I am Neema Wellu Nsallu, CED student 2007-2007. I would like to share about Social Gender construction and its implication on our socities. This article consist two parts of discussion, the analysis of social construction of gender inequality in household, community, policy levels and religious organization and it is about the implication of gender construction in the community, work place and institutions
Refers to the socially given roles, activities, responsibilities, needs and Characteristics connected to being male (Masculine) or male (Feminine) in a society at a given time. (The terms introduced by Money, 1955). Gender refers to the cultural construction of male and female identities. The differences are often cast as binary opposites for example: Male dominance versus female submissiveness or the male’s sphere of public activities versus the female’s private sphere within the home (Creighton and Omari C.K 1995).
Gender roles are used to signify norms and stereotypes determine how women and men, girls and boys are perceived and how they are expected to act (Lean Lim, 1996). Gender roles signify all those things that a person says or does to disclose him as having the status of sex. Gender roles are socially constructed and are constantly changing as society changes. While Gender differences: are reflected in roles, responsibilities, access to resources, constraints, opportunities, needs, perceptions, views etc. held by both women and men. Thus gender is not a synonym for women, but considers women and men and their interdependent relationship (Moses.C, 1993)
SOCIAL CONSTRUCTION OF GENDER
Gender differences probably arose with tools and permanent settlements. The shift to agricultural production led to reduction in women’s economic roles and rise of patriarchy. For example: the dominant sex model in the west until recently was one sex model 9 women were inferior with men) about 1800, Anglo- European reconceptualized how they imagined sex differences, treating men and women not superior and inferior versions of the same creature but as polar opposites.
In pre-modern times, women and men were more alike then now. The modern sense of women being feminine as being weak, soft emotional and in need of male protection, was not common. While changes occurred with a new class of celibate men gained control of the Catholic Church and educational institutions. This led to the exclusion of women (and married men) from position of leadership, the defining of women as sexual temptresses.
In modern Anglo- Europeans notions of feminity and masculinity arose with the separation of capitalism moving workers out of their homes. A women place is in the home: feminity became associated with the holistic and the emotional social relations of the private sphere which was new construction. Its man word ‘masculinity’ means being objective, rational, non-emotional, and able to play a specific role without getting too wrapped up personally.
Ideology of Gender Determination/Construction
Gender is socially constructed attributes of being male or female; women and men are treated unequally on the bases of the fact of their sex. Underlying the different assumption of the treatment of women and men is a whole series of women observed as well as constructed. (Sex differences or differences between male and female are often stated as the basis for unequal treatment.) Gender differences represent men and women the basis differentiation continues to be traced back to biological difference; also cultural and social values relating to relations between men and women. Historically and cultural variation found in the constructing of gender relations point to the fact that these are challenges.
The Analysis of the Ideology of the Sex Difference:-
The discrimination is socially constructed and is based on social or norms, or patterns that become routines over a period of time. These patterns are so socially legitimized that they become reproduced with economy because indicated ways in which identify and roles are intertwined. Four main institutions in society combine their practice and reinforce the ideology of the social construction of gender. These institutions are: the family or household, the market or organization, the community and religious organism
Social gender construction at Family level
A social rule or norm is that men are breadwinners and women are home makers or that men are leaders and decision makers and women are followers and implementers of decisions. In accordance to the rules starting from the household, women are expected to be obedient, submissive and fulfilled house hold responsibilities. .Non of the institution provides resources to them- economic or social, which were seen from the perspective of the social construction of Gender. These has the serious consequence to the women Denial of chances to the women for education by the family leads to fewer options is the workplace or the fact that women are solely responsible for childcare in the family lead to disapproval of working women. Women who seek market place substitute for childcare. They are also then denied participation in community decisions and in turn have limited rights in household decisions as they are seen as not having enough exposure or the grounds that it is not their roles.
Traditionally a women is part of man’s properties is still strongly existing in our communities. For example a women is not supposed to initiate the sexual act whether or not she desires it, she should learn to restrain herself. However she should not refuse to have sex with her partner if he request for it. She could be generalized as a prostitute. Another example: Female genital mutilation practice of female genital mutilation involves the removal or deformation of sensitive female genitalia, the exercise was conducted purposely to satisfy a man (husband) to control the woman’s desire regardless the pains, death and other consequences even death which could face a woman and girl.
Triple role framework concept for women still exists in our societies, thus a woman reproductive role refers as a domestic task and child rearing responsibilities required to guarantee the maintenance of human resources. Reproductive work is crucial for human survival, yet it is seldom considered real work. It is unpaid, labor intensive and almost always the responsive of women and girls.
The Productive role: of good and services for consumption and trade (sale). It includes market production (cash) and subsistence production, employment labor and independent enterprises. Women’s productive work is often less visible and less valued than men’s.
2.2.4 Social gender construction at community level:
Activities in the public sphere of the community, such participating in a agriculture activities or women’s group, attending religious meeting. It involves considerable volunteer time and is important for community organization and development.
BEING A MOTHER IN AFRICA MEANS JUGGLING A CAREER CHILDREARING AND HOUSEHOLD RESPONSIBILITY
Socio-cultural role/ community work activities
Norms and rules have material consequences for issues of women and men’s relative to and claims over different categories of resources. The normative underlining of sex difference led to differences in the way responsibilities are allocated, resources are distributed, and rights are granted. Asymmetries or inequalities grow to represent conflicts of interest. So the challenges to the way social rules are constructed represent challenges to the entire organization of society.
“How women negotiate these changes’ will vary depending on the ability or capacity of a woman to risk changes to the way her life has been lived. Three categories of coping strategies that women commonly engage in can be identified: Acceptance, Adaptation, (Involving negotiation and bargaining) and resistance.
For example, the case dowry, when the commodification of women is accepted and dowry provided, women are often burned to death. While social change may come at a price, it is often for more sustainable and transformatory in the long- terms if it represents a more from dependence to autonomy.
The various social institutions build their discriminatory practices on the same social rule. The public and private are connected. At community level these discrimination and continuing inequalities is observed in political participation or the right to mobility, all put a women in a disadvantaged position with resultant loss of right and power.
For example the allocation of responsibilities, most of the ten-cell leaders or village chairmen are men but a village secretary it must be a woman. Also the resource and rights on the basis of social norms disadvantages women materially.
Therefore, Community Level plays an important role in social construction in gender equality. These can be seen in community level through differences in power, gender orders social relationships in such a way that some individuals have power do others; in every society, the roles women and men assume accord women fewer opportunities and privileges. Gender affects both power to and power on. Power refers ability to act and often requires assess to social resources such as education, money land and time. For example in our communities women usually have less power to inherit land, ect. Women are less likely to develop individual Characteristic such as higher levels education that that can give them assess to better paying jobs or political office and enhance their power.
Gender Construction in Institutional level
The social of differences between men and women in the basis on which rules/ resources/ responsibilities/ power and rights are distributed or allocated between men and women in society resulting in discrimination. The above gender relations starts from the family level extend to high institutions and positions. They are fundamentally interlinked. Institutions do not function as isolated unit of society but instead draw on the rules structured within the household and society The assumptions that the household, community, market institutions are all independent of each other mask the content to which gender differences are constructed and reproduced.
Therefore at the higher institution level gender inequality can be constructed though discrimination, oppression and marginalization on the basis of sex in allocation and distribution access to and control over resources, services and opportunities. These services are education, health, economics participation, power sharing, decision making, human rights, mass media, environmental, development and other strategies of poverty.
Religious Institutions
The overview of religions that favors men and women with examples.
Work place: discrimination of women in workplaces such as types of works and position. Miss-interpretation of Koran or Bible contributed a lot in gender inequality construction, women are not allowed to be priest in many denomination. Based on the sex, religious appoints women in specific activities. Religious. doctrines and leaders references to Bibles and Koran on the submissive nature of women derty their opportunities in hold positions of leadership and decision making in churches and mosque decisions made usually discriminate against women.
Work Place and gender inequality.
Men (individuals with power over) are able to asset their wishes and goals even in a face of opposition from others. Women gradually have less power over then men in the work place because women hold far fewer positions in governing others; have little impact on decision- making or public policies.
Political System:
Gender inequality may also be structured perpetuated by the economy the political system; and other social institutions. Civil law and religion customs in various countries for example, may resist a women’s ability to own property, work in certain occupations or serve as a religious leader. Gender is called a Cultural Construct. Gender is organized differently in different societies. Accordingly, the expectations for women and men vary throughout the world.
GENDER POLICIES
Girls should involve the overview of policies that discriminate women and Social construction of gender inequality. Tanzania has gender aware policies that acknowledge the development anchors both women and men, the constrained in different, and often unequal ways, and that they may consequently have sometimes conflicting needs, interests and priorities. There are policies which related to women and child development e.g. Gender and development policy which it’s overall objective is to promote equality and equal participation of men and women in economic, cultural and political matters. Also focuses on fairer opportunities for women and men to access to education, child care, employment and decision making. Women development policy gives guidelines on how communities would be helped to build their implement their responsibilities. The policy also states clearly the responsibilities of different concerned parties in speeding up community development in country. The major objective of the community development policy is to enable Tanzania as an individual or in their families and/or group or associations to contribute more to the government objectives of self reliance and therefore bring about development of all levels and finally a remarkable nation growth.
Child development policy: The development of a child is related to his or her intellectual, moral and spiritual growth. In order for a child to grow well he or she needs to be cared for, given or brought up in accordance with the norms of the community. The policy objectives are to educate, direct and provide guidance to the community on the basic rights of child and child survival protection and development, to enable the community to understand the source of problems facing children and provide directions on the up bringing of children in difficult substances. Also to clarify the role of responsibilities of children so that children may become good citizens. Lastly to ensure that there are laws this can be used to deal with child abuse. Other related policies are education and training policy, health, youth’s policies agricultures and employment policies.
Gender equality can be attained, means equal visibility, empowerment and participation of both sexes in all spheres of public and private life. It has now been empirically proved that gender equality is a development imperative. If development means the improved well being of people and the process by which this well being is achieved, then gender equality becomes an important variable of development. The main reason is that development can only be sustainable where material benefits are fairly distributed especially to the most in need the disadvantaged and most vulnerable women fail in one or both of its categories. Studies have shown that in societies where there is gender equality development indicators have better records. The empowerment of women through education the means to attaining gender equality There is need to educate and train people of all levels that priority on women and girls.. The family as the first gender construction Institution should change the practice of giving priority to boy child education rather than a girl child also. The community members should be sensitized and trained on bad culture and traditions which discriminate girls and women. Institutions such as work place also should base on the Gender and women development policies to address gender issue in their organizational set-up. E.g. Gender mainstreaming of gender in the organization projects.
