educational input provision for orphans and vulnerable children-december

7/30/2019 Educational Input Provision for Orphans and Vulnerable Children-December

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Educational Input Provision for OVC

EDUCATIONAL INPUT PROVISION FOR ORPHANS ANDVULNERABLE CHILDREN (OVC)

Assessing the Impact of Educational Input Provision for Orphans and VulnerableChildren: The case of Addis Hiwot Integrated Sustainable Development

Organization

By: Robel TayeEnrolment No. 099110965

In Partial Fulfillment of the Requirements for the Degree of Master of Social Work from Indira Gandhi National Open University, School of

Social Work

October, 2012Addis Ababa

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DECLARATION

I hereby declare the project work entitled Assessing The Impact Of Educational Input Provision

For Orphans And Vulnerable Children In The Case Of Addis Hiwot Integrated Sustainable

Development Organization submitted by me for the partial fulfillment of MSW to Indira Gandhi National Open University (IGNOU) New Delhi is my original work and has not been submitted

earlier to IGNOU or to any institution for the fulfillment of the requirements of any course of

study, I also declare the no chapter of this manuscript in whole or in part is lifted and

incorporated in this report form earlier work done by me and others.

Place________________ Signature_________________

Date________________ Enrollment No._____________

Name________________

Address______________

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CERTIFICATE

This is to certify Mr. Roble Taye student of MSW from Indira Gandhi National Open University,

New Delhi was working under my supervision and guidance for his project work for the course

MSWP001. His project work entitled Assessing the Impact of Educational Input Provision for

Orphan and Vulnerable Children the case of: Addis Hiwot Integrated Sustainable Development

Organization.

Place________________ Signature_________________

Date________________ Name ___________________

Address of the supervisor_______________________________

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Acknowledgement

First of all I would like to extend my heartfelt gratitude for the almighty God and His son and

our Savior Jesus Christ on whose will and grace I exist and conduct all activities in life.

Secondly, I would like to thank my cooperative skill full advisor PhD Candidate Dessalegn

Negeri for his constructive criticism that finally leads me to accomplish my tasks.

Then I thank my families from the bottom of my heart for their boundless financial and moral

support, without which I cannot succeed my studies. I am so humble and great full to forward my

gratitude for everyone who cooperated for the finalization of this paper.

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ACRONYMS AND ABBREVIATION

AIDS Acute Immune Deficiency Syndrome

AHISDO Addis Hiwot Integrated Sustainable Development Organization

OVC Orphan Vulnerable Children

CIA Central Intelligence Agency

CRC Convention on the Rights of Children

HIV Human Immune Virus

IHAUDP Integrated Holistic Approach for Urban Development Program

MDGS Millennium Development Goals

MOLSA Ministry of Labour and Social Affairs

UDHR Universal Declaration of Human Rights

UNESCO United Nation Education and Scientific Organization

UNHCR United Nation High Commission for refuge

UNICEF United Nations Children's Emergency Fund

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Table of Contents

Table of Contents ................................................................................................. ...... 1

Chapter One ....................................................................................................... ........ 3

Introduction .................................................................................................. .............. 3

Background of the Study ............................................................................ ................ 4

Statement of the problem .................................................................................. ........ 5

Objectives of the Study ............................................................................................ .. 6

General Objective ........................................................................................... ......... 6

Specific Objectives ...................................................................... ............................ 6

Research Questions .................................................................................................... 6

Significance of the Study ............................................................................................ 7Limitations of the study .............................................................................................. 7

Delimitation of the Study ............................................................................................ 8

Chapter Two ............................................................................................................... 9

Review of Related Literature .................................................................. .................... 9

Introduction ............................................................................................................... 9

Chapter Three .......................................................................................... ............ .... 21

Research methodology and Design ..................................................................... .... 21

Research Design .................................................................................................... 22Study population ......................................................................................... ......... 22

Sample ................................................................................................. ............ ..... 23

Tools for data collection ........................................................................ ............ .... 23

Data Processing and Analysis ................................................................................ 24

Ethics in Research ................................................................................................. 25

Chapter Four .......................................................................................... ............ ...... 26

Data Analysis and Interpretation ............................................................................. 26

The provision of basic school supplies ................................................................... 26

The provision of tutorial Support .................................................................. ......... 29

Expectations and reflections about the provided educational support ............. ..... 30

The provision of psycho social support for OVCs .................................................. 30

Chapter five ......................................................................................................... ..... 35

Assessing the Impact of Educational Input Provision for Orphans and Vulnerable Children Page 1


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Conclusion ................................................................................................................ 35

Recommendation ........................................................................... .......................... 36

Reference ................................................................................................. ................ 38



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Chapter One

Introduction

According to the definition obtained from Dan Church Aid (2006), United Nation defines

Orphans as children below 18 years who have lost a mother, a father, or both parents to any

cause of death. Vulnerable children are, children whose parents are chronically ill. These

children are often even more vulnerable than orphans because they are coping with the

psychosocial burden of watching a parent wither and the economic burdens of reduced

household productivity and income and increased health care expenses.

The number of orphans and vulnerable children throughout Eastern and Southern Africa is

growing. In large part, this is due to the death of parents from HIV and AIDS. The impact of

HIV and AIDS on children in the developing world is vast and multifaceted. More than 13

million children under the age of fifteen, most of them in the sub-Saharan Africa, have lost one

or both parents due to AIDS. This number is expected to increase to more than 25 million by the

year 2010. In 2001, 12% of the children in Sub-Saharan Africa were orphaned, compared to

6.5% in Asia and 5% in Latin America (UNICEF, 2008).

Children orphaned and made vulnerable would be affected by a number of factors.

Distress due to lack of food, shelter, health care, and other material goods is making their life

miserable. They may be forced to drop out of school or required to care for chronically ill

parents. They are exposed to abuse, discrimination, or stigma. Children living in households that

have taken in orphans, unless external resource was pledged or their income increased, existing

household resources would be spread more thinly among all children who create strain and stress

to the host families in this turbulent and hyperinflation period (UNICEF, 2008).

According to the CIA The World Fact Book 2000 Ethiopia, children between the age

of 0- 14 years accounts for 47% (30,144,741). The total population growth rate is estimated to be

2.76% while the birth rate is 45.13/1000. As a result of the existing low level of socio-economic

status of the country, exacerbated by recurrent draught and war, millions of children in Ethiopia



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are deprived of the right with basic needs and survival. The situation is exacerbated by the AIDS

pandemic, ravaging the country and deteriorating the active labor force that can a significant role

in the future socioeconomic development of the nation.

