Gender analysis of educational support programs for OVC in Uganda and Tanzania: are they helping girls in secondary school?

Abstract

Gender plays an important role in education as most traditional societies give preference to boys over girls when it comes to educational opportunity. Increasing access to education for girls is important to the health and well-being of the individual, their future children, families, and communities. The objective of this paper is to understand the gender differences in educational outcomes for orphans and vulnerable children (OVC) attending secondary schools in Uganda and Tanzania. The study employed a four-year, retrospective record review utilizing both qualitative and quantitative methodologies. A total of 5738 student records were collected as part of the study. Students were grouped as “ever supported” OVC (receiving educational support from either a block grant or scholarship program during their secondary school education), “never supported OVC” (OVC students who did not receive any educational support), and “nonOVC students” (students identified by the school as neither orphaned nor vulnerable). Results of the study indicate that investment in secondary school education for OVC in Uganda and Tanzania can make a difference in educational outcomes, both for boys and girls. Although there was no gender difference in absenteeism or dropout rate among students those who received educational support, stark differences were found in secondary school Year IV national examination pass rates with girls significantly less likely to pass compared to boys. The disparity in secondary school learning achievement between male and female students is of concern and warrants further investigation.

Keywords:

• OVC
• orphan
• vulnerable children
• education
• gender
• evaluation
• Uganda
• Tanzania

Funding

The study was supported by the USAID Project SEARCH, Orphans and Vulnerable Children Comprehensive Action Research (OVC-CARE) Task Order, funded by the US Agency for International Development (USAID) under [Contract No. GHH-I-00-07-00023-00], beginning August 1, 2008. OVC-CARE Task Order is implemented by Boston University. The content of this article does not necessarily reflect the views, analysis, or policies of USAID.

Notes

^1. Scholarships are individual payments made to, or on behalf of, a child to pay for part or all of his/her education. Block grants are fixed‐sum grants to local or regional educational systems or institutions that give the recipient organization broad flexibility to design and implement designated programs. Scholarships are usually given to the family or a trustee on behalf of the child, to pay for school fees. Block grants are paid in advance to the school and have the attraction of a lump sum of money to leverage admission to school for less than the regular admission fee.

^2. (A) Orphan: A child, 0–17 years old, who has lost one or both parents. (B) Vulnerable child: vulnerable because of any or all of the following factors: HIV‐positive; lives without adequate adult support (e.g., in a household with chronically ill parents, a household that has experienced a recent death from chronic illness, a household headed by a grandparent, and/or a household headed by a child); lives outside of family care (e.g., in residential care or on the streets); or is marginalized, stigmatized, or discriminated against; suffers with a physical or mental disability; is identified as vulnerable by the local Child Care Committee, OVC committee, or other community group.