PART TWO:
Question 2
THE IMPLICATION OF GENDER INEQUALITY TO GENDER
ISSUES IN COMMUNITIES/ WORKPLACE AND ORGANIZATION
INTRODUCTION:
Social construction in gender inequality has great implication in gender issues in our communities/ societies. Mosha (1992) noted that in most developing countries, there are problems of a stereotypical model of society, where men are conceived to be dominant on the intensity of work, decision and access and control of resources. Men control most resources and decision making in them FAO/WHO (1992) states that: access and control of resources may be greater if the women earn the income; although this is not always the case.
Despite the woman’s important roles as producers and household managers, they are other marginalized when it comes to allocation of resources and decision making. They lack direct access to resources such as land, capital and credit, and information, which is the end reduce their production (FAO/WHO Danilceliman and Davidson, 1988, 1991, FAO, 1996, Mngodo et al, 1996). The general sub- ordination of women in Tanzania society is reflected in the lack of access and the control of resources in all levels from household, community, workplace and institutional or organizational level (Johnson, 1986, URT and UNICEF, 1990, FAO/WHO, 1992).
Traditional conceptions of access to resources it most communities were determined by the practical system of the made domination, in these communities, inheritance of resources such as land or assets such as houses and trees passed to male hands, except women although the overall overseer of those resources was the material uncle. These are few causes compared to patrilineal societies. In many matrilineal societies, women have right to land and relatively more economic independence and autonomy over its proceeds particularly to food crops (Mwaipopo, 1994).
Historical analysis of the development of the social relationship in Tanzania suggest colonial economic policies and commoditization of indigenous economics (particularly with the introduction of export crops) capitalized by existing patriandial system of dominance in facility in direct rule at the local level. At the household level, it meant establishing male dominance and ownership of properly relations as being the head of the household level (Mascarenhas and Mbilinyi, 1963). There are unequal possibilities of access to resources between men and women (Beker 1995) women being the main African farmers/ food producers compared to men, access to and control of resources is the main constraint to the effective performance of several activities. This is because decision making and control over the resources is mainly by the men, (Makundi 1996).
Accessibility of Land, Labor, Time and Agriculture inputs:
Under the law, women in Tanzania have equitable access to land, life stock and productive assets but in practice such access is more often through males. For example in agriculture production women suffer exploitation under patriarchal relations of production perpetuating the control the land and women labor time by men. Even when married women have access to land though husbands, this is an interest of relatively limited scope to they (women) have no power to sell the land (mum 1988, ministry of agriculture, 1992).
Generally the agriculture labor force mainly women, if deprived from land access leads to serious constraint on improving women’s productivity on the access of household women’s important foods, which women produce (day 1988) in Tanzania, the land mostly inherited by men. Also, the critical inputs for agricultural production trend to the provided through males. They also remain dormant in the question of the control over the proceeds from the sale of crops which all adults and children produced (Wagao, 1991).
Accessibility of new Technology:
Women disadvantages access to resources compared to men impinges on their ability on their ability to respond to new economic opportunities. They often do not have enough cash hire or by new technology such as plough, ovens, manure or chemicals fertilizer for agriculture. Their productivity is often low and are sometimes left out in development planning for lack of new technological input (Mwaipopo, 1994) women are still working with traditional an d rudimentary tools (such as hand hoe and in food processing) while the new devices and equipment have been benefiting men (Lamming, 1983). The introduction of modern or improving production. Despite such good infection done little to improve welfare of women (Lamming 1983; Lewis, 1984, Trenchard, 1987, Rwambali, 1991).
Accessibility to Decision Making Power:
Decision making in Tanzania depends on tradition in patrilineal societies, where women are accustomed to subordination, they play very little, role in decision making bodies in village governments. Many crucial decisions, which affect women and made by men with little or no input from women (URT and UNICEF, 1990).
Accessibility to education:
Wiley (1984) revealed that despite Tanzania women providing over 609 of all required labor, agriculture and development-related information has largely bypassed them. Women lack information and opportunities for larger training. Even agricultural extension programs have traditional concentrated more on educating males and hence women still largely depending on their husbands for access to such information (Ratherty, 1996). Whatever extension education that exists in the village, it passed on to men, not women who are busy working on the fields or preparing the food or collecting fire wood or water (CARE international in Tanzania). Women’s source of information remained to be husbands and neighbors rather then extension agents (Shayo, 1991, Warburg, 1992).
Gender inequality and its implication in Tanzania
The Strategic Country Gender Assessment (SCGA) summarizes relevant gender issues in Tanzania to support dialogue with government and civil society and to inform the world Bank’s work program. The SCGA aims to support the government of Tanzania (GOT) to integrate gender issues systematically into the ongoing revision and update of the Poverty Reduction Strategy (PRS II) and to support bank in preparing 2004/05 Country Assistance Strategy (CAS).
Basic Gender indicators for Tanzania:-
The United Republic of Tanzania being a member of the United Nations is a party to the global platform for action; adopted at the Beijing 4th UN world conference 1995. The GPA lists 12 critical areas of concern identified as obstacles to the advancement of women. The 12 are Poverty, Education, Health, Violence, Armed and other conflicts, Economic participation, Power sharing and decision mating, The national and the international machineries, Human rights, Mass media, Environment and development and girl child. Implication of gender constructions in Gender issues in our communities, work place and organization. In presenting its commitment to the implementation of the GPA the Tanzania Government noted that Gender inequality was a prevalent and cited a number of factors that contributed to this state of affairs: Social cultural norms, Values, Traditional practices and customs, Unequal access to decision – making processes, legal inequalities and poverty.
Social Cultural Constraints:-
Constrains on girl education: School is sometimes seen as an alternating force that undermines cultural values example traditional attitudes towards marriage view investment in girl education as watering another man’s garden any benefits will go to another family after marriage. So parents not invest a lot to a girl in education.
Socialization patterns assume that girls should be docile and passive while boys are expected to be aggressive, adventurous and cut going. This is to the disadvantage of girls when they have to share facilities and equipment with boys. Girls are also expected to suppress their brilliance or be subjected to redicule.
The social status of women in a society and negative attitudes to women in a society and negative attitudes to women as subordinates influence decision making in girls education example traditional practices e.g. early marriage and initiation rites interfere more with the education of girls then that of boys.
School Constraints:-
The inadequacy of facilities in schools hinders access particularly in rural areas and arid and semi-arid land. Gender bias pervades the curriculum-teachers syllabi, textbooks and delivery systems. Education is of low quality and lacks relevance and practical application for example it is difficult form a girl child to relate the Reproductive Health education offered in a classroom in its life as a woman, the teaching methods techniques and procedures enables putting in practice to prevent affection such as Sexual Transmitted Infections STIs and HIV/AIDS. A hostile learning environment is characterized by the lack of sanitary facilities the exploitation of girls labor and sexual harassment and school management practices discriminate against girls. Female role models are lacking.
GENDER POLICIES
Tanzania has gender aware policies that acknowledge the development anchors both women and men, the constrained in different, and often unequal ways, and that they may consequently have sometimes conflicting needs, interests and priorities..
There is also some constrains on gender policies for example: Education policies exclude pregnant school girls and adolescent mothers, policies do not articulate goals for achieving gender equity, policies support or do not prevent inequitable practices in resource allocation and policies for monitoring gender in education are inadequate. Girls should involve the overview of policies that discriminate women and Social construction of gender inequality.
There are policies which related to women and child development e.g. Gender and development policy which it’s overall objective is to promote equality and equal participation of men and women in economic, cultural and political matters. Also focuses on fairer opportunities for women and men to access to education, child care, employment and decision making.
7.1 Women development policy:
Gives guidelines on how communities would be helped to build their implement their responsibilities. The policy also states clearly the responsibilities of different concerned parties in speeding up community development in country.
The major objective of the community development policy is to enable Tanzania as an individual or in their families and/or group or associations to contribute more to the government objectives of self reliance and therefore bring about development of all levels and finally a remarkable nation growth.
7.2 Child development policy:
The development of a child is related to his or her intellectual, moral and spiritual growth. In order for a child to grow well he or she needs to be cared for, given or brought up in accordance with the norms of the community. The policy objectives are to educate, direct and provide guidance to the community on the basic rights of child and child survival protection and development, to enable the community to understand the source of problems facing children and provide directions on the up bringing of children in difficult substances. Also to clarify the role of responsibilities of children so that children may become good citizens. Lastly to ensure that there are laws this can be used to deal with child abuse. Other related policies are education and training policy, health, youth’s policies agricultures and employment policies.
HOW GENDER EQUALITY CAN BE ATTAINED
The Government of Tanzania has so far done well in this. It has done so in Parliament as well as in local government authorities.afflimmative Action has somehow worked as a catalyst to bring women into leadership and decision making positions. It is a well known fact that a good number of MPs have been doing well; women have been and can be good leaders as men.
Even if women are educated and that alone will not suffice to ensure that gender inequality is done away with. That alone is not enough in ensure that they have equal access to leadership positions or representation bodies like Parliament councils or village authorities. There is a need to educate and train society in general as well as other authorities that are key in deciding what affirmative action should be taken.
Empowerment of women in all levels, the development of Nation depend on both men and women and therefore measures which emphasize the subornation of group over the other do not promote development. Although some men refuse to admit that varied forms of subordination of women exist in Tanzania various practices both traditional and contemporary, attest to fact.
At appreciation of girls as capable human being boys will go a big who when given the opportunity could perform just as well as boys will go a long way to reduce the incidence of non preference it out society.
Work positions at workplace.
There is the need to appreciate the full value of girls in the home and to eliminate discrimination in school and choice of courses. There is still the nation that women are better as secretaries, nurses, teachers and other female domain sectors. Boys and men are encouraged into much more mind probing areas such as medicine, engineering and sciences (male domain sectors).
It is important for all to challenge the myths that promote ideologies which continued to portray men as thinkers, decision-makers, directors and leading politicians and to promote the concept of women as home-makers, preservers of traditions and cultures and submissive human beings. This is exactly what gender sensitive men and women do to ensure equity and development.
Early marriages
Early marriages, s well as forced marriages, should all be things of the past. Girls, as well as boys need knowledge and skills to control sexual desire, so as to eliminate complete adolescent/ teenage pregnancies and school dropouts. The provision of appropriate motivation and requisite resources to girls in particular will go a long way to help them climb up the leader to be great like the boys. Marriage and job opportunities should not be obstacles in the way of girls in developing their potentials to the maximum and taking the rightful places in society.