The Ministry of Labor and Social Affairs (MOLSA, 2000) estimates those disadvantaged

children who are victims of all the above factors to be approximately five million. This shows

that orphaned and vulnerable children requires holistic and integrated response that will address

the psychological, social, biological, and educational need of the child. Educational support

provided for orphan and vulnerable children play a pivotal role in their wellbeing.

Background of the Study

Educating orphan and vulnerable children is an important component in the social well-

being of these children and in reducing poverty. Muhammad Yunus (2003) Nobel Peace Prize

winner and founder of the Grameen Bank, asserts that education is one of the primary

components for moving the poor out of poverty. The advocacy group Human Rights Watch

(2006) issued a strong statement concerning education and its influence in breaking the cycle of

poverty: Education breaks generational cycles of poverty by enabling children to gain skills and

knowledge for better life letter on.

Education is strongly linked to improvements in child health, nutrition and empowers them

to be full and active participants in society, which able them to exercise their rights and engage

in civil and political life, for improvement in maternal and childrens health, economic growth,

sustainable family size, and democracy. In the same token, denying children access to quality

education increases their vulnerability to abuse, exploitation disease and finally to death.

However, Ethiopian culture does not give rights to children as understood in the CRC;

Ethiopians have always taken the welfare of their children seriously. The government of Ethiopia

ratified the UN CRC in 1992. The tasks to harmonize national laws, including the Ethiopian

Constitution, and policies with the provision of the convention were completed a decade ago and

related program implementations has been under way with this frame work.



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According to the United Nations Children's Fund (2006) orphans are less likely to be in

school and more likely to fall behind or drop out, limiting their abilities and prospects for a better

life. Becoming caretakers or parents and siblings, increasing awareness of stigma; sexual,

physical and verbal abuse, depression, increasing workload, (child labor) were some of the

factors contributing immensely for orphans to loss their education. Further increase in

responsibilities as they assume role of provider and caretaker, would further exacerbated their

exclusion from education sector. Hence, the effects of educational support provided orphan and

vulnerable childrens by different development agencies on their s must be examined in detail.

Statement of the problem



2.76% while the birth rate is 45.13/1000. The estimated number of street children in Ethiopia is

in between 150,000 to 200,000 and according to the 1991 study conducted by UNICEF (2009);

around 1,000,000 urban poor children were at high risk of becoming street children. Around

seven million children are estimated to have some sort of physical or mental disabilities in

Ethiopia. The current estimate of AIDS orphans is about 750,000 and may increase to 980,000 by 2010 and to 2.1 million by 2014. The internal war that ravaged the country for three decades

has affected thousands of children. Out of the 1991, 200,000 displaced Ethiopians from Eritrea

120,000 were children. An estimated 120, 000 children have been displaced as the result of the

1998 and 99 Ethio-Ertria border conflict. Of the 491,502 returnees from the Sudan, Djibouti and

Somalia in the early 90s, 211,346 (43%) were estimated to be children. The 80s, i.e. the

1984/85 drought and famine left 36,339 minors unaccompanied and the 1987/88 drought and

famine left 37,000 orphaned. The above figures indicated the enormous nature and magnitude of

the problem and its impacts, on socio-economic condition of the country.

One of the primary objectives of this research is to assess the effects of educational support

provided for orphan and vulnerable childrens on their study, with particular emphasis to Addis

Hiwot Integrated Sustainable Development Organization. The aim of the study is to identify the



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impact of educational support frameworks and processes for meeting the needs and aspirations

orphaned and vulnerable children. More over it also tried to analyze the impact of the

educational support on the academic side of children orphaned and made vulnerable by

HIV/AIDS. In addition to these, the study also aims to identify key educational intervention

modalities as prioritized by the target children themselves and to use the findings of the study to

inform, recommend and draw the attention of key stakeholders towards educational support for

orphan and vulnerable children and respond appropriately to their operating environment.

Objectives of the Study

General Objective

The general objective of the study is to assess the effects of educational support provided

to orphan and vulnerable children by Addis Hiwot Integrated Sustainable Development

Organization.

Specific Objectives

The specific objectives of the study are:

To identify the major educational supports provided to orphan and vulnerable children

To identify the strengths and gaps in educational support provided for orphans and

vulnerable children by the agency

To examine the usefulness of the educational support on psychosocial well being of the

children.

Research Questions

To effectively analyze the main issues raised in the specific objectives of the study, the

study will use the following guiding research questions:



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What are the major educational supports provided to orphan and vulnerable children by

the agency?

What are the strengths and gaps in educational support provided for orphans and

vulnerable children?

Is the educational support provided to OVCs is effective in improving their psychosocial

well being?

What innovative educational interventions provided for the OVCs and will these

practices is captured as lessons for future programming?

Significance of the Study

The major significance of the study is to describe the situations of OVCs by focusing on

the educational support provided for them. It contributes for developing the knowledge towards

this segment of population. It can also guide community-based organizations and NGOs to

identify the core and essential needs of their beneficiaries and enable them to act effectively in

their response toward the communities problem. The research has also tremendous importance

in assisting attempts made by other researcher on OVCs by describing their situation and the

desired change that needs to be achieved. It can also benefit the beneficiaries by directing

possible solutions for better outcomes in providing assistance.

Limitations of the study

Due to the limitation of time, and resources constraint the following limitations have been

encountered in the study:

The study employed more of qualitative methods that some of the findings arecomplemented by quantitative data but the advanced quantitative analysis was not undertaken.

Hence the study is a qualitative study and confined to a single agency intervention, finding

obtained from this study cannot be generalized to larger population or some similar setting. The

research is limited to the intervention area of AHISDO , Kebele 08/09 which is a very tiny part



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of Addis and the findings and outcomes of the research cannot be represent entire OVC

situations within or in the large remaining part of Addis Ababa.

Delimitation of the Study

The study is limited to describing the existing situation in depth, but quantitative figures,

relationships and causalities are not described. The study involves OVCs supported by

AHISDO, Kebele 08/09, other metropolitan areas, which are not under the agencys operational

areas are not included.



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Chapter Two

Review of Related Literature

Introduction

According to the definition obtained from Dan Church Aid (2006), United Nation defines

Orphans as children below 18 years who have lost a mother, a father, or both parents to any

cause of death. Vulnerable children are, children whose parents are chronically ill. These

children are often even more vulnerable than orphans are because they are coping with the

psychosocial burden of watching a parent wither and the economic burdens of reduced

household productivity and income and increased health care expenses.

