CCDO- Estonian Partnership Introductory Article
"I am a CCDO Ambassodor" Volunteerism that defies territorial borders
In another successful endeavor, CCDO is happy to announce the newest partnership with local and international students from Tallinn University of Technology (Tallinn,Estonia).
Facilitated by Ms. Maria Kozaj, a group of proactive students from disciplines of Law, International Relations and Business Administration, have expressed their willingness to become CCDO ambassadors and work towards increasing awareness of our mission and on-going projects. The main focus will be introduction of Children Care Development Organisation to students and professionals, aiming towards fostering the cooperation between Tanzanian and Estonian civil societies. Following a number of introductory sessions and workshops related to ongoing and prospective CCDO’s initiative, volunteers will take on responsibilities of assisting events, promotion, training and online social media coverage for the projects. Moreover, a strong focus will be on original content providing, with students’ personal engagement in proposals.
“In today’s technological area, we believe we can defy territorial boundaries. We believe that remote volunteerism can be an adequate and efficient method to contribute to such important and life-changing causes, as embodied by CCDO’s multidisciplinary mission of;
- efforts to promote education, health care and development to deprived members of the societies through capacity building,
-provision of handcraft industries and vocational training to impaired children and women, -poverty reduction,
-promoting human rights and advocacy skills,
- mitigation of the socio-economic impact of HIV/AIDS.
Volunteers will be encouraged to participate in workshops designated for such thematic and ideally, tackle fund raising efforts within their communities (university, workplace, country of origin, networks, social media etc). Many thanks go to Mr.Mbogella and CCDO team who welcomed us in their mission and allowed us to extend the reach of their visionary sight to Estonia and beyond.’’ concludes Ms.Kozaj, the Tallinn-based project manager
THANKS TO THE WORKAID IN ENGLAND.
The Children Care Development Organization (CCDO) is very proud to announce that we have received a donated workshop tools from our Workaid partner in England for our “CCDO Youth Vocational Training Center” along Nduli village within Iringa Municipality of Iringa Region in Tanzania. Among the received workshop tools from the Workaid are carpentry, motor mechanics, plumbing, and sewing and knitting machines for vulnerable youth living under employment and poverty income.
The Center will be training the disadvantaged adult youth by promoting the role of young people and girls in poverty reduction on how to tackle poverty together. This is because, poverty reduction is not only about meeting our basic needs, it’s also about participation, influence and power. Young people are seldom recognized as a resource in decision-making processes. Instead, young people are systematically excluded from important arenas of decision-making and development processes. As a result, their perspectives are often absent in policymaking.
At the same time, many youth organisations remain drastically under-resourced and ill-equipped to participate in development processes and efforts. In particular this affects their participation in policy making and processes relating to Poverty Reduction Strategy Papers (PRSPs). The steps involved in the PRSP process are complex. They include undertaking research and poverty diagnostics, prioritizing and costing programmes, as well as keeping track budgets. The issues become even more complex when youth organisations want to highlight special needs within their group and require tools, for instance gender-based analysis to address the poverty of young women. Even with the right skills and abilities to discuss, analyze and improve PRSPs, young people do not have sufficient opportunities to influence and affect PRSP processes on their own. Youth organisations require support, particularly at national and local levels, in order to strengthen and put forward their ideas for poverty reduction. Furthermore, the ideas and experiences of young people are crucial in order to achieve efficiency.
Therefore, in this partnership the CCDO- Children Care Development Organization will help to provide expertise of what a youth perspective is and why it is essential in all efforts to fight poverty through training more youth on motor mechanics, welding, carpentry, sewing and knitting, plumbing and electricity income generating skills for their future employability opportunities creation and poverty alleviation strategies. Other training that will be emphasized in this program will include professional English training in business and management, business English and Letter writing, Secretarial Duties, profitable business and trading, computers in business and management including French languages.
CCDO will provide a deeper understanding of why it is important that we as young people are integrated and become visible as actors in global development. CCDO will create a behavioural communication by placing young people at the centre of what we do in order to move more rapidly and more effectively towards eliminating poverty and achieving the results agreed on in the UN Millennium Development Goals (MDGs), and the current sustainable development goals (SDGs).
This is because young people should be given the chance to be actors of change and not only be a target for development. It affects the quality and relevance of international poverty reduction, since, the issues young people face today, such as unemployment, lack of schooling and exposure to violence represent enormous social costs to society at all levels. Yet young people have little or no voice in shaping the current strategies for development. When young people are actors and resources in poverty reduction it leads to better results. If young people are the target group of a project this should imbue all parts of the project’s phases, from planning to final evaluation.