Women empowerment
Although the empowerment of women and improvement of their status are important end in her selves they are essential for development. The motive is to achieve equality and equity between men and women and enable women realize their full potential. They will then be involved in decision making and policy formulation which have for many years been for men.
It is thus necessary that men play a major role in promoting and ensuring gender equality in our society. This is particularly important so that men who should understand the women responsibility and consider as the productive work and contribute in family and national economy, their sexual and reproductive behavior will be compelled to be responsible and take up their social and family roles. It is important to avoid female stereotyping and more so in education and career choices. Both goys and girls should have equal access to education, which is gender sensitive and emphasizes equity.
Education as tool of empowerment
Education is an important tool for improving the status of people and to empowering them. Once appropriate skills have been acquired women will engage in profitable venture to enhance to enhance their socio- economic status. Similarly, when mothers obtain support in terms of sufficient schools systems and care service for their young children, they will have time and peace of mind to contribute effectively towards nation building.
Domestic/ house works
There is the need to give ample recognition to the work of women in their homes and for their families. It should be possible for women to own land in Tanzania and have access to credits without undue hindrances. Policy makers should have the moral courage to implement laws that will promote the rights of girls and women. It should also be possible to have a high self esteem so that they would not be intimidated by anyone.
Men role for women empowerment.
Men’s support for women’s empowerment is essential; men hold the majority of positions of power in societies throughout the world. Too often, the struggle for women’s empowerment is viewed as one for women to wage along. Men must understand that gains for women benefit all of the society.
CONCLUSION
To conclude therefore; the empowerment of women will not only improve their status, but will also provide them with reproductive freedom, from which all other freedoms will flow. Women will then be able to effectively contribute o the total of development of the nation. They ill lead quality lives not only for themselves but also for their families, communities, organizations and the whole county.
NEEMA WELLU NSALLU
MSc. CED STUDENT 2007- 2009
Monday, October 20, 2008
Sunday, October 19, 2008
SOCIAL INCLUSION AND EXCLUTION
I am Neema Wellu Nsallu ,MSc.CED student (2007-2009) I would like to share with others about the importance of Social inclusion in community participation, while in opposite the defect of social exclusion in community participation.
Practically strategies to affect partnerships, union initiatives and strategies are formed on the basis of local groups complementing, not replacing one another. In any community project sustainability or regeneration is equally as important as the outcome in relation to social exclusion. Social inclusion will be aided by the creation and / or use of social capital, in particular networks. This reflects the acceptance of a relationship between the concepts of social capital and social exclusion and in communities. The impact of partnership on combating social and economic problems is crucial in local areas. The partnership projects develop a wide range of social inclusion in areas of training and employment, community schemes and community facilities.
How social exclusion can be tackled Global perspective
Social inclusion refers to the action that can be taken to address the problems of social exclusion. Social inclusion is about taking multiple deprivations, creating legal, regulatory and policy frameworks that promote social inclusion. Ensuring that socially excluded groups benefit from public expenditure as much as other groups; Improving economic opportunities and access to services for excluded groups; Promoting their political participation in society, and their capacity to organize and mobilize themselves
increasing accountability to protect citizens’ basic human rights; and tackling prejudice and changing behavior.
Social exclusion facilitates discrimination
Social discrimination describes a process by which certain groups are systematically disadvantaged because they are discriminated against on the basis of their Ethnicity, race, religion, sexual orientation, caste, descent, gender, age, disability, HIV status, migrant status or where they live. Men, women and children who are discriminated against often end up excluded from society, the economy and political participation. They are more likely to be denied access to income, assets and services. Discrimination occurs in public institutions, such as the legal system or education and health services, as well as social institutions like the household. To be socially excluded is to be deprived from social recognition and social value as some people are more subject to such exclusion than others. People need the opportunity to participate fully in the life of their community if are flourish and realize their potentials. For example in the developing countries many women and girls are socially excluded in education, lack the working opportunities. People living with HIV/AIDS are stigmatized due to the HIV status; the people with disabilities are excluded from normal Education secular curricula due to lack of devices, facilities and inadequate teacher for special education. Other groups are migrant status, religion, sexual orientation, social status or where they live. The groups affected and the degree of discrimination varies from one society to another, as do the forms that social exclusion takes.
Causes and groups affected by social exclusion.
Social exclusion can be due to lack of awareness of their needs, by social attitudes, or when minority groups are excluded by language barriers, disadvantage on the basis not of who you are but where you live, and known as spatial exclusion. People who live in remote and isolated areas may be prevented from fully participating in national economic and social life due lack of electricity and water, infrastructure, modern agriculture tools, inadequate of health and education facilities. Example in rural area the only non- familial social outlet for girls is attending school (Brady et al, 2007) in some tribes in Tanzania such as Masai and Barabeigs. Girls have to wait for marriage or should remain home as baby sitters.
The effect of Social exclusion toward poverty persistence
Social exclusion causes the poverty of particular people, leading to higher rates of poverty among affected groups. The marginalized people such as women, children are most infected with the poverty especially in rural areas, where 80% of Tanzania citizen are living, with inadequate of water supply, and other social services. Social exclusion reduces the productive capacity in all sectors and rate of decreases the efforts of poverty reduction of a society as a whole. In other word social exclusion causes poverty in our communities. Social exclusion leads to conflict and insecurity in the form of gang violence, copra punishment to the children, family and work violence to the women and poor people, other examples are the north-south conflict in Sudan; conflict between Hindus and Muslims in India, or between ethnic groups in Burundi, Rwanda and Kosovo; the separatist movement in Indonesia; and the sectarian violence in Northern Ireland.
Social exclusion makes it harder to achieve the Millennium Development Goals. In Tanzania, households with disabled members are 20% more likely to be living in poverty. Women account for nearly 70% of the 1.2 billion people currently living in extreme poverty. In Bolivia, the poverty rate among the non-white population is 37%, compared with 17% for the white population. In Serbia and Montenegro, 30% of Roma children have never attended primary school. A study in Namibia found 44% of widows lost cattle, 28% lost small livestock, and 41% lost farm equipment in disputes with their in-laws after their husbands died. Globally, 16-50% of women in steady relationships have been physically assaulted by their partners. In Guatemala, 87% of children of European descent are vaccinated against measles, compared with 70% in the indigenous population. In Africa, 80% of 15-19-year-olds living with HIV and AIDS are women. The effect of HIV/AIDS in our communities is crucial including the economic deterioration.
A case study of the United Republic of Tanzania
Gender inequality facilitates social exclusion and hence decreases the effort of fight against poverty. Any development strategy should involve both men and women, excluding women, who contributes 80% of Agriculture productivity will reduce the efforts of poverty reduction. The United republic of Tanzania tried in the past to set specific programmes of helping youth and women’s by giving them soft loans. The programme was not successful because the youth and women were not able to repay the loans. This may be due to lack of entrepreneurial skills among youth and women. Now we have another programme where money are put into banks and youth and women can go and borrow. Many youth and women are complaining that it is not easy to get loan from the banks since you have to fulfill some conditions before receiving the loans. However most people have decided to join with saving and Credit Cooperatives so as to get loans since the terms are easy.
Social exclusion on HIV/AIDS Interventions
In early 1980’s there was a high discussion in the Ministry of Education and vocational trainings, about at what age the students should be educated about HIV/AIDS and other STIs. So children and youth were totally excluded from the HIV/AIDS education with worries that they may start sexual activities in early age. Unfortunately the statistics indicated that HIV/AIDS highly affects Tanzania youths, particularly young adult aged 15 to 24 accounts for 60% of new infection, while comprising only 20% of the population. Girls are particularly vulnerable for both biological and social reasons. More than 10 percent of sexually active girls granting sexual favors in an effort to meet their basic daily needs. Between 1990 and 2010, AIDS is expected to increase the death rate in Tanzania by more than one – half and life expectancy will drop from 65 years to 37 years during that time due to the effects of HIV/AIDS. The already high infant mortality rate is expected to increase as well. According to UNAIDS, 50,000 to 60,000 Tanzania children are born HIV positive every years.( Tanzania HIV/AIDS indicator Survey, 2003-2004)
In the most vulnerable population, including youth’s women, children, also the urban sex workers and their clients and persons with sexually transmitted diseases. Therefore all education levels should be taught about the pandemic with exceptional different contents and methodology.
Orphans Group and vulnerable children
Orphans resulting from the death of both parents due to HIV/ AIDS. One study in Tanzania reveals that one-third of youths who are 10-14 years old live in household headed by someone other than a parent. Around half of adolescents 10-14 years old in Tanzania live with parents and almost one-quarter live with neither parent. The adolescents living with one parent are approximately twice as likely to those live only with their mother as with only their father and about one fifth of adolescent’s ages 10-19 live in female headed households. The group should not be excluded in all the projects conducted by the local Government, Civil Societies and NGO’s from planning stage, implementation and Evaluation.
Women involvement in poverty reduction strategies
The Tanzania economic dependent on agriculture, which comprises 45 percent of GDP, 75 percent of exports, and 80 percent of employment Industry and services represent respectively, 17 percent and 38 percent of GDP. Agriculture is an important source of employment for 84 percent of economically active women and 80 percent of economically active men. The structural roles of men and women in agriculture cycle reveals that women are more active in agriculture than men, specifically in food crop production, marketing and processing of agricultural products (90%).( Tanzania strategic gender assessment, 2004) Most of women both in urban and rural area have involved themselves in small business to rise the household economic.. This directly and indirectly generates jobs and income (A framework for measuring the progress of developing local communities, 1997)
MY OWN DISCUSION
The Government policies can exacerbate social exclusion, they can reduce it , religious and other civil societies and NGOs also should also should play a good role to reduce social exclusion by increasing accountability and demanding that citizen are protected by rule of law. The development partners or Donor community also can not be selective or should ensure that the community projects should facilitate social inclusion and reduce social exclusion. All human being are equal and should be treated equally regardless their position, race, education, age or ethnic groups.
CONCLUSION
Social Inclusion is an important tool in any development strategy or any poverty reduction strategy. The community members can be facilitated by stressing the tangible benefit to be gained, commitment or obligation toward improving community, the community members should be provided better knowledge for satisfactory results.
Social exclusion is often a cause of poverty, conflict and insecurity. If we are to tackle it effectively, we need to recognize where it is a problem, understand it better and, where appropriate, find different ways of working with partner governments, the international community and civil society organizations to overcome it. Tanzania is tackling the issue of social exclusion.