The number of orphans and vulnerable children throughout Eastern and Southern Africa is

growing. In large part, this is due to the death of parents from HIV and AIDS. The impact of

HIV and AIDS on children in the developing world is vast and multifaceted. More than 13

million children under the age of fifteen, most of them in the sub-Saharan Africa, have lost one

or both parents due to AIDS. This number is expected to increase to more than 25 million by the

year 2010. In 2001, 12% of the children in sub-Saharan Africa were orphaned, compared to 6.5%

in Asia and 5% in Latin America (UNICEF, 2008).

Children orphaned and made vulnerable would be affected by a number of factors.

Distress due to lack of food, shelter, health care, and other material goods is making their life

miserable. They may be forced to drop out of school or required to care for chronically ill

parents. They are exposed to abuse, discrimination, or stigma. Children living in households thathave taken in orphans, unless external resource was pledged or their income increased, existing

household resources would be spread more thinly among all children which creates strain and

stress to the host families in this turbulent and hyperinflation period (UNICEF, 2008).



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2.76% while the birth rate is 45.13/1000. As a result of the existing low level of socio-economic

status of the country, exacerbated by recurrent draught and war, millions of children in Ethiopia

are deprived of the right with basic needs and survival. The situation is exacerbated by the AIDS

pandemic, ravaging the country and deteriorating the active labor force that can a significant role

in the future socioeconomic development of the nation.

Children are among the most vulnerable groups affected by HIV/AIDS. Most children who

have lost their parents to AIDS are denied their inheritance rights, discriminated against,

exploited, excluded, and more crucially, deprived of their basic rights to access social services

such as education. Indeed, orphans who have lost their parents to AIDS are more likely to missout on education than other children. This calls for interventions from various stakeholders to

enable these orphans and other vulnerable children to access education and acquire valuable

skills.

Education is an important human right. It is guaranteed by Article 26 of the Universal

Declaration of Human Rights (UDHR) and is considered as a cornerstone in the achievement of

the human rights framework (UNESCO 2002). The right is further reinforced in the International

Covenant on Economic, Social and Cultural Rights (ICESCR) as well as in the Convention on

the Rights of the Child (CRC). In 2000 Ethiopia signed up to the 2015 Millennium Development

Goals (MDGs) and the Education for All (EFA) goals. For children, especially OVCs, it is an

equally fundamental right that prepares them for full integration in society and broadens their

opportunities. However, its provision is often conditional on the fulfillment of other rights such

as non-discrimination under which OVCs often find themselves. Everyone is entitled to the right

to education without bias to social origin, birth, or other status.

The Federal Democratic Republic of Ethiopias Constitution and other national documents

and polices also guarantees the right to education and how children are entitled to be protected

from any interference in their education. Unfortunately, the right to education is often denied to



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young people especially OVC who are mostly reliant on external parties to provide them with

education support (Selam, 2002).

The educational needs of children born with HIV have also been ignored, possibly because

they are seen as children without a future and education is an investment for the future. This

standpoint becomes redundant with the increasing availability of ARVs and the consequently

rising number of pediatric HIV cases who are now reaching adulthood (UNESCO, 2002).

Another limitation of studies on educational disadvantage and OVCs is that the concept of

education is often restricted to one of enrolment. Though enrolment is one of the most important

educational indicators, education is far more complex: children may be enrolled at school but not

learning because they are hungry; they may be unable to concentrate due to anxiety at home; or missing classes to look after their family. Research therefore needs to look at the spectrum of

possible disadvantages these children face, including educational progression and outcome

variables such as repetition, highest grade completion, learning outcomes, gender equity and the

inclusivity of education (NOVOC, 2009).

Evidence that shows formal education can play against HIV is growing though dogged

by methodological problems in assessing causality. One of the strongest pieces of evidence

comes from Zimbabwe, where 15-18-year-old girls who were still enrolled in school showed

HIV prevalence rates of 1.3%. Prevalence among girls of a similar age who had dropped out of

school rose at 7.2% (Boler et al, 2003). The preferred interpretation is that, participation in the

formal education system reduces susceptibility to HIV infection. One explanation is that

participation in schooling leads to later sexual debut and lower numbers of casual sexual

partners. The second explanation of how formal education may change sexual behavior lies in

increased access to information: both to HIV related materials in school, and better access to

such material later in life ( Boler et al, 2003).

Education is in fact a confounder for socio-economic status: richer learners are more likely

to stay in the formal education sector; they may also be in a better position of power to protect

themselves from HIV infection (by avoiding situations of risk; being able to afford condoms; or



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having more self confidence and higher self esteem). If this is the case, as OVCs are less exposed

to educational opportunities, their vulnerability to HIV infection is higher, and then the argument

for addressing their specific educational needs is fortified (CRS, 2006).

Many schools and educators view their boundaries of responsibility as ending in the

classroom. However, the rigid timetables of schools make learning problematic for a number of

children affected by HIV/AIDS. There is a real need to adapt existing learning materials for

delivery at a distance. This would make them available to children who are out of school, would

prevent them from falling behind when they cannot attend schools and help them re-enter school.

Although specific open and distance learning courses have not been designed for OVCs, lessons

can be drawn from existing distance and face-to-face programs (CRS, 2006).

According to UNICEF (2009), for example, the Escuela Nueva program in Columbia

delivers the national curriculum in modular form through the provision of learner guides for each

subject. These guides enable children to learn independently and in groups in class or at home

when they cannot attend school for short periods. When children return to school, they carry on

wherever they have reached in the modular guides. This form of open distance and flexible

learning could be especially useful for children who are caring for sick parents or younger

siblings, or those who are working part-time.

Another solution is to provide school feeding schemes in which schools provide food for

the poorest children. Although school-feeding schemes can be beneficial to poor children, a

number of points need to be taken into consideration to improve the chances of success:

I. Timing of the school feeding scheme:

In many programmes, the food is distributed at the end of the day. This reduces the

potential level of impact on children: they need food at the start of the day to

concentrate. Moreover, it is thought that the poorest children are not able to stay after

the end of the school day because of work commitments at home, and they therefore miss

out on the school feeding program.