However, Young people have the right to participate, influence and have power over issues that affect our lives. It’s about young people having the same rights as the rest of the population, since democracy assumes that individuals are equally important. We emphasize that young people and adults should have a mutual influence in our society, irrespective of, for instance, ethnic background and geographical origin. Democracy loses its strength and legitimacy in a society that consistently excludes groups of people. The goal is to effectively build strategies for young people; it is essential to bring our perspectives and participation into the process at all levels – globally, nationally and locally.
On behalf of the CCDO management we thank a lot for the received donated workshop tools for our Workaid in England for our disadvantaged youth in Tanzania living without having a job in street. This project will help to refrain our youth from criminal activities to better serving their nations in ethical consideration.
We say thank a lot to the Workaid in England for their giving to us. Their support to us makes it happen.
A Joint Concept Paper by Children Care Development Organization and the Enabling Support Foundation
Education 21
Education in the 21st Century
Executive Summary
The educated man in the 19th Century was expected to have good skills in handwriting arithmetic, spelling, and memory. And Education concentrated on teaching those skills. During the 20th Century we automated those skills, but traditional education continues to use 19th Century skills as “basic”. You must learn these first before you can move on. Why must you?
The employer in the 21st Century wants employees with 21st Century skills. 19th Century skills are secondary. They would prefer someone who could keyboard to someone who had good hand writing. The spreadsheet is one of the most widely used programs across almost all industries. But education stresses paper and pencil arithmetic. The World Wide Web has made memorization a thing of the past. Handwriting, spelling bees, mental arithmetic can be called unnecessary goods. Estimable skills but not essential to the workplace.
The most devastating blockade to education is the “standardized test”. A test attempts to predict what a student would do in the real world. Project based learning IS the real world; where a student gets things done and is evaluated by authentic assessment, rather than test score.
Postpone the alphabet until the child can read. Education and children will come to school reading and writing.
Scroll down for a detailed expansion of the Summary
The skills of the 21st Century (http://www.enabling.org/education21) .
I wrote this in 1990 and it states my vision today as well as it did then.
A major goal of the 20th century has been automation and streamlining of the 19th Century. The major goal of Education in the 20th Century seems to have been the preservation of 19th Century obsolescence. The traditional "3 R's" of Education need to be modified and a new set of Educational Basics developed if our children are to become effective workers in the 21st Century.
Reading, writing, and arithmetic were the basic tools of 19th Century education. Reading is the most important of these, now as it was then. It is so important that it will be treated in detail as the last section of this concept note.
Writing is a skill that includes two components: the creation of the thought, and the conversion of that thought so others can share it. In the 19th Century penmanship was essential if those thoughts were to be shared and handwriting was a course in itself. In the 21st Century keyboarding has replaced handwriting and is the most effective way to share one’s thoughts.
Writing has frequently been used as a punishment. And we wonder why students do not like to write. A keyboard is much easier to use than paper and pencil, especially when it comes to revisions. The purpose of writing is communication. Let the student concentrate on that communication, using a keyboard. Then teach them to handwrite that content.
This does not mean that hand written material does not have value in its own right. But handwriting is secondary to content and should be taught separately from creative writing. After the student has created work on a keyboard, transfer the meaning to paper and pencil.
This section ends with a two questions.
At what age can a baby learn to push a key? At what age can a baby learn to write a letter with a pencil?
Science Technology Engineering and Mathematics.
In the 19th Century if you could not do arithmetic you could not move forward in Science. In the 21st Century arithmetic has been automated. So children should be taught with arithmetic automated. Estimation will replace arithmetic. Accurate Estimation means that the estimate is within 10% of the actual. In most things we do, that works fine. We estimate 15% when we leave a tip. How many rolls of cloth are needed? But when we need the exact answer for business, we use a computer.
Arithmetic is the major cause of mathematics and science phobias. And by eliminating Arithmetic, Estimation can be used within a spreadsheet. The platform from which math and science are taught. There will be a needed increase in STEM students, and there are also implications for gender equality.
