the sex of the 1. Male respondent? 2. Female 2. How old are you in Record age in complete years complete years? 3. What is your current 1. Single marital status? 2. Married 3. Cohabiting 4. Widowed

4. What is your current 1. None level of education 2. Primary that you have 3. Secondary –OLevel attained? 4. Secondary –ALevel 5. Dropout

5. What is your 1. None religious 2. Muslim denomination? 3. Roman Catholic 4. Protestant 5. Other Christian 6. Others specify………….. 6. What is your status in 1. Head, male If 1or 2 this household? 2. Head, female go to 3. Spouse question 4. Daughter/Son 10 5. Others soecify………….. 7. If respondent is not 1. Male the head of 2. Female household, what is

the sex of the head of the house? 8. If respondent is not the head of the Record age in complete years household, how old is the head of the household? 9. If respondent is not 1. None the head of the 2. Primary household: what is 3. Secondary O-Level the highest 4. Secondary A-Level educational level of 5. Adult learner the head of the 6. Others specify………. household 10. If respondent is not 1. Uncle the head of the 2. Aunt household: what is 3. Brother/ sister the relationship 4. Cousin between household 5. Other relatives head and orphan 11. What is the source of 1. Causal worker income of the 2. Farmer respondent 3. Apprentice 4. Business person 5. Others specify…………

Section two: social challenges faced by orphans in accessing education

12. Do you think social 1. Yes If yes go to factors that can impede 2. No question the education of orphans 14 in school? 13. What are some of the 1. Being the last born in social factors that have the family influence orphan 2. Being a female education in this 3. Being in a community polygamous family 4. Being in an extended family 5. Others specify………. 14. If yes rate for me the 1. To a large extent extent to which you 2. To a small extent think the social factors 3. Neither have influenced the 4. Others education of orphans in specify………... this community 15. Does the number of 1. Yes If yes go to siblings have any 2. No question 17 influence on accessing education services by orphans? 16. As an orphan what are 1. Education your pressing needs? 2. Food (Ticked all mentioned 3. Clothing by the respondent but 4. Shelter don’t read out) 5. Others specify 17. If yes! How do you 1. I do manual labor

manage to survive in 2. I receive support terms of meeting your from my relative basic needs and that of 3. I beg on the street your siblings? 4. I sell scraps to earn money 5. Others specify………

Section three: economic challenges that hinder orphans from accessing education services

18. Do you receive any 1. Yes If yes go to economic support from 2. No question your relatives? 20 19. If no! On average what 1. ˂ 50000 is your monthly 2. 70000-75000 expenditure? 3. 75000-80000 4. ˃100000 5. Others specify…...... 20. If yes! What form of 1. School fees economic support do you 2. House rent receive from your 3. Money for clothing relative? 4. None 5. Others specify…….. 21. What do you consider 1. Clothing necessary to improve 2. Food your standards of living? 3. Shelter 4. Low education fees 5. Others specify……. 22. Do you have any sibling 1. Yes If yes go to you support financially? 2. No question 24 after 23. If no! economically, how 1. Manual labor

do you manage to look 2. Domestic chores for after yourself and your people for money siblings 3. Child labor (Ticked all mentioned 4. Street begging by the respondent but 5. Others specify…………… don’t read out) 24. What are some of the 1. Lack of school fees economic challenges that 2. Lack of shelter limit you while looking 3. Poverty after your siblings? 4. Unemployment 5. Others specify…………….

Section four: challenges faced by communities in helping orphans access education services

25. How safe is the root from 1. Very safe your home to the place 2. Moderately safe where you access 3. Less safe education services? 4. Not safe at all 5. I don’t know 6. Others specify…………… 26. Do receive any support 1. Yes If yes go to from the extended family 2. No question 28 in this community? 27. If no! what are some of 1. Support from friends the avenues you use to 2. begging from community support yourself members 3. doing housework for pay 4. Manual labor 5. I don’t know 6. Others specify………….. 28. If yes! comment on some 1. discrimination

of the challenges that 2. stigmatization comes with receiving such 3. Never face any challenge support from the 4. I don’t know community 5. Others specify…………….. 29. Are you aware of existing 1. Yes If yes go to laws that govern the 2. No question 31 treatment of orphans? 30. If no! What are some the 1. Child labor human right violations 2. Domestic violence have you experienced? 3. I have never witnessed any human right violations 4. I don’t know 5. Others specify……………. 31. Generally what challenges 1. Long distance do you face in accessing 2. Insecurity education services in this 3. Discrimination community? 4. I don’t know Others specify……………………. 32. If yes! How often do you 1. Very often use legal services in this 2. Never community? 3. Once in a while 4. I don’t know 5. Others specify……………..