Practically strategies to affect partnerships, union initiatives and strategies are formed on the basis of local groups complementing, not replacing one another. In any community project sustainability or regeneration is equally as important as the outcome in relation to social exclusion. Social inclusion will be aided by the creation and / or use of social capital, in particular networks. This reflects the acceptance of a relationship between the concepts of social capital and social exclusion and in communities. The impact of partnership on combating social and economic problems is crucial in local areas. The partnership projects develop a wide range of social inclusion in areas of training and employment, community schemes and community facilities.
How social exclusion can be tackled Global perspective
Social inclusion refers to the action that can be taken to address the problems of social exclusion. Social inclusion is about taking multiple deprivations, creating legal, regulatory and policy frameworks that promote social inclusion. Ensuring that socially excluded groups benefit from public expenditure as much as other groups; Improving economic opportunities and access to services for excluded groups; Promoting their political participation in society, and their capacity to organize and mobilize themselves
increasing accountability to protect citizens’ basic human rights; and tackling prejudice and changing behavior.
Social exclusion facilitates discrimination
Social discrimination describes a process by which certain groups are systematically disadvantaged because they are discriminated against on the basis of their Ethnicity, race, religion, sexual orientation, caste, descent, gender, age, disability, HIV status, migrant status or where they live. Men, women and children who are discriminated against often end up excluded from society, the economy and political participation. They are more likely to be denied access to income, assets and services. Discrimination occurs in public institutions, such as the legal system or education and health services, as well as social institutions like the household. To be socially excluded is to be deprived from social recognition and social value as some people are more subject to such exclusion than others. People need the opportunity to participate fully in the life of their community if are flourish and realize their potentials. For example in the developing countries many women and girls are socially excluded in education, lack the working opportunities. People living with HIV/AIDS are stigmatized due to the HIV status; the people with disabilities are excluded from normal Education secular curricula due to lack of devices, facilities and inadequate teacher for special education. Other groups are migrant status, religion, sexual orientation, social status or where they live. The groups affected and the degree of discrimination varies from one society to another, as do the forms that social exclusion takes.
Causes and groups affected by social exclusion.
Social exclusion can be due to lack of awareness of their needs, by social attitudes, or when minority groups are excluded by language barriers, disadvantage on the basis not of who you are but where you live, and known as spatial exclusion. People who live in remote and isolated areas may be prevented from fully participating in national economic and social life due lack of electricity and water, infrastructure, modern agriculture tools, inadequate of health and education facilities. Example in rural area the only non- familial social outlet for girls is attending school (Brady et al, 2007) in some tribes in Tanzania such as Masai and Barabeigs. Girls have to wait for marriage or should remain home as baby sitters.
The effect of Social exclusion toward poverty persistence
Social exclusion causes the poverty of particular people, leading to higher rates of poverty among affected groups. The marginalized people such as women, children are most infected with the poverty especially in rural areas, where 80% of Tanzania citizen are living, with inadequate of water supply, and other social services. Social exclusion reduces the productive capacity in all sectors and rate of decreases the efforts of poverty reduction of a society as a whole. In other word social exclusion causes poverty in our communities. Social exclusion leads to conflict and insecurity in the form of gang violence, copra punishment to the children, family and work violence to the women and poor people, other examples are the north-south conflict in Sudan; conflict between Hindus and Muslims in India, or between ethnic groups in Burundi, Rwanda and Kosovo; the separatist movement in Indonesia; and the sectarian violence in Northern Ireland.
Social exclusion makes it harder to achieve the Millennium Development Goals. In Tanzania, households with disabled members are 20% more likely to be living in poverty. Women account for nearly 70% of the 1.2 billion people currently living in extreme poverty. In Bolivia, the poverty rate among the non-white population is 37%, compared with 17% for the white population. In Serbia and Montenegro, 30% of Roma children have never attended primary school. A study in Namibia found 44% of widows lost cattle, 28% lost small livestock, and 41% lost farm equipment in disputes with their in-laws after their husbands died. Globally, 16-50% of women in steady relationships have been physically assaulted by their partners. In Guatemala, 87% of children of European descent are vaccinated against measles, compared with 70% in the indigenous population. In Africa, 80% of 15-19-year-olds living with HIV and AIDS are women. The effect of HIV/AIDS in our communities is crucial including the economic deterioration.
A case study of the United Republic of Tanzania
Gender inequality facilitates social exclusion and hence decreases the effort of fight against poverty. Any development strategy should involve both men and women, excluding women, who contributes 80% of Agriculture productivity will reduce the efforts of poverty reduction. The United republic of Tanzania tried in the past to set specific programmes of helping youth and women’s by giving them soft loans. The programme was not successful because the youth and women were not able to repay the loans. This may be due to lack of entrepreneurial skills among youth and women. Now we have another programme where money are put into banks and youth and women can go and borrow. Many youth and women are complaining that it is not easy to get loan from the banks since you have to fulfill some conditions before receiving the loans. However most people have decided to join with saving and Credit Cooperatives so as to get loans since the terms are easy.
Social exclusion on HIV/AIDS Interventions
In early 1980’s there was a high discussion in the Ministry of Education and vocational trainings, about at what age the students should be educated about HIV/AIDS and other STIs. So children and youth were totally excluded from the HIV/AIDS education with worries that they may start sexual activities in early age. Unfortunately the statistics indicated that HIV/AIDS highly affects Tanzania youths, particularly young adult aged 15 to 24 accounts for 60% of new infection, while comprising only 20% of the population. Girls are particularly vulnerable for both biological and social reasons. More than 10 percent of sexually active girls granting sexual favors in an effort to meet their basic daily needs. Between 1990 and 2010, AIDS is expected to increase the death rate in Tanzania by more than one – half and life expectancy will drop from 65 years to 37 years during that time due to the effects of HIV/AIDS. The already high infant mortality rate is expected to increase as well. According to UNAIDS, 50,000 to 60,000 Tanzania children are born HIV positive every years.( Tanzania HIV/AIDS indicator Survey, 2003-2004)
In the most vulnerable population, including youth’s women, children, also the urban sex workers and their clients and persons with sexually transmitted diseases. Therefore all education levels should be taught about the pandemic with exceptional different contents and methodology.
Orphans Group and vulnerable children
Orphans resulting from the death of both parents due to HIV/ AIDS. One study in Tanzania reveals that one-third of youths who are 10-14 years old live in household headed by someone other than a parent. Around half of adolescents 10-14 years old in Tanzania live with parents and almost one-quarter live with neither parent. The adolescents living with one parent are approximately twice as likely to those live only with their mother as with only their father and about one fifth of adolescent’s ages 10-19 live in female headed households. The group should not be excluded in all the projects conducted by the local Government, Civil Societies and NGO’s from planning stage, implementation and Evaluation.
Women involvement in poverty reduction strategies
The Tanzania economic dependent on agriculture, which comprises 45 percent of GDP, 75 percent of exports, and 80 percent of employment Industry and services represent respectively, 17 percent and 38 percent of GDP. Agriculture is an important source of employment for 84 percent of economically active women and 80 percent of economically active men. The structural roles of men and women in agriculture cycle reveals that women are more active in agriculture than men, specifically in food crop production, marketing and processing of agricultural products (90%).( Tanzania strategic gender assessment, 2004) Most of women both in urban and rural area have involved themselves in small business to rise the household economic.. This directly and indirectly generates jobs and income (A framework for measuring the progress of developing local communities, 1997)
MY OWN DISCUSION
The Government policies can exacerbate social exclusion, they can reduce it , religious and other civil societies and NGOs also should also should play a good role to reduce social exclusion by increasing accountability and demanding that citizen are protected by rule of law. The development partners or Donor community also can not be selective or should ensure that the community projects should facilitate social inclusion and reduce social exclusion. All human being are equal and should be treated equally regardless their position, race, education, age or ethnic groups.
CONCLUSION
Social Inclusion is an important tool in any development strategy or any poverty reduction strategy. The community members can be facilitated by stressing the tangible benefit to be gained, commitment or obligation toward improving community, the community members should be provided better knowledge for satisfactory results.
Social exclusion is often a cause of poverty, conflict and insecurity. If we are to tackle it effectively, we need to recognize where it is a problem, understand it better and, where appropriate, find different ways of working with partner governments, the international community and civil society organizations to overcome it. Tanzania is tackling the issue of social exclusion.
COMMUNITY PARTICIPATION CED PROGRAM
My Name is Neema Wellu Nsallu a Msc.CED Student (2007-2008) I would like to share my views on the importance of community participation in community development , making reference to the View of Baba wa Taife Mwl. Nyerere in Community participation
Community participation is one means or strategy used for fighting against poverty in Tanzania, Mwalimu Julius Nyerere mobilized the Tanzanian people to work in communities, instead of working as individuals. Nyerere emphasized the formation of communities during the villagilization process in 1973. He emphasized the development in union “Ujamaa” This involved a lot of community organizing, through community sensitization and mobilization “wananchi” the citizen shifted from remote, individual household, to the selected Ujamaa Villages, with good infrastructure, near to water source, schools and health facilities e.t.c. Presently using the same approach of Community participation, the community members contribute to build social services such as Primary and Secondary school ,Dispensaries, and village markets, they contribute for water supply services and other development activities. The methodologies such Participatory Rural Appraisal (PRA) and Participatory Learning in Action (PLA) has been very useful to mobilize people to participate in development work. The community development workers make use of community participation, building the spirit of ownership and identification of local available resources for sustainable development or on the other hand for poverty reduction.
Tanzania Poverty Current situation
The poverty situation in Tanzania is manifested in a poor quality of social and economic services, less than half of the rural population have access to safe and clean water and large of a part of countryside is inaccessible during the rainy seasons. The other attributes of poverty are exclusion, powerlessness and voiceless ness, especially of women in social and political spheres; children also suffer from limited rights of survey and development
Rural poverty in the country has been halved in the period from 1995 to 2001, at present about 36% of people living in rural areas are classified as power. The program is reflected in the United Nations Development Programmes, Human index for Tanzania which rose from 0.3 in 1990 to 0.4 in 2002. Poverty is still widespread and acute and generally a rural phenomenon. I.e. 85% pf country’s poor people live in rural areas and in agriculture as their main source of income and live hood.