II. Nutritional value of food:



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Consideration needs to be taken of the content of the school-feeding scheme. For

example, is the food provided through the scheme an addition to a home meal, or a

replacement? The content of food programmes designed by international agencies has

also been criticized for not having a high nutritional value, or for not including

indigenous foods.

III. Sustainability:

IV. Food schemes are often undertaken by NGOs, which leads to difficulties in sustainability

and up scaling. Governments should therefore be active partners in such feeding

schemes.

V. Stigmatization:

Feeding schemes that specifically target poor children also label them as poor, causing

inadvertent stigmatization. Sensitivity needs to be taken to prevent poor children being

stigmatized, and to ensure respect and confidentiality wherever possible.

VI. Source of food:

Food should be sourced locally, ensuring the scheme support local income-generation

work. Transporting food from outside will creating greater expense, be less sustainable,

less appropriate, and have less impact on the community as a whole.

Source: UK working group on education and HIV/AIDS, 2003 p: 14-16

Many of the problems faced by OVCs are linked to AIDS-related stigma and denial.

Unfortunately, schools are not immune to stereotypes and in some cases may serve to exacerbate

negative labeling and treatment of people with HIV. The other remedies could be to encourage,

all schools to aim for inclusive education. This means minimizing all barriers to learning and

participation, whoever experiences them and wherever they are located within the cultures,

policies, and practices of a school (UNICEF, 2009). Inclusive education involves, valuing all

learners and staff equally, restructuring the cultures, policies and practices in schools so that they

respond to the diversity of learners in the locality. Inclusion also requires learning from attempts

to overcome barriers to access and participation of particular learners to make wider changes for

the benefit of learners and viewing the difference between learners as resources to support



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learning, and learners as problems to overcome. (UK working group on education and

HIV/AIDS, 2003)

It is clear that we need to know more about the difficulties faced by OVCs and

their corresponding spectrum of educational needs. Educators have been grappling

for decades with how to include marginalized children into mainstream schooling:

we, therefore, should be able to respond knowledgeably to the orphan crisis with

appropriate tools developed by tackling similar issues. Reviewing and building upon

best practice with out-of-school children in a number of different settings, UK

working group on education and HIV/AIDS delineates some of the core OVC issues,

their educational consequence and remedies that need to be done which will be

elaborated in detail in the table below.



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Consequences for Education

Response

OVCs

Issues

Education Response

Drop out of education due to

unaffordable schools fees Stigmatized because of inadequate

uniform and learning materials

Low attention span due to hunger

POVERTY Abolish school fees or provide

bursaries for poor children School feeding schemes

Change polices around uniforms

and learning materials Social exclusion: marginalization

of children affected by HIV/AIDS

Negative learning environment

Barriers to participation

STIGMA Create inclusive school policies and

practices

Eliminate discrimination in

education and care services

Pressurize authorities to recognize

rights and allocate funds

Encourage all learners and

educators to adopt inclusivity and

zero tolerance towards

discrimination.

Education of community and

parents to combat AIDS-relatedstigma

Special educational needs

Difficulty to concentrate and learn

TRAUMA Sensitivity training for educators to

identify special needs

Counseling and referral skills for

educators and children

Access to counselors and

educational psychologists Low expectations of children Fear of infection by learners and

educators

Difficulties in adhering to ARV

treatments due to lack of

HIV-Positive

Train teachers and learners aroundinfection, to reduce stigmatization

and ensure that necessary safety

precautions are available

Foster policies, practices and



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understanding cultures on inclusive education

Treatment education

Low prioritization of education

within families and society

Fear of violence (including sexual

violence) in the school place

GIRLS Flexible, certified educational

options

Safety to and in school

Women teachers

Evening literacy classes High demands for labor at home

Household chores and

responsibilities

Sexual risks

Perceived irrelevance of education

GIRLS

Contd

Financial incentives for girls

Life skills training

Analysis of texts and content for

gender stereotyping

Gender-sensitive teacher training

and school facilities (e.g. toilets)

Community advocacyConsequences for Education

Response

OVCs

Issues

Education Response

Low motivation for learning due todepression and anxiety

Silence surrounding death in

many countries may lead to

emotional problems, which in turn

are likely to impact on learning

BEREAVE

MENT

Strengthen links between schoolsand local health and counseling

providers, to ensure referral and

access to bereavement counselors

when necessary

Include coping with death as part

of school curricula Low educational expectations of

orphans Lower prioritization of orphans

education over other children

within the household

Lack of homework support or

LACK OF

FAMILYSUPPORT

Increase school-home liaison to

work with families on increasing

support to education Create after-

school homework clubs to provide

additional support to those without

families



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household encouragement of

education

Create mentor schemes in which

vulnerable children have a mentor to

provide emotional and intellectual

support to their studies Tiredness during classes

Erratic school attendance

Lower learning achievement

WORKING

CHILDREN

Provide flexible but sensitive

educational options[LS15] that are

regulated and certified

Encourage open and distance

learning

Link to broader poverty reduction

strategies and to the development of

alternative livelihood strategies No access to schooling

Problems with authority:

difficulties in

adapting to mainstream education

intuitions

Drug abuse

STREET

CHILDREN

Link to broader poverty reduction

strategies and to the development of

alternative livelihood strategies

Provide flexible, certified

educational options, including open

and distance learning Low attention

Absenteeism

Difficulty in participating in

certain school activities (e.g.

sports)

CHRONIC

ILLNESS

Take special consideration with

respect of each school activity to

ensure that less physically able

children are included

Train all staff in first aid

Resource person within the school

with knowledge of local healthcare

providers

Consequences for Education

Response

OVCs

Issues

Education Response

Increased responsibilities at home

reduce the amount of time

available for education

ADULT

ROLES

Include more relevant and

vocational courses

Acknowledge that young people are



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Education becomes less relevant

Problems with respect and

discipline in the classroom as

young people become adults

prematurely and consequently,

expect to be treated as such

taking on different roles in the

family and need educational support

on how to care for sick parents or

younger siblings

Nurture respect in the classroom

between learners and educators, and

vice versa Denial of the right to education

Trauma

Difficulties in accessing schools

Fear of violence affects learning

CONFLICT Prioritize the provision of education

in refugee camps and areas of

conflict

Ensure that place of learning is

secure and not a focus for conflict Provide flexible learning options

Provide sensitivity training for

educators on how to deal with

traumatized children

Source: UK working group on education and HIV/AIDS, 2003 p: 19-21



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A child who knows how to read, write and do basic arithmetic has a solid foundation for

continued learning throughout life. Education is also critically important to childrens social

integration and psychosocial well-being. School attendance helps children affected by trauma to

regain a sense of normalcy and to recover from the psychosocial impacts of their experiences anddisrupted lives (Selam, 2002).