Section five: coping mechanisms used by orphans to access education

33. What are some of the 1. Poverty challenges you face as an 2. Child labor orphan? 3. Child abuse 4. Migration 5. Others specify…………………….

34. How do you cope with 1. Seeking help from relatives these challenges? 2. Seeking help from NGOs 3. Seeking help from community members 4. Begging from the street 5. Washing cars 6. Others specify………………….

Thank you for your time

Appendix 2: Questionnaire for household heads Introduction

Good morning/Afternoon Sir/Madam. My name is NamiiroJulliet. I am a third year student from Makerere University pursuing a bachelors’ degree in social work and social administration. As part of my academic program, am conducting a research study on challenges faced by orphans in the communities in accessing education services in Kikandwa village. You have been selected at random (by chance) to participate in this study and not because there is anything known about you or your family. The purpose of the study is to investigate the challenges faced by orphans in accessing education services in this area. This study is purely for my academic purposes, although other benefits may accrue from it. The information generated may also act as a useful guide in formulation of strategies and policies to improve on the accessibility and proper distribution of education services among orphans in Kikandwa village. You do not have to answer any questions that you do not feel comfortable with. You can stop the interview at any time. Your participation in the study is voluntary and you will not be affected in any way if you decide not to participate. If you agree to participate the interview will take less than half an hour. Thank you

Day/ month/ year

Date: ____/_____/_____

Proceed with the interview only if the respondent agrees to participate in the study.

Section A

Background characteristics

1. Name (optional)………………….. Sex……………………..age…….

Marital status: (a) married (b) single (c) divorced (d) cohabiting

Education level: (a) graduate (b) under graduate (c) dropout (d) never attended school (e) adult learner.

2. Relationship (tick) (a) Father (b) mother (c) Guardian (d) other relative 3. Occupation (tick) (a) Peasant farmer(b) salaried employee (c) causal worker(d) business/petty trader (e) market vendor (f) others specify…..

SECTION B

The following questions talks about the household economic challenges that hinder orphans in accessing education services.

1. How many children do you financially support in this household?

……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………......

2. Among these, how many children are your biological ones?

3. How many of these children are orphans?

4. How do you manage to provide financial support to these orphans?

5. What are some of the social challenges you faced in this household?

......

6. What economic problems do you face when looking after these orphans?

7. What form of support do you receive from other relatives? If any (elaborate)

SECTION C

Household social challenges faced by orphans in accessing education

8. In cases the number of orphans tend to overwhelmed the resource of the care giver, please comment on whether the number of orphans in this household hinders them from accessing education services ……………………………………………………………………………………………… ………………………………………………………………………………………………

……………………………………………………………………………………………… …………………………………………………………………………………………….. 9. Comment on whether religion has any influence on the kind of support you offer to these children

………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………

10. Comment on whether the family of the orphan is a single headed or double headed family ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………..

SECTION D

Challenges faced by the communities in helping the orphan’s access basic education.

11. Comment on the safety of the route used by the orphans in trying to access education services.

12. Does the extended family provide any form of support to these orphans?

13. If yes! Please comment on the form of support you receive from the extended family ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………………….. 14. As far as I know the government has put up some laws to punish those who abuse children’s right, do you have any idea about the existence of these laws? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………………….. 15. If yes! Do you think these laws are favorable in meeting the challenges faced by the community in addressing the orphan problem in your community?

SECTION E

Coping Mechanisms used by orphans to access education services

16. What are some of the coping mechanisms used by orphaned children in accessing education services?

17. In your view, do orphans engage in any form of manual labor as a coping mechanism used to cater for their education needs?

18. Comment on the form of manual labor that the orphans engage in order to cater for their school ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………

Appendix 3: key informant guide for teachers Introduction

Day/ month/ year

Date: ____/_____/_____

Name……………………………………………………………………….

Sex……………………………………………………………………………

Age…………………………………

Occupation ……………………….

1. Do you think the financial disposition of a household has influence on access to education for an orphan? Explain your answer. 2. What do you think are the social challenges that can limit access to education of orphans and how do they limit the access? 3. What are some of the strategies put in place by the communities in Kikandwa village in helping orphans access education services? 4. To what extent does the environment play a role in limiting orphans from accessing education services? Explain the extent 5. Briefly explain some of the coping mechanisms used by orphans in accessing education services