According to the house survey of 2000/03 some of 20% of rural people live in extremely poverty and about 35% are considered poor within the Agriculture sector; food crop producers but both play under cyclical and structural constraints are subjected to Natural disasters such as drought and floods; also lack of market linkages inputs credit and irrigation water
Community participation as the key for poverty reduction
Since independence in 1961, the government of Tanzania has had poverty eradicate as its main goal, one of the intervention measures suggested is the introduction and implementation of socials and economic policies which address the issues of poverty both at National and individual level. The trainings, such as agriculture training, primary health training, development training are not given to individuals but in community groups. The community trainers also conduct training in groups such as farmers, fishers, women, youths, or other groups with common interest. Through the community participation the community schools were built, dispensaries, crops stores, go downs, the creation and dissemination of knowledge and other welfare services conducted in easy way through community organizing. The training methodologies are selected those which is useful in our culture context in addressing the key challenges of straitening to reduce pervasive poverty Tanzania.
Tanzania Family planning programs/ project
Based on our values and traditions a person to have many children is a sign of richness, the family planning education was very difficult idea to be accepted by many people in our local communities, There are people who believes that every child have his or her our blessings in this world, so a women should reproduce to the last egg. The mortality rate for women was about 5% due to maternal complications. According to culture and customs a women have no chance to say no for sex even to argue or to decide about number of children she is supposed to bare. The trend went along to the decision to use contraceptive or not, the decision maker in the husband in household level while are the men in family and community level. During the community sensitization and through the community members involvement of both men and women, youths and elders, leaders and other gatekeepers, the people changed their attitudes, most of urban people bears children 3-4, while in rural area 4-6 ( Indicator Survey, 2003-2004) compared to 1960 where the average number of children for a family was 8- 10. Growth of population goes hand with hand and diminishing of resources and hence blocks the strategies of poverty reduction.
Female Genital Mutilation in Dodoma
Dodoma as one among several regional which were practising the Female Genital Mutilation (FGM) about 80% is now reduced less than 4% compared to early 1970s. The laws and legislation set by the Government in 1980s was not really showed the great impact according to the assessment conducted in 2002 with AFNET. The recommendation given by the researcher to conduct training in the communities which practices FGM became very useful, the different groups were organized and trained against this culture i.e. Traditional circumcisers, key gate keepers, adult women, young women, men, teachers, health providers, religious leaders e.t.c. Through community participation the community members were able to discuss the cause and effects of FGM and set by laws against it and its very successful. Therefore community participation can enhance culture and behaviour change.
POLICY REVIEW
The decision making policy
In order to have effective participation, the community should avoid loss participation, in decision making the poor people can be involved the same as wealthy people.
Community participation has the potential to remake our system of governance in more democratic image. But we are not yet a not there yet and we must gasper any opportunity we have to realize that potential and its contribution toward poverty reduction, we should rethink about it and stop promising too much basing on unrealistic assumptions about people’s propensity to join committees in great numbers. All community members have equal chance to be selected regardless the sex. Position, education, or religious. The Tanzania Government should be congratulated for opening up our system of local governance to community involvement and for creating many more opportunities for people to have a say or over services in their area are run. The main challenge is how to make most of what we have got through community participation such as in health and education through policies and practices which will liberate more people from poverty and for among the community members to be committed to be agents of social change.
The development policy
The community development policy gives guidance on how communities will be helped to build their capacity to implement their responsibilities. The policy also states clearly the responsibilities of different concerned parties in speeding up community development in the country. The major objective of the Community Development policy is to enable Tanzanians as an individuals or in their families and /or groups or associations to contribute more to the government objectives of self reliance and therefore bring about development at all levels and finally have a remarkable national growth.
Poverty reduction Policy as explained in PRSP the government of Tanzania there are several policies related to women development and HIV prevention e.g. Health policy (1990) in Tanzania, its main objective is to improve the health and well-being of all Tanzanians, with a focus on those on most at risk and to encourage the health system to be more responsive to the need of the people.. Reduce infant maternal morbidity and increase the expectancy through the provision of education and equitable and child health services promotion and adequate nutrition, control of communicable diseases and treatment of common conditions.
Community participation is crucial strategy to implement the policies and fulfill the National vision
MY OWN DISCUSIION
The Government has made a significant investment in community participation on the back of evidence suggesting that it builds stronger networks between people who live in the same neighbourhood.The major challenges are the scarcity of resources. The development workers should make community participation effective. The effective participation requires building on existing resources to improve the quality of public services. Also to make the services as close to the community as possible such as health services, water services. The development workers with the community members should make good plan e.g community action plan, for incorporating various aspect to work for. Also the most important part is reporting feedback. The community should be informed the progress of any project including transparency in financial matters.
CONCLUSION
Community participation is an important tool in any development strategy or any poverty reduction strategy. The community members can be facilitated by stressing the tangible benefit to be gained, commitment or obligation toward improving community, the community members should be provided better knowledge for satisfactory results.
Lastly community participation can no stand on its own to enhance poverty reduction should also go with other tools such as social capital, social inclusion, community organizing e.t.c
Community participation is one means or strategy used for fighting against poverty in Tanzania, Mwalimu Julius Nyerere mobilized the Tanzanian people to work in communities, instead of working as individuals. Nyerere emphasized the formation of communities during the villagilization process in 1973. He emphasized the development in union “Ujamaa” This involved a lot of community organizing, through community sensitization and mobilization “wananchi” the citizen shifted from remote, individual household, to the selected Ujamaa Villages, with good infrastructure, near to water source, schools and health facilities e.t.c. Presently using the same approach of Community participation, the community members contribute to build social services such as Primary and Secondary school ,Dispensaries, and village markets, they contribute for water supply services and other development activities. The methodologies such Participatory Rural Appraisal (PRA) and Participatory Learning in Action (PLA) has been very useful to mobilize people to participate in development work. The community development workers make use of community participation, building the spirit of ownership and identification of local available resources for sustainable development or on the other hand for poverty reduction.
Tanzania Poverty Current situation
The poverty situation in Tanzania is manifested in a poor quality of social and economic services, less than half of the rural population have access to safe and clean water and large of a part of countryside is inaccessible during the rainy seasons. The other attributes of poverty are exclusion, powerlessness and voiceless ness, especially of women in social and political spheres; children also suffer from limited rights of survey and development
Rural poverty in the country has been halved in the period from 1995 to 2001, at present about 36% of people living in rural areas are classified as power. The program is reflected in the United Nations Development Programmes, Human index for Tanzania which rose from 0.3 in 1990 to 0.4 in 2002. Poverty is still widespread and acute and generally a rural phenomenon. I.e. 85% pf country’s poor people live in rural areas and in agriculture as their main source of income and live hood.
According to the house survey of 2000/03 some of 20% of rural people live in extremely poverty and about 35% are considered poor within the Agriculture sector; food crop producers but both play under cyclical and structural constraints are subjected to Natural disasters such as drought and floods; also lack of market linkages inputs credit and irrigation water
Community participation as the key for poverty reduction
Since independence in 1961, the government of Tanzania has had poverty eradicate as its main goal, one of the intervention measures suggested is the introduction and implementation of socials and economic policies which address the issues of poverty both at National and individual level. The trainings, such as agriculture training, primary health training, development training are not given to individuals but in community groups. The community trainers also conduct training in groups such as farmers, fishers, women, youths, or other groups with common interest. Through the community participation the community schools were built, dispensaries, crops stores, go downs, the creation and dissemination of knowledge and other welfare services conducted in easy way through community organizing. The training methodologies are selected those which is useful in our culture context in addressing the key challenges of straitening to reduce pervasive poverty Tanzania.
Tanzania Family planning programs/ project
Based on our values and traditions a person to have many children is a sign of richness, the family planning education was very difficult idea to be accepted by many people in our local communities, There are people who believes that every child have his or her our blessings in this world, so a women should reproduce to the last egg. The mortality rate for women was about 5% due to maternal complications. According to culture and customs a women have no chance to say no for sex even to argue or to decide about number of children she is supposed to bare. The trend went along to the decision to use contraceptive or not, the decision maker in the husband in household level while are the men in family and community level. During the community sensitization and through the community members involvement of both men and women, youths and elders, leaders and other gatekeepers, the people changed their attitudes, most of urban people bears children 3-4, while in rural area 4-6 ( Indicator Survey, 2003-2004) compared to 1960 where the average number of children for a family was 8- 10. Growth of population goes hand with hand and diminishing of resources and hence blocks the strategies of poverty reduction.
Female Genital Mutilation in Dodoma
Dodoma as one among several regional which were practising the Female Genital Mutilation (FGM) about 80% is now reduced less than 4% compared to early 1970s. The laws and legislation set by the Government in 1980s was not really showed the great impact according to the assessment conducted in 2002 with AFNET. The recommendation given by the researcher to conduct training in the communities which practices FGM became very useful, the different groups were organized and trained against this culture i.e. Traditional circumcisers, key gate keepers, adult women, young women, men, teachers, health providers, religious leaders e.t.c. Through community participation the community members were able to discuss the cause and effects of FGM and set by laws against it and its very successful. Therefore community participation can enhance culture and behaviour change.
POLICY REVIEW
The decision making policy
In order to have effective participation, the community should avoid loss participation, in decision making the poor people can be involved the same as wealthy people.
Community participation has the potential to remake our system of governance in more democratic image. But we are not yet a not there yet and we must gasper any opportunity we have to realize that potential and its contribution toward poverty reduction, we should rethink about it and stop promising too much basing on unrealistic assumptions about people’s propensity to join committees in great numbers. All community members have equal chance to be selected regardless the sex. Position, education, or religious. The Tanzania Government should be congratulated for opening up our system of local governance to community involvement and for creating many more opportunities for people to have a say or over services in their area are run. The main challenge is how to make most of what we have got through community participation such as in health and education through policies and practices which will liberate more people from poverty and for among the community members to be committed to be agents of social change.
The development policy
The community development policy gives guidance on how communities will be helped to build their capacity to implement their responsibilities. The policy also states clearly the responsibilities of different concerned parties in speeding up community development in the country. The major objective of the Community Development policy is to enable Tanzanians as an individuals or in their families and /or groups or associations to contribute more to the government objectives of self reliance and therefore bring about development at all levels and finally have a remarkable national growth.
Poverty reduction Policy as explained in PRSP the government of Tanzania there are several policies related to women development and HIV prevention e.g. Health policy (1990) in Tanzania, its main objective is to improve the health and well-being of all Tanzanians, with a focus on those on most at risk and to encourage the health system to be more responsive to the need of the people.. Reduce infant maternal morbidity and increase the expectancy through the provision of education and equitable and child health services promotion and adequate nutrition, control of communicable diseases and treatment of common conditions.
Community participation is crucial strategy to implement the policies and fulfill the National vision
MY OWN DISCUSIION
The Government has made a significant investment in community participation on the back of evidence suggesting that it builds stronger networks between people who live in the same neighbourhood.The major challenges are the scarcity of resources. The development workers should make community participation effective. The effective participation requires building on existing resources to improve the quality of public services. Also to make the services as close to the community as possible such as health services, water services. The development workers with the community members should make good plan e.g community action plan, for incorporating various aspect to work for. Also the most important part is reporting feedback. The community should be informed the progress of any project including transparency in financial matters.