Standardized tests have become the most important goal and teaching has been focused on that goal. We are teaching students how to pass a test and this is not a skill valued in the workplace. We need to know what skills any employer seeks and teach those skills. Then give them a project that calls on those skills. Then evaluate the project and give a grade. This is Project Based Learning combined with Authentic Assessment. You teach the basics on level 1 and the children complete a task that calls on those skills. Level 2 expects you can do tasks and teaches you more. And they do a project and learn more…as long as you want. You are not giving them a test, you are looking to see what they can do.
In a standardized test, the student must find the right answer. In Project Based Learning there are many ways to find the right answer. Standardized tests are a barrier to Education and lead to stagnation. Project based learning lets the students find their own answer.
Does a person work better alone or as part of a team? There can be team projects in which the teams compete for the best. Put both boys and girls on the same team working together and competing with others. A good way to gender equality.
Reading
Postpone the alphabet until the child can read.
This seeming contradiction will lead to a paradigm shift in Reading and Education in general. The purpose of reading is to understand the meaning of the printed word.
The current approach to reading is based on the part of world language that is phonetic. Once you have decided on a phonetic approach, the course is fixed. Teach the letters of the alphabet and their sounds and learn words by saying them.
Consider how we learn to hear and speak. It was word by word.
Our strategy is to teach reading word by word.
Show the text paired with something that connects the word with its meaning -- a picture, an object, spoken words…
They understand the printed word, but do not have to know the alphabet. Use the words they can read to teach the alphabet in context. This will eliminate 85% of dyslexia.
And far and away the most important question is how old must a child be to be able to read. Before the child can speak! Parents should teach their children to read and speak at the same time. They will read before they can speak. Tie that in with keyboarding and they will be reading and writing the same way they speak and listen and have good number concepts and tactics.
And now comes the challenge presented by this Concept.
What do you teach a child coming to school with computer Internet skills? It might form the basis of on International Forum.
Moving forward, Tanzania will be creating the Curriculum of the 21st Century to answer the question: what do you teach a 21st Century child?
What does it take to change to the new system?
It takes enough hardware so that each child will have 2 hours per day on the computer. In the beginning this will be keyboarding and spreadsheets. Email and web search come next.
The teacher will deal with content and thought while off the computer and giving problems they must use the computer to solve for homework. They need to rate a project rather than score a test.
Textbooks are no longer required. Teachers are responsible for using their own supplementary material. Students always have copies of the required material.
My concept of Primary Education means the child can search material on the web, use it in a word processor and spreadsheet and print an integrated report. I expect to get to this stage in 2 years.
Professional development for teachers and staff will be overseen by the Enabling Support Foundation. The teacher presents a goal or lesson plan and an ESF specialist will suggest possible projects. It is on the job learning for the teacher as well as the students.
I do not know what additional costs this will entail, but rearranging, rather than addition, might work.
PROBLEMS OF EDUCATION IN TANZANIA
There are about 35 Million people and more than 120 ethnic groups in Tanzania. The national language is Kiswahili. For historical reasons English is the second official language.
Tanzania is one of the least developed countries in Africa. Luckily, the Tanzanian government understands the value of education when improving the quality of life. According to the Tanzanian education policy the language of teaching is Kiswahili in pre-primary and primary education in which English is a compulsory subject. In secondary education the language of teaching is English and Kiswahili is a compulsory subject.
Nevertheless, the poor command of English of both teachers and students is a major reason for academic under-achievement in secondary schools. Students start studying in English without proper preparation and are taught by teachers who in many cases have a low level of proficiency in English. Some teachers do their best and attend evening classes to acquire better language skills. However, it is expensive and time-consuming, and not even available everywhere.
The number of private schools is growing and affluent families send their offspring into these schools that use English as the medium of instruction already in primary schools. Unfortunately these schools are hardly better – their teachers are often not able to use English properly or lack teacher training altogether.