As well as benefiting individuals, education benefits whole nations as a major instrument

for social and economic development. Particularly at the basic level (primary and lower

secondary), it is a major contributor to the reduction of poverty. Education increases labor

productivity, improves health, and enables people to participate fully in the economy and the

development of their societies (World Bank et al. 2005).

The experiences obtained from Catholic Relief Service Ethiopia Office, developed

guidelines for providing education support to OVCs in 2006. According to the guidelines,

education support is defined through a comprehensive package of assistance, which includes

school fees, learning materials and school uniforms. In addition to the specific material support

noted above , provision of food and nutrition, provision of psychosocial support, delivery of

education and skills building schemes; and economic strengthening innervations and livelihoods

development, need to be part and parcel of the educational support package provided for orphan

and vulnerable children ( CRS Ethiopia Country Offices,2006).

The AIDS epidemic has thrown up new and difficult challenges for the education

community. Children affected or infected by the epidemic known as OVCs face a spectrum

of vulnerabilities. The risk to their education and future well-being is immediate, and yet there

are still many unknowns. Multi-dimensional research is urgently needed to explore which

children are at risk, when they are most vulnerable, and why. There will never be one answer;children affected by the AIDS epidemic are too diverse for that. However, it is possible to

identify a spectrum of vulnerability in which to place individual children or subgroups of

children. In order to do this, lessons must be learnt from the past: the many initiatives for out-of-


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school or marginalized youth should be assessed with respect to their applicability to the current

AIDS crisis.



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Chapter Three

Research methodology and Design

Main objective is to describe the variation in a phenomenon, situation or attitude of the

AHISDO administrators and instructors as well as OVC orphan and students opinions towards

the academic support provision. e.g., description of an observed academic situation, the historical

enumeration of events of the center, an account of different opinions different people have about

an issue, description of the students learning and the organizations working condition in a

particular.

In addition, this research attempts to focus on qualitative and quantitative research

approach as specific inquiry, which will become the building block for further in depth

investigation. Accordingly, the study is designed as a comprehensive assessment by taking the

situation of OVC and orphan student cases to gather the necessary information for the study.

Given that, the aim is to classify, describe, and explain what is prevalent with respect the

situation of OVC and the provision of essential supplies for them including support in education

and psychosocial supports, mixed method is relevant. Quantitative research is one where data isexpressed in figures, and involves the measurement of facts and variables (Neuman, 2006). On

the other hand, qualitative research aims to gather data in form of words, and data is usually

acquired through observations and interviews. This approach is mostly used when the researcher

targets a smaller sample in order to gain an in-depth understanding about the services. Hence,

employing this approach becomes useful as it allows the opportunity to gather different opinions

via the use of different methods, which increase the robustness of results and strengthens the

findings through the cross-validation.



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Research Design

David and Walonick (2010) state, descriptive studies are intended to answer the questions

of who, what, where, when and how cases. This research applied both qualitative andquantitative methods since the intention is to describe what is prevalent in the organization. But

qualitative approach is taken as major method and quantitative as supportive in studying and

analyzing about the situation of OVC and the provision of essential supplies for them including

support in education and psychosocial supports. The research describes the situations of OVC in

particular focusing on the educational assistance that was provided for the orphan students by the

community-based organization which engaged in such activities. Since, it emphasize in

describing the social economic and the status of OVC it is mainly explanatory and descriptive

research. Often in many social scince research books Descriptive research design has been stated

as a method which attempts to describe systematically a situation, problem, phenomenon,

service or programme, or provides information about , say, living condition of a community, or

describes attitudes towards an issue.

The study is carried out to assess and describe the educational support provided for OVC

in a community-based organization called, Addis Hiwot Integrated Development Sustainable

Organization (AHISDO). The operational are of AHISDOs is in Addis Ababa, Kirkos Sub City,

Kebele 08/09. Mainly this geographical area and the agency were selected for this study,

because, it is one of the areas in Addis Ababa where HIV is striking seriously and exposing

many children to be orphan and vulnerable. In addition, it is because of the accessibility and

proximity of the agency and its operational areas to the student researcher were also taken into

consideration.

Study population

The study was conducted in Addis Ababa, Kirkos Sub city, Kebele 08/09, which is the

operation area of Addis Hiwot Integrated Sustainable Development Organization (AHISDO).

Currently 356 OVCs (163 males and 193 females) are being supported by the agency.



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Sample

Out of the total 356 OVCs (i.e. 163 were males while the rest 193 were females) that are

being supported by Addis Hiwot Integrated Sustainable Development Organization (AHISDO).

As this research deals with the educational support for OVCs, a 10% of the total population, i.e.

36 subjects were selected to be analyzed through simple random sampling. The size of the

sample to be studied was decided depending on the objective of the research and the context. As

this research is descriptive; therefore, it requires adequate samples, from which sufficient data

was collected and analyzed, made future replication of the study in other similar setting possible.

Most importantly, the sample size was determined based on what is recommended in most of

social science research books (>=5% of the target population). However, the total number of the

population is small and due to this reason only 10% of the population was taken and the resultwas generalized for population and similar contexts. Accordingly, due to the expected

homogeneity of the responses, the sample size for this study is equal to 10% of each target

population.

In addition, simple random sampling was used to select participants, this give equal chance

for all the population to be selected since the experience and response is assumed similar. In

simple random sample, every member of the population has a known and equal chance of being

selected. In stratified random sample, population is divided into mutually exclusive groups such

as age groups and random samples are drawn from each group.

Tools for data collection

The survey is the most common method of gathering information in the social sciences. It

can be a face-to-face interview, telephone, or mail survey. A personal interview is one of the best

methods obtaining personal, detailed, or in-depth information. It usually involves a lengthyquestionnaire that the interviewer fills out while asking questions. It allows for extensive probing

by the interviewer and gives respondents the ability to elaborate their answers. Telephone

interviews are similar to face-to-face interviews (David S. Walonick, 2010).



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Both primary and secondary data are collected by employing survey strategy via structured

interview, questionnaire and focus group discussion techniques.