CONCLUSION
Community participation is an important tool in any development strategy or any poverty reduction strategy. The community members can be facilitated by stressing the tangible benefit to be gained, commitment or obligation toward improving community, the community members should be provided better knowledge for satisfactory results.
Lastly community participation can no stand on its own to enhance poverty reduction should also go with other tools such as social capital, social inclusion, community organizing e.t.c
Friday, October 17, 2008
COMMUNITY WORKER ON HIV/AIDS (2)
My name is Neema Wellu Nasallu, a CED students undertaking a Masters Degree in Science but a community worker on HIV.AIDS field, the work which facilitated me to learn more about Vulnerabilty of Youth to HIV infections, and the challenges which the HIV Infected youths face in our socities. Just imagine being infected with HIV when you are young, imagine the challenges around, including the stigma and discrimination, lack of socio-economical needs, sharing with parents, relatives and your friends etc.Som purposelly I decided to do a case study in Dodoma Municipality with Co-operation with CMSR the NGO based in Dodoma regional, which work with with other local and International organizations to improve the life of most disaavantaged groups to the infections, Youths, women and local population thrugh Health care deliverty, capacity building and social develped of the poor. So for a time being I am in implementation stage after complition of Community Need Assessment.The CNA was the exrecise conducted from Nov 2007 to April 2008 where the community members were involved to explore and identify the most needs of the community, Also was aimed to gather the informatiuon on the current situation of Youth, women, Orphans and Vulnerable Children. The most need was regarded as the need of the whole community.The common problens were lack of employment, lack of enterpreneurship skills, lack of loans for income generating activities and lack of market to sell their products. Lack of employment has made the situation the worse and hence has contributed to poor health, susceptibilty to infections imcluding HIV pandemic. The information and data collected in Focus Group Discussion, revealed that the extrem poverty and low standard of living in this area has contributed much in erosion of behaviour of Youths and on HIV transmission.This project was designed to use local available resourses within the community and Youth talents to inintiate Economic Activities which are manageble and sustainable. The project activities are resource mobilization, training on enterprenuarship, HIV.AIDS awareness, Reproductive Health education and lifa skills.Therefore in this stage, I would like to receive any imputs from the society before data analysis of my final findings and recommendationThank you in advance its me Neema
1:46:00 AM
by HIV/AIDS & YOUTHS
1:46:00 AM
by HIV/AIDS & YOUTHS
COMMUNITY HIV?AIDS WORKER &CED STUDENT
Hi Friends
I am Nemma again, I would like to share with you the preliminary stage of my research on HIV/AIDS and my Education and professional backgrounds, Future aspirations as a result of attending CED program, Areas of focus of my proposal related to CED Principles, Selected Community Based Organization Profile and Detailed plan for Participatory assessment
NAME OF STUDENT (MSc.CED)
NEEMA WELLU NSALLU
1. 0 EDUCATIONAL AND PROFESSIONAL BACKGROUND
I am teacher by profession (Bsc, Ed) with ten years teaching experience science subjects. I joined the community work in 1997, since then I was employed by the Anglican Church of Tanzania (ACT) in Diocesan Develop Services Company as the Community HIV/AIDS Educator and Counselor. For the time being I am ACT provincial HIV/AIDS Coordinator. The following is the outline of my education and professional backgrounds.
1970 -1976 I attended Primary education at Shanghan Primary school in Mtwara regional.
1977 -1983 I attended Secondary school education at Tabora Girls Secondary and High School i.e.” O”level and “A” Level and I was awarded the Certificates.
1983-1984 I joined the National service for one year before I stated the college.
1984-1986 I attended Teachers Training College and I was awarded the Diploma in Education
1986-1997 I was teaching in Government Secondary Schools ( Msalato and Mzumbe) also I worked as a school counselor. Thereafter I was employed by the ACT as Community trainer and Counselor. Nov 1997 to Jan, 1998 Before I started a new job, the Organization sent me to Southern Province of Zambia to attend courses related to HIV/AIDS, Project Management and Counseling. This was a three months course including the field work. From that time onwards I was daily going to the community to train selected community members to become HIV/AIDS Trainer of Trainers (TOT), Counselors and peer educators. I was able to open 82 AIDS community projects in our area. The overall project was funded by ICCO and successful evaluated in November 2002. I received several in-service trainings to build my capacity in community work conducted by Support for Tropical Initiatives in Poverty Alleviation (STIPA) of Kenya which was funded by Evangelical Church of Germany, EED abbreviation for Evangelischer Entwicklungs Dienst. I attended 3 short courses: Participatory Rural appraisal (PRA), Participatory Impact monitoring (PIM), and Gender and Development. Other courses were facilitation skills, proposal write-ups and evaluation. Methodology used was based on Learner-centered, problem posing, self-discovery and action oriented (LEPSA) approach. I developed the training manual work which is now used by the organization to train our communities on various aspects i.e. PRA, PIM, Community based Health care, Gender and development, Gender and AIDS, Integrated Health in Church Ministry. From 2002 to date then my organization appointed me to be the Provincial (National) Health/HIV Coordinator, whereby I have been coordinating HIV activities in our 22 Dioceses for the past four years. We have 12 ACT hospitals and 35 Health Centers. I am involved in many Governmental meetings, such as planning meetings e.g. I was involved in writing the national AIDS policy, Prevention of mother to child HIV program(PMTCT) planning, Training NGO’s leaders implementation of AIDS National Strategic plan.I attended the National AIDS Conference conducted in Arusha and presented 3 Abstracts: ‘Knowledge , Attitude and practices in HIV and AIDS of a Tanzania faith based organization’ (Abstract no. 012), and ‘ Prevention of Mother to Child Transmission (PMTCT) of HIV community needs assessments in 3 Rural Tanzania sites ‘ (Abstract no. 014) . Also I presented my paper to BURBANK University ,Los Angeles, California USA when I visited there in June 2005 on HIV/AIDS experience in Tanzania; and to the World Council of Churches (WCC) conference held at Porto Alegre, Brazil (2006) on the theme ,’God in your grace transform the world’
Besides doing my work I was taking my first degree through the Open University of Tanzania, from 2002 to 2006 when I graduated on 7th Oct 2006 where I was awarded the upper Second with honors degree in Bsc.Ed, April this year 2007 I was awarded by the Government a certificate of being an outstanding student in science among the female graduates of 2006. Therefore CED program is a continuation of my academic excellence.
1.2 FUTURE ASPIRATION AS A RESULT OF ATTENDING CED:
The demand of my work has initiated my desire to learn more about the Community Economic Development. This will give me a wide opportunity to learn more on; training and facilitating the community, project design and management, accounting and financial management, micro-enterprise development, survey, monitoring and evaluation, organizational management, conducting strategic plans, Basic economic principles etc. Through this CED Program I will be able to build capacity of community leaders to make informed choices, assist to plan and implement sustainable projects etc, facilitate strategic plans for development, monitoring and Evaluation of projects, sensitize and mobilize various communities’ participation and involvement of community members on developmental projects, train TOTs and other community workers, to generate knowledge on Project planning, implementation and management. Managements of funds at all levels of the organization or institution and Administration issues, report writings, proposal writing
2.0 THE AREA OF FOCUS OF MY PROPOSAL IN RELATION TO CED PRINCIPLES:-
I would like to conduct my study / research to the Youth Resource Center called Mambo Poa situated at Dodoma municipality to build the CBO capacity for services quality improvement. The CED areas of focus will be: Addressing the primary needs of target groups (Youth and Orphans and Vulnerable Children OVC) supported by Mambo Poa CBO, through PRA and PLA methodologies, which will lead them to priotize the needs during the community sensitization meetings i.e. sustainable supply of nourishing food and safe drinking water , security and safety of Youth and OVC, inadequate and affordable housing opportunity for health and recreation, increased quality of life through mutual support and opportunities for meaningful work
The second area of focus will be: Creating and supporting opportunities for community learning: Through Reproductive Health educating life skills and anti-AIDS education and other sexual transmitted infections STIs. The youth will be provided with education on life skills, development, opportunity of sharing knowledge of locality, opportunity to learn through doing participatory actions. The Research/ study will engage elders to sharing wisdom and experiences in different areas to empower youths, and OVC.
The third area of focus according to CED will be: Strengthening CBO on social/cultural economy through recognition, validation and structural support, valuing encouraging and supporting volunteerism setting up a skill exchange program, creating support for home health care and supporting cultural diversity and development.
3.0 IDENTIFICATION OF CBO FOR CED PROJECT
I was moved by the local community based Organization so called Mambo Poa Youth resource center dealing with youths and vulnerable children, the way they mobilize resources and provide opportunity for youth to learn, play and work. They have the recreation games and educational materials. The education center would do a lot and reach many youths and children if will be empowered with CED skills (based on 3 CED principles)
· I introduced my self to the organization and submitted a short letter of application asking for permission to study in their organization.
· I discussed with the employed staff and Youth leaders about the CED program clearly stated the goals and expected outcome of the research of my study/ research which conducted free of charge.
· The discussion provided a conducive environment to get the organization profile as well as permission to carry my study/research in the organization.
4.0 CBO PROFILE, MAMBO POA YOUTH RESOURCE CENTER
Mambo Poa is the youth center of HIV/AIDS and Reproductive Health Education in general. This Center is situated at “Mji Mpya” Street of Dodoma town. The Center is under the facilitation of a Non Governmental organization known as CMSR Tanzania. Before it was specially established by CMSR-Tanzania for youth activities, the centre was for the general Community Center of Dodoma Municipal Concil. CMSR- Tanzania is a Non Governmental Organization registered by the Ministry of Internal Affairs under Society Ordinance (1954) in 1997. From 1999 CMSR Tanzania has taken steps to implement STD and HIV/AIDS prevention and control as well as sexual and reproductive health education activities. Following this factor, Mambo Poa Youth Resource Centre was established in 2001 after the agreement made between CMSR-Tz and Authority of Dodoma Municipal Council, granting authorization to CMSR-Tz to rehabilitate and take over the running of Municipal buildings for Youth activities against HIV/AIDS and STI infections
Main objective: The main objective of Mambo Poa Centre is to reduce youth vulnerability towards contraction of HIV/AIDS/STIs infection in Dodoma region.