Tanzania has tried to find solutions to these problems. The country uses the help of its own experts, the British Council and also numerous experts from Finland to improve their teacher trainees´ language and pedagogical skills. However, there is little efforts to meet the above mentioned problems
Likewise, Tanzania is among the countries that have shown high commitment to offering education for all people. Tanzania recognizes that education is a right of every individual. It also recognizes that inclusive education is a better option towards the achievement of Education for All (EFA) strategy. Tanzania’s plans to implement inclusive education are well stipulated in the National Strategy on Inclusive Education 2009-2017. The objectives of the National Strategy on Inclusive Education to ensure that:
1) Education policies and programmes are informed by inclusive values and practices
2) Teaching and learning respond to the diverse needs of learners
3) Educational support is available for all learners
4) Professional capabilities for inclusive education are widened and strengthened
5) Community ownership of and participation in inclusive education are enhanced
Challenges facing the Implementation of Inclusive Education in Tanzania
Education systems throughout the world are faced with the challenge of providing an effective education for all children and adults. However, the challenges are more serious in developing countries such as Tanzania. Research by UNESCO (2009) indicates that about 75 million children of primary school age are not enrolled in school; more than half of these are girls and seven out of ten live in sub-Saharan Africa, or in South and West Asia. The majority of children who have less access or are more likely to be excluded from education include those from rural or remote communities and linguistic minorities, children in urban slums, children with disabilities, working children, children belonging to indigenous groups, nomadic children, and those affected by HIV/AIDS (ibid). Similarly, it is estimated that 774 million adults lack basic literacy skills and many others are in school, but not necessarily receiving quality education (UNESCO, 2008).
Evidence from research has shown that governments and policies in countries of the South are positive to the concept of inclusive education, yet the process of implementation remains absent in most places (Eleweke and Rodda, 2002, UNESCO, 2004). There are many challenges that hinder effective implementation of inclusive education. According to Lewis (2007), such challenges include the need to:
1) Define inclusive education, and its relationship to the concept of quality education.
2) Balance work on increasing educational access/enrolment with efforts to improve the quality of education.
3) Promote a more holistic view of inclusion.
4) Budget for inclusive education work.
5) Collect data on marginalization problems, in particular how to work better with communities/stakeholders to identify the most hidden of excluded children.
6) Revise teacher education in a way that makes learning about inclusive education the norm for every teacher, rather than a specialist area of study.
7) Achieve increased flexibility in curriculum development to match the flexibility required by a successful inclusive education system.
8) Strengthen the rights base for inclusive education within national policies and plans.
On the brink of the 21st Century, the world is on the cusp of an education revolution, based on expanded and revitalized concept of what education means and the ways in which learning can be enhanced. In the advent of the third Millennium which is billed as a period of Science and Technology, Tanzania is still struggling and not fairing well as a member of the global era of science and technology. Education as a key input for social, economic, scientific and technological transformation has remained underdeveloped.
3.1 The Challenges of Education in Tanzania
Like all countries, Tanzania is bracing itself for a new century in every respect. The dawn of the new millennium brings in new changes and challenges of all sectors. the Education and Training sector has not been spared for these challenges. This is, particularly important in recognition of adverse/implications of globalisation for developing states including Tanzania. For example, in the case of Tanzania, globalisation entails the risks of increased dependence and marginalisation and thus human resource development needs to play a central role to redress the situation.
Specifically, the challenges include:-
1) The Globalisation Challenge
2) Access and Equity
3) Inclusive/Special Needs education
4) Institutional Capacity building
5) The HIV/AIDS Challenge
3.1.1 The Globalisation Challenges
Key Features and Challenges of globalisation that impact on education systems in the region could be summarised as follows:
Lack of information and communication infrastructure
It is argued that advances in information technology have reduced the need for learners to assemble in one place over a specified period in order to learn through distance learning. Rather, education system will have to become more flexible to fit in with and suit the needs of the learners. However, limited infrastructure in Tanzania make the use of modern technology and particularly the use of distance learning difficult because larger percentage of the Tanzania population live in the rural areas that do not have electricity, good transport networks and communication links.
The potential of modern technologies (computer, internets, radio, etc) to break through barriers of time and place has been acknowledged especially for the urban areas where NGOs and the private sector have made some commendable investments which have transformed teaching and learning in privileged urban communities.
Poor Teaching and Learning Environment
With the advert of globalisation, now techniques for more flexible training have been introduced and learners need to be equipped with a wide range of skills and to prepare them for a rapidly changing labour market.
Faced with large class sizes, poorly qualified teachers, irrelevant curricula and inadequate learning materials, Tanzania is challenged to deliver computer, basic numeracy and literacy skills at the basic levels.
Inadequate capacities to plan, manage, monitor and evaluate education provision at the local level
The increased devolution of responsibility from central organs to grassroots levels is encouraged by the introduction of new patterns of Government of Tanzania policy of organising and managing the delivery of education services. This is also fuelled by the increased participation of NGOs, the private sector and civil society in the provision of education.