In order to collect essential datas for the purpose of this study, information has been

collected by deploying structured interview and observation. In-depth interview was used as principal tool for data collection. Since, the research is descriptive and qualitative; in-depth

interview was conducted with study subjects, their parents and other staffs working in the

agency. Interview questions have been gathered by the researcher via face-to-face personal

approach with the study samples particularly with the organization top management group and

instructors. Because this approach enables the researcher to see the reaction of the respondents

and take his judgment .

Document review was also used as another tool to substantiate and verify data gathered

through interview process. In addition, on site observation through structured checklists was also

been used. In combining the use of these data, collection tools, trustworthiness was assured by

triangulating the data obtained from in-depth interview, document review and on site

observation.

Data Processing and Analysis

The collected data was analyzed and further elaborated through qualitative means of data

analysis and interpretation. The information collected through all the above methods and

techniques was transcribed, organized and summarized by building themes and categorically

analyzes them against the research question set for the study.

For the quantitative data, tools of analysis proposed are descriptive and inferential

statistics; thus, questions were tested quantitatively using statistical tools. In other words, after

the collected data is summarized using tables, it was analyzed and interpreted in detail in line

with the conceptual framework of the study to draw possible conclusions. Manual data analysis

is extremely time consuming and labor intensive. Hence, to make the analysis easier data was

coded and it directly onto large graph paper in columns. Data collection tools were developed,



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after the necessary correction and amendments were given by the advisor, then the tools were

administered to the study participants by the researcher.

Ethics in Research

The assumption that research should be governed by ethics and principles is a universal

fact and this research is strictly adhering to this fact. First informed consent was signed with each

respondents and their willingness to participate in this research was assured. Then, the

importance of their involvement in the study was described and every precaution was in place to

keep the data and other sensitive information gathered from the confidential. In addition to this,

their anonymity through the research process was also maintained.



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Chapter Four

Data Analysis and Interpretation

Part I- Qualitative analysis

The conducted depth interview mainly includes the beneficiaries or OVCs supported by

AHISDO and the other key informants or professionals working in the organization. After the

data was collected through depth interview and observation, it was transcribed and presented for

the research purpose as follows. The depth interview focused on the research question and

attempts to describe the efficiency of academic support provided for the OVCs and its outcome

in transforming their life. The respondents were the beneficiaries or OVCs themselves and the

key informants or professionals working in AHISDO. Ten OVC respondents took part in this

research and out of these six are males and the rest four are females. Seven out of the ten are

double orphans and the rest are single orphans who are made to be vulnerable by their parents

failure to meet their basic needs. For the sake of confidentiality, the names of these children are

given pseudo names as Kirubel, Dawit, Mekdes, Tsegereda, Iman, Hana, Nahome, Fantaye,

Thomas, and Anteneh. Serious consideration has been given for the interviewee to conduct thestudy without affecting the safety and interest of the beneficiaries or OVC respondents. Their

age group ranged from 12-19 and the minimum grade level is 5 and the maximum is a second

year university student. Apart from this, the depth interview also includes the key informants or

the professional employees working in AHISDO. These are the Manager, Psychologist,

Community Worker, Nurse, Supervisor and Librarian. Seven out of the ten are double orphans

and the rest are single orphans who are made to be vulnerable by their parents failure to meet

their basic needs.

The provision of basic school supplies

The need to provide adequate educational support for OVCs is extremely crucial in

transforming their life and enables them to assume a better destiny or make their dreams of better



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tomorrow possible. Thus, with the provision of educational support it is possible to liberate

OVSs from their social and economic deprivation and make them self reliant and confident

citizen. Addis Hiwot Integrated Development Sustainable Organization is among the institutions

in Addis launched an intervention program through education to support OVCs .The support

includes educational materials like pen, pencils, exercise book, uniform and the likes and tutorial

classes and psychosocial support.

Concerning the delivery of basic educational materials, most of the respondents believe

that it is sufficient and they receive it according to their need. This, according to the

respondents, mainly includes things like exercise book, pen, pencil and the likes. These

respondents are first cycle students and they state that they are satisfied in the provision of

educational materials. According to these segments of the beneficiaries, they are receiving it upto their needs and they are satisfied with it. On the contrary, some respondents, which mainly

include the high school students, state that the academic material provision is not sufficient and

on top of that, there is problem during distribution. They state that employees of the organization

do favor for some and ignore others based on personal intimacy and they are adamant to

cooperate whenever they are asked. Such factors play prominent role in the outcomes of the

students educational achievement. They suggest that some employees lacks work ethics and

serve through partiality and this as they stated in the long run creates frustrations and failure on

the students. Therefore, according to these respondents, which mainly consists of the high school

students and the older ones the provision of educational materials in AHISDO, is not satisfactory

and a lot remained to be done to achieve the targeted objective.

Most of the respondents complained when it comes to the delivery of uniform by stating

the fact that they will not be provided on time and as a result, it consumes their academic time.

Because of this, many students are supposed to waste their precious academic time at home by

the organizations failure to provide them on the required time. In addition to this they mentioned

about the problems related with the size of the uniform and the failure of the institution to

provide them enough uniform that can serve them for the entire academic year. Especially, they

stressed that things are worsened by the delivery of one uniform for the whole academic year

created a problem on their learning. Since, most schools use white shirt as a uniform and that



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cannot be used for the entire academic year. Thus, most of respondents stated that the delivery of

basic school supplies in relation to uniform is not enough and there is a lot remained to be done.

On the other hand, when it comes to the provision of other basic educational supplies like pen,

pencil and exercise book some of the respondents stated that they are receiving it adequately and

whenever there is the need.

The first respondent was a student by the name Kirubel who is nineteenth, studying supply

management said even though they provide the basic school materials that help them, the time of

provision is not at the required time. The respondent also mentioned the uniform stays for about

a month or so after class commenced. Even that very often has a problem with size and they are

forced to stay for additional times as well as it really consume their school time for a very long

time. But with regard to the educational materials like pen, pencil and exercise books have been provided at the beginning of the year with sufficient number.

The respondent also confirmed that the support given to them seems insufficient and

inadequate to follow their education without any doubt. As a result he believes all these traverse

wont make him self-reliant and will lay their shadow on his confidence.

Hence, from all these one can conclude that the educational support given for the students

attending in the organization give the impression to say insufficient and the organization need to

work hard to launch extensive tutorial program so as to help them overcome the academic

problem they face during their stay in the school and the remaining life time.

The second respondent was a student called Fantaye a grade eleven natural science student

and he further elaborated on what the first respondent said. Concerning the provision of basic

educational materials he stated that the support is not satisfactory and up to the expected level.