Specific objectives: The specific objective of Mambo Poa Youth Resources Centre includes:
- Provide correct information about HIV/AIDS/STIs through seminars, workshops, video shows, printed materials such as: magazines leaflets and posters conduct drama performances and HIV testing (VCT) services.
Activities and services provided / performed by the Center to date:
Voluntary Counseling and Testing (VCT) for HIV/AIDS/STI, training of peer educators on HIV/AIDS, seminars on reproductive health and life skills, Condom promotion and distribution, video show sessions, sports and art activities like: Drama and traditional dance, volleyball, table tennis, karate, weight lifting and body building.
5.0 PARTICIPATORY ASSESSMENT
Participatory assessment is the process of building partnerships with the target population (e.g. youths and OVC) of all or specific age group and background. By promoting meaningful participatory through structured dialogue, it includes holding separate discussion with the target population, in order to gather information on the specific problem and underlying causes to understand their capacities and to hear their proposed solutions.
Participatory assessment involves discussion concern and analyzing jointly with the target group, the protection risks (HIV/AIDS/STIs Prevention) that they face, to help mobilize communities to take collective action to enhance their own protection and forms the basis for the implementation of a community- based approach, so participatory assessment is one phase of a comprehensive situation analysis.
5.1 COMMUNITY ASSESSMENT
Participatory community assessment was conducted through:
Meeting with various community groups such as: The CBO staff to plan for community meeting (public meeting with leaders), focal groups of boys and girls (Youth and vulnerable children, older children over 7 years to below 18 years) to provide them with key information and collect information, opinions from this most groups of beneficiaries. Another meeting will be conducted to youth and OVC with special needs. The selection of participants will be in simple random sample selection.
Use of development participatory tools: applied to identify and priotize major problem related to the area of intervention. Tools such as the. Participatory Rural Appraisals and Participatory Learning in Action (PRA, PLA)
Collect the information from other stakeholders: Such as other CBO, NGO, People living with HIV/AIDS (PLWAs), teachers and parents/guardians/relatives of children supported by the CBO. The assessment also will be conducted to the group of CBO staff who work with the community, to identify the main problems, wants, needs and solutions.
Surveys: mainly survey aims to collect information from the community, in form of questionnaires and filling the orphans mapping tool (forms), record reviews and interviews various groups of people.
5.2 ECONOMIC ASSESSMENT
The participatory economic assessment was conducted through various methods such as questionnaires, interviews, observations. The assessment was conducted in two levels, at organization level and at community level.l included number of youth assisted at CBO level and community level. The information collected included the number, age and sex distribution of beneficiaries and/or families. The value of support given to the target group, the catchments area, coverage population supported by organization (Number of delivery services offered by organization) At organization level, the budget, source for income of funding, investments, access to credit for creating work, resources used by organization e.g. Assets such as office equipments, vehicles, building and other supplies such as water and electricity. Sustainability strategies of the organization, if the organization has income generating activities for sustainability after the donor funding.
Cost affective assessment: The capacity of the CBO to deliver the services at most reasonable cost
5.3 HEALTH ASSESSMENT:
The participatory health assessment was conducted through records of diagnosed disease i.e. Also assessment should be through observation of physical problems, illness, risk behavior, children nutrition, health care services, hygiene and general cleanliness of household, housing and family sizes. Assessment, of OVC household sickness survey. To know common sicknesses and which time of year, kinds of health problems affecting the target group
Methodology to be used will be through discussion with health workers of the health facility nearby offering services to the selected group .Face to face interview to the randomly selected sample of beneficiaries. Health information filled in survey forms. E.g. nutritional status of children
Other method: Syndromic assessment of communicable diseases such as diarrhoea, malaria, typhoid, T.B Assessment through records( Secondary data) at home such as road- to health card for children under five, malnutrition, vaccinations ect. Records at the nearest clinic to see the most common conditions, records of acute problems such as mental disorders, disabilities, records of counseling testing HIV/AIDS
5.4 ENVIRONMENTAL ASSESSMENT
The community members know their environment than any outsider. They did mapping of their locality and identify the key areas such as forest, water sources , through discussion, map making of including housing, pumps, roads, infrastructure,, the villagers should make these map on the ground using sticks and stone. Other information should be gathered though, observation, recorded documents e.g. Climate assessment- should involve the information on amount of rainfall per year, dry weather/wet weather, which also determine vegetation and food/crop production.
Use of participatory poverty assessment strategy: The health environment determined agriculture, productivity and food security. The health environment support people with income generating and provide them with building, cooking materials and medicine. Natural resources assessment will determine the economic situation of the place, poverty, economic sustainable development. The effect of environment to livelihoods is on people’s health and welfare since people’s health depends on good and clean environment for sustainable development. The environmental problems in unplanned settlements and slums include lack of safe disposal human excrete due to inappropriate sanitation management facilities, Sanitation systems are dominated by pit latrines, Sewage from the homes in towns determines the health of people, Polluted environment (industries areas) and families living in unplanned settlements, especially in slums, Deforestation- lead to bear land leading in decreased nature absorption capacity. Therefore participatory assessment will be an entry point to the community study/research.
References: Community analysis Manual and CED Program Student handbook 2007-2009
I am Nemma again, I would like to share with you the preliminary stage of my research on HIV/AIDS and my Education and professional backgrounds, Future aspirations as a result of attending CED program, Areas of focus of my proposal related to CED Principles, Selected Community Based Organization Profile and Detailed plan for Participatory assessment
NAME OF STUDENT (MSc.CED)
NEEMA WELLU NSALLU
1. 0 EDUCATIONAL AND PROFESSIONAL BACKGROUND
I am teacher by profession (Bsc, Ed) with ten years teaching experience science subjects. I joined the community work in 1997, since then I was employed by the Anglican Church of Tanzania (ACT) in Diocesan Develop Services Company as the Community HIV/AIDS Educator and Counselor. For the time being I am ACT provincial HIV/AIDS Coordinator. The following is the outline of my education and professional backgrounds.
1970 -1976 I attended Primary education at Shanghan Primary school in Mtwara regional.
1977 -1983 I attended Secondary school education at Tabora Girls Secondary and High School i.e.” O”level and “A” Level and I was awarded the Certificates.
1983-1984 I joined the National service for one year before I stated the college.
1984-1986 I attended Teachers Training College and I was awarded the Diploma in Education
1986-1997 I was teaching in Government Secondary Schools ( Msalato and Mzumbe) also I worked as a school counselor. Thereafter I was employed by the ACT as Community trainer and Counselor. Nov 1997 to Jan, 1998 Before I started a new job, the Organization sent me to Southern Province of Zambia to attend courses related to HIV/AIDS, Project Management and Counseling. This was a three months course including the field work. From that time onwards I was daily going to the community to train selected community members to become HIV/AIDS Trainer of Trainers (TOT), Counselors and peer educators. I was able to open 82 AIDS community projects in our area. The overall project was funded by ICCO and successful evaluated in November 2002. I received several in-service trainings to build my capacity in community work conducted by Support for Tropical Initiatives in Poverty Alleviation (STIPA) of Kenya which was funded by Evangelical Church of Germany, EED abbreviation for Evangelischer Entwicklungs Dienst. I attended 3 short courses: Participatory Rural appraisal (PRA), Participatory Impact monitoring (PIM), and Gender and Development. Other courses were facilitation skills, proposal write-ups and evaluation. Methodology used was based on Learner-centered, problem posing, self-discovery and action oriented (LEPSA) approach. I developed the training manual work which is now used by the organization to train our communities on various aspects i.e. PRA, PIM, Community based Health care, Gender and development, Gender and AIDS, Integrated Health in Church Ministry. From 2002 to date then my organization appointed me to be the Provincial (National) Health/HIV Coordinator, whereby I have been coordinating HIV activities in our 22 Dioceses for the past four years. We have 12 ACT hospitals and 35 Health Centers. I am involved in many Governmental meetings, such as planning meetings e.g. I was involved in writing the national AIDS policy, Prevention of mother to child HIV program(PMTCT) planning, Training NGO’s leaders implementation of AIDS National Strategic plan.I attended the National AIDS Conference conducted in Arusha and presented 3 Abstracts: ‘Knowledge , Attitude and practices in HIV and AIDS of a Tanzania faith based organization’ (Abstract no. 012), and ‘ Prevention of Mother to Child Transmission (PMTCT) of HIV community needs assessments in 3 Rural Tanzania sites ‘ (Abstract no. 014) . Also I presented my paper to BURBANK University ,Los Angeles, California USA when I visited there in June 2005 on HIV/AIDS experience in Tanzania; and to the World Council of Churches (WCC) conference held at Porto Alegre, Brazil (2006) on the theme ,’God in your grace transform the world’
Besides doing my work I was taking my first degree through the Open University of Tanzania, from 2002 to 2006 when I graduated on 7th Oct 2006 where I was awarded the upper Second with honors degree in Bsc.Ed, April this year 2007 I was awarded by the Government a certificate of being an outstanding student in science among the female graduates of 2006. Therefore CED program is a continuation of my academic excellence.
1.2 FUTURE ASPIRATION AS A RESULT OF ATTENDING CED:
The demand of my work has initiated my desire to learn more about the Community Economic Development. This will give me a wide opportunity to learn more on; training and facilitating the community, project design and management, accounting and financial management, micro-enterprise development, survey, monitoring and evaluation, organizational management, conducting strategic plans, Basic economic principles etc. Through this CED Program I will be able to build capacity of community leaders to make informed choices, assist to plan and implement sustainable projects etc, facilitate strategic plans for development, monitoring and Evaluation of projects, sensitize and mobilize various communities’ participation and involvement of community members on developmental projects, train TOTs and other community workers, to generate knowledge on Project planning, implementation and management. Managements of funds at all levels of the organization or institution and Administration issues, report writings, proposal writing
2.0 THE AREA OF FOCUS OF MY PROPOSAL IN RELATION TO CED PRINCIPLES:-
I would like to conduct my study / research to the Youth Resource Center called Mambo Poa situated at Dodoma municipality to build the CBO capacity for services quality improvement. The CED areas of focus will be: Addressing the primary needs of target groups (Youth and Orphans and Vulnerable Children OVC) supported by Mambo Poa CBO, through PRA and PLA methodologies, which will lead them to priotize the needs during the community sensitization meetings i.e. sustainable supply of nourishing food and safe drinking water , security and safety of Youth and OVC, inadequate and affordable housing opportunity for health and recreation, increased quality of life through mutual support and opportunities for meaningful work
The second area of focus will be: Creating and supporting opportunities for community learning: Through Reproductive Health educating life skills and anti-AIDS education and other sexual transmitted infections STIs. The youth will be provided with education on life skills, development, opportunity of sharing knowledge of locality, opportunity to learn through doing participatory actions. The Research/ study will engage elders to sharing wisdom and experiences in different areas to empower youths, and OVC.