An ultimate goal of any education system is to provide relevant and high quality education and training services to a broad range of clients in the most equitable effective and efficient ways. This entails building the management capacity at all levels in the efficient ways. At present there exist no institutional mechanism to promote co-ordination and allocation of resources, utilization of existing education and training facilities or harmonization of training programmes among the subsectors. The sector operates under difficult conditions characterized by underfunding, fragmentation and high internal and external inefficiency.
Problems caused by large numbers of uncoordinated development programs/projects
The traditional approval to the education development has been through the establishment of fragmented, narrow and stand alone projects. This approach has created a lot of difficulties in coordination, management and ineffective use of meager available resource.
Inadequate public sector spending in education
Total real government expenditure has increased over the last 10 years. per capita expenditure has also increased despite a population growth rate estimated at 2.8%. There is an average share of 24.2% of government recurrent discretionary expenditure to the sector. However, public sector spending on education is low (only 2.6% of GDP).
Commitment No.6 made by the World social summit held in Geneva in June 2000 on universal and equitable access to high quality education calls for government to take steps to ensure appropriate and effective expenditure of resources for universal access to basic education. it also recognizes that achieving education for all will require additional financial support by countries and increased development assistance and debt relief for education by bilateral and multilateral donors and that it is essential that new, concrete financial commitments be made by national governments and also by bilateral and multilateral donors, including the World Bank and regional development bankers by civil servants and by foundations.
Challenges with regard to improvement of quality of education
Current Trends in Students’ Achievement
In Tanzania, student achievement is measured through examinations which include Primary School Leaving examinations (PSLE) and Certificate of Secondary Education Examination (CSEE) for standard seven and secondary education leavers respectively. Results produced by the National examinations Council (NECTA) of both Primary seven and Form IV indicate that boys perform better than girls the results also reveal that there is a wide variation across regions from 35% in Iringa to only 10.3% in Mtwara primary education level.
The document points emphasis on quality education at all levels and calls for regular reviews of the curriculum to improve its relevance and incorporate emerging issues among other goals. The paper acknowledges that primary education still faces many challenges:
1. Many eligible children were still out of school
2. Congestion was common in school
3. Many schools are poorly managed leading to wastage
4. Shortage of teaching staff a main challenge.
To address the above challenges, the paper outlines the following interventions;
1. Review staffing norms to ensure equitable distribution of teachers and ensure optimum utilization.
2. Government plans to rehabilitate schools that are in poor conditions especially in arid and semi-arid areas.
3. Provision of science equipments in selected schools.
4. In-servicing teachers in various domains to enhance their subjects’ mastery and intensifying supervision to guarantee quality.
The vision for education sector in Tanzania for 2030 is, “to have globally competitive quality education, training and research for sustainable development.”While the mission for education sector in Tanzania is to; “provide, promote, and coordinate the provision of quality education, training and research for empowerment of individuals to become responsible and competent citizens who value education as a lifelong process” (GOK, 2007).
To achieve this vision, strategic areas namely; access, quality equity, science, technology and innovation have been identified for support based on their impact on the economic, social and political pillars. Therefore, the Vision 2030 education reform process targets include:
1) Improve access through increased enrolment
2) Reduce illiteracy levels by about 80%
3) Transition rate must improve in primary to secondary schools from 47% to 70% and basic education should include secondary education.
4) Special needs education should be integrated in school system where schools also admit all students even those with special needs.
5) Transition rates from secondary education to tertiary education should rise from 3% to 8%
6) Expand access in tertiary or university education from 4% to 20%
7) Improve quality of education
8) Introduce environmental education to protect the environment.
9) Expand teacher education and training
From the above additional information, we request you to continue to expand your well designed concept note for partnership with us and our Government specifically in the ministry of Education in primary school and nursery schools where teachers coming from different Parties of our country who are teaching in primary school including those in secondary schools will be invited to come to our center to learn on how the concept of 21 century education approach are taught and implement in practical means to our teachers, pupils and parents. We will continue to supplement all information that we think can help you to include in our concept note.
Reaching Across Continents to Provide Children's Books to Children: An American - Tanzania Connection Made in Good Faith, Hope,
HACAO - HELP A CHILDREN'S AUTHOR OUT! Do You Have a Book That You Want to Market to Parents and Teachers?
@Majaliwa
Reaching Across Continents to Provide Children's Books to Children: An American - Tanzania Connection Made in Good Faith, Hope, and Love.
It is time that the world comes together to meet the needs of the common man and women.