The distribution has also problem according to the respondent. There is a lot remained to be done

he said regarding the adequacy and reliability of the provided support.

Finally he suggested that the relationship between the staffs in the organization is not

satisfactory and there is discrimination in distribution. This shows the discrepancies in the

academic support provided by the organization.



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The provision of tutorial Support

Concerning tutorial support excluding the elementary or lower grade students all other

respondents said that they do not receive tutorial support and they are only striving by their

academic effort and this according to them is a serious blow, which hinder their academic

progress. The high school and preparatory students share a common view in this respect. The

problem is exacerbated by the fact that science subjects are very challenging and they are not

receiving any tutorial support from AHISDO. They suggest that it would make their academic

achievement by far better if they acquire support in their education. All high school attendants

strongly suggest that they are highly dissatisfied and unhappy about the provided tutorial support

especially when they consider the scope of the support only includes junior students.

According to some respondents high school is very important in deciding the future

academic prospect of a student, whether one join territory education or not is determined by high

school result and it is a grade level whereby students strive to score up better grade and join

university. Thus, the tutorial support provided by AHISDO is not inclusive and satisfactory in

the eyes of the beneficiaries.

Instead, it excludes the high school students who are striving on the verge of completing

their secondary education. One University student stated that he attended his high school without

receiving tutorial support through his own personal effort and it was very tough and challenging

for him as he described it. He further elaborate his statements by consolidating his complain on

the organization and by suggesting that it would be by far better if AHISDO can extend its

intervention on tutorial support by embracing high school student and by supporting the program

through full commitment. According to some informants, the organization needs to recruit high-

qualified teachers for high school students especially in the science stream to assist and

supplement the effort of the students. In this respect, AHISDO needs to take experience from

other organizations and launch a full committed tutorial support to promote better destiny for its

beneficiaries.



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Expectations and reflections about the provided educational support

Most of the beneficiaries state that they do not expect the provided academic support is

sufficient as a result; they suggest they do not expect it to make them self-reliant. Thus, it showsus how the targeted aim of the project does not appear to create confidence in the minds of the

beneficiaries. From the above statements, we can deduce that the educational support of

AHISDO failed to create reliability in the eyes of the beneficiaries. In the very beginning the

project needs to boost the confidence of its beneficiaries regarding its service and the outcome

they expect from it. Though the first cycle students themselves state that they are satisfied and

happy about the provided support their conclusion when it comes to future expectation appeared

to be below the expectation and they suggest that they dont expect it to make them self reliant.

Thus, the future prospects of the supports tend to be gloomy. If the beneficiaries think that they

cannot be self-reliant the activities of the organization in relation to children fall under question,

since these issues are the aim of the project targets the organization tends to achieve.

The provision of psycho social support for OVCs

The need for educational support for OVCs cannot be detached from psychosocial support

since such children needs a special support in this aspect to enable them to meet their future

dreams. All the respondents unanimously, stated that they do not receive any psychosocial

support from AHISDO. They further strengthened the idea by elaborating the discrepancy

created through the absence of psychosocial support. According to most of the respondent the

failure of AHISDO to provide them with psychosocial support created a gap on them. In fact

educational support cannot be detached from psychosocial support since the two are

interdependent.

The beneficiaries are orphans and vulnerable children who are the most deprived and

downtrodden segments of the population and they need special support and treatment from the

community in general and the organization helping them in particular. However, all the

respondents stated that they do not get any psychosocial support from AHISDO this create a

huge discrepancy in the personality and future identity of the children. According to the



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researchers view psychosocial support is the most prominent issue which takes the forefront and

lion share in the hierarchy of needs. Before it launches its intervention the organization needs to

conduct need assessment to boost its effort in helping these children.

Psychosocial support play pivotal role in the socialization process of the OVCs and in

transforming their entire life. Though the organization has a psychologist due to several reasons

the beneficiaries are not getting psychosocial support and he is busy in handling the office paper

work.

In addition to the direct beneficiaries or the OVCs themselves depth interview was also

conducted with the key informant or various professionals and semi professionals working in

AHISDO. Through detailed method substantial and extensive data was gathered and transcribed.The collected data through the depth interview is described as follows. The key informants

include the Manager, Psychologist, Community Worker, Nurse, Supervisor, and Librarian.

Key informants from the employees

In the conducted depth interview apart from the beneficiaries or the orphan children other

key informants or employees in AHISDO were interviewed and responded for the interview

question as follows. Concerning the material provision all the respondents stated that it is

adequate and the beneficiaries are offered with all the basic educational materials including

exercise book, pen, pencil uniform and the likes. On the contrary the beneficiaries elaborate that

the provision is not sufficient and adequate, especially uniform and exercise books are not

enough.

Regarding the reliability and consistency of the support with the exception of two of the

key informants the rest claim that it is consistent and it is up to the beneficiaries to exploit it

effectively. To substantiate their claim they state that the sponsors promised to provide the

support until they complete secondary education. They also consider students behavior as a

factor for the consistency of the service. That means if the students behavior is good it will keep

the program and the sponsors will sustain in providing the support. Based on this statement it is



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the students failure or success in their achievement that determines the sustainability of the

provided support. On the other hand some of the respondents suggest that they do not think the

support is consistent since AHISDO as an organization is not self sufficient in terms of its

income and the organization do not have its own financial source and it is dependent on another

local NGO, called IHAUDP.

For the last question which deals with whether the provided support will make the

beneficiaries self sufficient or productive citizen most of the key informants suggest that it will

make them if the beneficiaries are capable of exploiting it. However one among the key

informants mentioned that she is cautious and suspicious about the issue since as she stated

cannot hundred percent relay on the donors promise only. Another respondent strengthen this

idea by mentioning the fact that there is a lot remained to be done to make the beneficiaries self-sufficient. According to her the organization is expected to maximize its effort toward this to

promote better self esteem among the beneficiaries that enable them to be self reliant and

productive citizen for the future.

Part II- Quantitative analysis

A total of thirty five survey questionnaire has been sent to sample subjects and thirty three

of them have been returned.

Respondents characteristics

1. Sex

Table II

Respondents

Males 21

Females 14



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From the total of the respondents twenty one of them were males and the rest of them only

fourteen were females. This implies the majority of the respondents that were selected randomly

were males.