The third area of focus according to CED will be: Strengthening CBO on social/cultural economy through recognition, validation and structural support, valuing encouraging and supporting volunteerism setting up a skill exchange program, creating support for home health care and supporting cultural diversity and development.
3.0 IDENTIFICATION OF CBO FOR CED PROJECT
I was moved by the local community based Organization so called Mambo Poa Youth resource center dealing with youths and vulnerable children, the way they mobilize resources and provide opportunity for youth to learn, play and work. They have the recreation games and educational materials. The education center would do a lot and reach many youths and children if will be empowered with CED skills (based on 3 CED principles)
· I introduced my self to the organization and submitted a short letter of application asking for permission to study in their organization.
· I discussed with the employed staff and Youth leaders about the CED program clearly stated the goals and expected outcome of the research of my study/ research which conducted free of charge.
· The discussion provided a conducive environment to get the organization profile as well as permission to carry my study/research in the organization.
4.0 CBO PROFILE, MAMBO POA YOUTH RESOURCE CENTER
Mambo Poa is the youth center of HIV/AIDS and Reproductive Health Education in general. This Center is situated at “Mji Mpya” Street of Dodoma town. The Center is under the facilitation of a Non Governmental organization known as CMSR Tanzania. Before it was specially established by CMSR-Tanzania for youth activities, the centre was for the general Community Center of Dodoma Municipal Concil. CMSR- Tanzania is a Non Governmental Organization registered by the Ministry of Internal Affairs under Society Ordinance (1954) in 1997. From 1999 CMSR Tanzania has taken steps to implement STD and HIV/AIDS prevention and control as well as sexual and reproductive health education activities. Following this factor, Mambo Poa Youth Resource Centre was established in 2001 after the agreement made between CMSR-Tz and Authority of Dodoma Municipal Council, granting authorization to CMSR-Tz to rehabilitate and take over the running of Municipal buildings for Youth activities against HIV/AIDS and STI infections
Main objective: The main objective of Mambo Poa Centre is to reduce youth vulnerability towards contraction of HIV/AIDS/STIs infection in Dodoma region.
Specific objectives: The specific objective of Mambo Poa Youth Resources Centre includes:
- Provide correct information about HIV/AIDS/STIs through seminars, workshops, video shows, printed materials such as: magazines leaflets and posters conduct drama performances and HIV testing (VCT) services.
Activities and services provided / performed by the Center to date:
Voluntary Counseling and Testing (VCT) for HIV/AIDS/STI, training of peer educators on HIV/AIDS, seminars on reproductive health and life skills, Condom promotion and distribution, video show sessions, sports and art activities like: Drama and traditional dance, volleyball, table tennis, karate, weight lifting and body building.
5.0 PARTICIPATORY ASSESSMENT
Participatory assessment is the process of building partnerships with the target population (e.g. youths and OVC) of all or specific age group and background. By promoting meaningful participatory through structured dialogue, it includes holding separate discussion with the target population, in order to gather information on the specific problem and underlying causes to understand their capacities and to hear their proposed solutions.
Participatory assessment involves discussion concern and analyzing jointly with the target group, the protection risks (HIV/AIDS/STIs Prevention) that they face, to help mobilize communities to take collective action to enhance their own protection and forms the basis for the implementation of a community- based approach, so participatory assessment is one phase of a comprehensive situation analysis.
5.1 COMMUNITY ASSESSMENT
Participatory community assessment was conducted through:
Meeting with various community groups such as: The CBO staff to plan for community meeting (public meeting with leaders), focal groups of boys and girls (Youth and vulnerable children, older children over 7 years to below 18 years) to provide them with key information and collect information, opinions from this most groups of beneficiaries. Another meeting will be conducted to youth and OVC with special needs. The selection of participants will be in simple random sample selection.
Use of development participatory tools: applied to identify and priotize major problem related to the area of intervention. Tools such as the. Participatory Rural Appraisals and Participatory Learning in Action (PRA, PLA)
Collect the information from other stakeholders: Such as other CBO, NGO, People living with HIV/AIDS (PLWAs), teachers and parents/guardians/relatives of children supported by the CBO. The assessment also will be conducted to the group of CBO staff who work with the community, to identify the main problems, wants, needs and solutions.
Surveys: mainly survey aims to collect information from the community, in form of questionnaires and filling the orphans mapping tool (forms), record reviews and interviews various groups of people.
5.2 ECONOMIC ASSESSMENT
The participatory economic assessment was conducted through various methods such as questionnaires, interviews, observations. The assessment was conducted in two levels, at organization level and at community level.l included number of youth assisted at CBO level and community level. The information collected included the number, age and sex distribution of beneficiaries and/or families. The value of support given to the target group, the catchments area, coverage population supported by organization (Number of delivery services offered by organization) At organization level, the budget, source for income of funding, investments, access to credit for creating work, resources used by organization e.g. Assets such as office equipments, vehicles, building and other supplies such as water and electricity. Sustainability strategies of the organization, if the organization has income generating activities for sustainability after the donor funding.
Cost affective assessment: The capacity of the CBO to deliver the services at most reasonable cost
5.3 HEALTH ASSESSMENT:
The participatory health assessment was conducted through records of diagnosed disease i.e. Also assessment should be through observation of physical problems, illness, risk behavior, children nutrition, health care services, hygiene and general cleanliness of household, housing and family sizes. Assessment, of OVC household sickness survey. To know common sicknesses and which time of year, kinds of health problems affecting the target group
Methodology to be used will be through discussion with health workers of the health facility nearby offering services to the selected group .Face to face interview to the randomly selected sample of beneficiaries. Health information filled in survey forms. E.g. nutritional status of children
Other method: Syndromic assessment of communicable diseases such as diarrhoea, malaria, typhoid, T.B Assessment through records( Secondary data) at home such as road- to health card for children under five, malnutrition, vaccinations ect. Records at the nearest clinic to see the most common conditions, records of acute problems such as mental disorders, disabilities, records of counseling testing HIV/AIDS
5.4 ENVIRONMENTAL ASSESSMENT
The community members know their environment than any outsider. They did mapping of their locality and identify the key areas such as forest, water sources , through discussion, map making of including housing, pumps, roads, infrastructure,, the villagers should make these map on the ground using sticks and stone. Other information should be gathered though, observation, recorded documents e.g. Climate assessment- should involve the information on amount of rainfall per year, dry weather/wet weather, which also determine vegetation and food/crop production.
Use of participatory poverty assessment strategy: The health environment determined agriculture, productivity and food security. The health environment support people with income generating and provide them with building, cooking materials and medicine. Natural resources assessment will determine the economic situation of the place, poverty, economic sustainable development. The effect of environment to livelihoods is on people’s health and welfare since people’s health depends on good and clean environment for sustainable development. The environmental problems in unplanned settlements and slums include lack of safe disposal human excrete due to inappropriate sanitation management facilities, Sanitation systems are dominated by pit latrines, Sewage from the homes in towns determines the health of people, Polluted environment (industries areas) and families living in unplanned settlements, especially in slums, Deforestation- lead to bear land leading in decreased nature absorption capacity. Therefore participatory assessment will be an entry point to the community study/research.
References: Community analysis Manual and CED Program Student handbook 2007-2009
A COOMUNITY WORKER ON HIV.AIDS FIELD
My name is Neema Wellu Nasallu, a CED students undertaking a Masters Degree in Science but a community worker on HIV.AIDS field, the work which facilitated me to learn more about Vulnerabilty of Youth to HIV infections, and the challenges which the HIV Infected youths face in our socities. Just imagine being infected with HIV when you are young, imagine the challenges around, including the stigma and discrimination, lack of socio-economical needs, sharing with parents, relatives and your friends etc.
Som purposelly I decided to do a case study in Dodoma Municipality with Co-operation with CMSR the NGO based in Dodoma regional, which work with with other local and International organizations to improve the life of most disaavantaged groups to the infections, Youths, women and local population thrugh Health care deliverty, capacity building and social develped of the poor. So for a time being I am in implementation stage after complition of Community Need Assessment.
The CNA was the exrecise conducted from Nov 2007 to April 2008 where the community members were involved to explore and identify the most needs of the community, Also was aimed to gather the informatiuon on the current situation of Youth, women, Orphans and Vulnerable Children. The most need was regarded as the need of the whole community.
The common problens were lack of employment, lack of enterpreneurship skills, lack of loans for income generating activities and lack of market to sell their products. Lack of employment has made the situation the worse and hence has contributed to poor health, susceptibilty to infections imcluding HIV pandemic. The information and data collected in Focus Group Discussion, revealed that the extrem poverty and low standard of living in this area has contributed much in erosion of behaviour of Youths and on HIV transmission.
This project was designed to use local available resourses within the community and Youth talents to inintiate Economic Activities which are manageble and sustainable. The project activities are resource mobilization, training on enterprenuarship, HIV.AIDS awareness, Reproductive Health education and lifa skills.
Therefore in this stage, I would like to receive any imputs from the society before data analysis of my final findings and recommendation
Thank you in advance its me Neema
Som purposelly I decided to do a case study in Dodoma Municipality with Co-operation with CMSR the NGO based in Dodoma regional, which work with with other local and International organizations to improve the life of most disaavantaged groups to the infections, Youths, women and local population thrugh Health care deliverty, capacity building and social develped of the poor. So for a time being I am in implementation stage after complition of Community Need Assessment.
The CNA was the exrecise conducted from Nov 2007 to April 2008 where the community members were involved to explore and identify the most needs of the community, Also was aimed to gather the informatiuon on the current situation of Youth, women, Orphans and Vulnerable Children. The most need was regarded as the need of the whole community.
The common problens were lack of employment, lack of enterpreneurship skills, lack of loans for income generating activities and lack of market to sell their products. Lack of employment has made the situation the worse and hence has contributed to poor health, susceptibilty to infections imcluding HIV pandemic. The information and data collected in Focus Group Discussion, revealed that the extrem poverty and low standard of living in this area has contributed much in erosion of behaviour of Youths and on HIV transmission.
This project was designed to use local available resourses within the community and Youth talents to inintiate Economic Activities which are manageble and sustainable. The project activities are resource mobilization, training on enterprenuarship, HIV.AIDS awareness, Reproductive Health education and lifa skills.
Therefore in this stage, I would like to receive any imputs from the society before data analysis of my final findings and recommendation
Thank you in advance its me Neema
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