2. Age category

Table III

6-9 10- 13 14-17 18-20

No % No % No % No %

Age

category

4 12.1 6 18.2 10 30.3 13 39.3

As one can easily observe from table three, 12.1% of them were under the age of nine, six

or 18.2%, ten or 30.3%, and thirteen or 39.3% of the students were aged under thirteen,

seventeen and twenty respectively.

A. Major variables

Table IV

Variables Highly

satisfactory

Satisfactory Unsatisfactor

y

Highly

poor

No % No % No % No %

Educational material

support

- 6 23 69.6 4

Psycho-social support 2 6.0 4 12.1 26 78.7 1 3.0

Tutorial 4 12.1 5 15.2 22 66.6 2 6.0



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Future expectation - - - 17 51.5 - -

Regarding the major research themes that the research study tries to uncover, the

respondents offer their answer in the following way.

For the first question focusing on the educational material provision as indicated on Table

four above, the majority of the respondents (69.6%) were not happy about the adequacy. While

only six (18.2%) of the respondents gave their agreement on the sufficiency of the support they

obtained in relation to the total educational support. On the other hand students aging less than

nine do not gave their opinion. This implies the educational support offered by AHISDO seems

less than the students expectation.

Similarly, for the issue that pertain psycho-social support provision, the majority that

means 26 or 78.7% said that they were not satisfied and 4 or 12.1% indicated that the support is

satisfactory for them.

Regarding the tutorial provision that offered for them, 22(66.6%) of the respondents said

not satisfactory and only 4(12.1%) conformed as highly satisfied. This can said the organization

needs to engage in more time for tutorial class particularly for high school students.

Finally, from the students included as subject, most of them that means 17(51.5%) were

highly in doubt about the contribution of the support they obtained on their future life reliance.

On the other hand with unknown reason not able to respond. Hence, the organization needs to

evaluate its plan and establish effective and efficient strategy that enables them to help its

students.



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Chapter five

Conclusion

The findings from the research indicate that the educational support provision for OVC by

AHISDO proves that the non-existence failure to include the most important input that makes

learning to go smoothly called the psychosocial support. As it was clearly stated by the

respondents and information gathered, psychosocial support provision is not as it was expected

level and seems neglected. Moreover, the general academic support given by AHISDO was

almost inadequate.

The existing literature on educational support shows that childrens right on the convention

and other international document fulfillment is one of the crucial elements. To this end the

document suggests that all children in general and orphan and vulnerable children in particular

need to get psychosocial support which contributes for the effective development of the child.

Therefore, the educational support provided by AHISDO cannot be satisfactory and helpful

without addressing the psychosocial needs of its beneficiaries or the OVCs.

When it comes to the consistency of the provided educational support, the data collected

from the respondents and key informants, it was pointed out that the program is not conducted in

a regular basis. According to the respondents this was happened due to several reasons. Among

these reasons lack of independent financial source (i.e. the organization so far did not look for

financial aid providing either local or international body- if it makes relationship or link itself

with sponsors that would make the support provision sustainable and helpful in addition to using

the available experts who have the potential to assist).

Secondly it is unlikely to think that the OVCs will develop self-reliant attitude without

receiving psychosocial support which is the sole and key ingredient that can satisfy long lasting

needs of the OVC. To conclude the AHISDO educational support provision is far from being



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expected and inadequate. It is also inconsistent and will not contribute in promoting the desired

self-reliant spirit that required in developing the mind of the young.

Thirdly, educational work in general and student assistance in particular is not the job of

individuals, rather it demands the organized effort of all the stakeholders such as family,

academic and administrative staff, the community and higher officials as a whole. Thus, the

school needs to have smooth and intimate relationship with the above listed groups and

constantly arrange discussion session and use the idea that will be obtained to use it as an input

as well to make the support provision effort successful.

Recommendation

Based on the conclusions made from the findings above and cognizant of the vitality of

psychological support in addition to the academic sessions; and as well as to achieve the desired

goal of the launched project the following recommendations are provided.

it would be better to consider the psycho-social environment and needs of the children so

as to make the educational resource distribution fair and adequateit would be advisable to provide psychological support in order to help students to spell

out their potential so as to harness the instructions offered in the regular sessions it would

be good to support with tutorial classes for all levels

it would be better to make the support provision in a regular basis so that they can use it

as additional impetus

it would be nice to encourage students constantly to express their potentials which help

them to boost their self reliance

to be successful the organization had better assess students need and embed itself with the

plan made at the beginning of the year

moreover, acknowledging the available teaching staff skill will help to avoid the need to

look outside support, etc



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In general, since the study limited it on a single organization and it would be difficult to

generalize and make the result to all similar organizations. That is to mean, this research does

not give detail attention and focus, researchers that need to study on such a topic in the future it

would be good to increase the number organization that will be assessed.



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Reference

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children in Ethiopia: Accessed through, www.cia.state.gov/pop-fact-ethiopia

CRS Ethiopia Country Offices, 2006. Education Programming for Orphan and

Vulnerable Children Affected by or Vulnerable to HIV, Moving Beyond School Fees and

Uniforms, Final report

Dan Church Aid 2006. HIV/AIDS Program Context Analysis and Strategy 2006 2010.

Addis Ababa, AIDS Resources Center

Network of Organization for Vulnerable and Orphan Children (NOVOC) 2009.Declining Education Support For Orphan and Vulnerable Children in Malawi Analysis

and Review of the Malawi Government Budget of Education Support for OVC: Accessed

through www.novocmalawi.org/publication

Selam, 2002 Lesson Learned and Experience Gained from Wollo Child-Family

Reunification Project. Addis Ababa AIDS Resource Center.

Tania Boler & Peter Aggleton 2003. Life skills-based education for HIV prevention: a

critical analysis Policy & Research: ISSUE 3: Accessed through:

http://www.aidscorsortium.org.uk/education/educationworkinggroup.html

UK working group on education and HIV/AIDS, 2003. Addressing the educational needs

of orphan and vulnerable children: Accessed through:

http://www.adisconsortium.org.uk/education/educationworkinggroup.html

UNICEF 2008. Children on the Brink: A joint Report on New orphan Estimates and A

Framework for Action, Washington DC

UNICEF 2009. Living in a World with HIV/AIDS: The Framework for the Protection,

Care and Support of Orphan and Vulnerable Children, Washington DC

UNESCO 2002. Report on Multi-Sectoral HIV/AIDS Response. Addis Ababa, AIDS

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educational input provision for orphans and vulnerable children-december

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