There are so many people in America that would be willing to contribute to a cause such as the one that the Coalition of Children's Book Authors have designed for 2014. Each member of the coalition is willing to donate and ship their book to Tanzania based on the great relationship that has transpired between Dr. Michael Provitera, author of the children's storybook titled "Happy Go Lucky," and Mr Majaliwa, Chair and Founder of the organization for children in Eastern Africa.
In the vast land of learning and growing, there are children that want to read books but cannot afford them. As the coalition expands our networks to ask people to buy our books and join our cause, children in Tanzania at the Children Care Development Center are awaiting the shipment with open arms. While the center wants to place a library in our name and remember us, we appreciate that. Our goal, however, is to place a smile on the children's face. This value beats any relative value of a sale or promotion. Promoting smiles and winning hearts is what this cause is all about.
As Judith Addington, author and member of the coalition said from her heart "I feel like we should be honoring YOU, Mr.MAJALIWA MBOGELLA, for this profound work you are doing in Tanzania at CCDO to provide a better life for women ( http://youtu.be/xBe-m-W5kKI) and children who will go on to be future world-changers! YOU are to be commended for your ministry and commitment to making a better world!" Or, what Layne Case said (https://www.youtube.com/watch?v=1fte7w5a5Ng&feature=youtu.be) as a follow-up remark to Judith "To be a part of this is truly a blessing!" And finally, Betty Davis extends her heart and vast network of professionals to help us in our cause. Betty said "Dear Majaliwa, I really wanted to thank- you for this wonderful opportunity to help the young girls and boys and women that you help in empowering them to be successful. I have been promoting this and getting some positive responses to helping either by having people buy my books and then sending the books themselves. Again thanks so much."www.amitypublications.com
I, Michael Provitera, Founder and Chair of the Coalition of Children's Book Authors would like to thank all the authors that are willing to commit to the needs of the children in Tanzania. Thank you for placing an advertisement, warming your hearts, and extending your hard earned and valuable books to the people in most need of our love and support http://docprov.com/hacao.html,http://www.youtube.com/watch?v=8W8HGhZ0KHU
Michael Provitera, Founder and Chair
Coalition of Children's Book Authors
February 2, 2014
By Dr. Michael Provitera
Innovative Creativity: What Inspired me to Write my First Book,
No Tildes on Tuesday
By Dr. Cherrye S. Vasquez (PhD).
We all have a story within us. Among a few genres, our stories may be fiction, non-fiction, poetry, folklore, or whatever the writer desires, but the main point is getting our stories out of our heads/hearts and onto paper. So, don’t be shy. Begin writing and journaling as much as possible. Write, write, and continue writing.
A Good Hook: Ask Yourself this Question
A hook sentence (also called a narrative hook or literary hook) is a sentence in the first paragraph of a piece of writing which "hooks" the reader into “thirsting” for more. It’s what authors coin “a page-turner.” You will want your “hook” written within the first sentence or paragraph. Your hook shouldn’t be too far down after your first paragraph.
Think about what makes a story interesting to you. This is what will assist you in writing a good “hook” for your story. You’ll want to give your readers the same gift you received from stories you’ve read that had great “hooks.”
So, think about how will you make your story so interesting the reader will have a hard time putting your story down?
Make Character(s) Come Alive on Paper
Go ahead and begin jotting down your ideas and notions. Give your characters names, and express their characteristics/personalities (sassy, smart, and intuitive). Don’t forget your scenery (school, home, sunshine, snow, rainy day).
- Give your scenes color/vivid descriptions
- Set interesting Scenes
- Get into your Characters heads
- Personalize your story
- Imagine yourselves in the story
- Voice out your characters words/Act our your story
Helpful tips for planning your very own story (click on hyperlink below)
Components of Planning a Story
How No Tildes on Tuesday was born
This is how I made my first book, No Tildes on Tuesday, come alive. Even though the story within the pages of No Tildes on Tuesday is fiction, it is based, in part, on my personal life which makes this story realistic fiction. Well, you might ask, what is realistic fiction? Realistic fiction means that the story is based on issues surrounding my life, even though it isn’t entirely true. For example, the storyline is based on a biracial girl, Isabella, who is not bilingual. Isabella’s dad, Antonio, didn’t teach Isabella Spanish because of how he was forced by his school teachers to drop his Spanish language at a very young age and concentrate learning English. Isabella’s grandmother (abuela) yearned for Isabella to learn her father’s native language, but really didn’t know how to teach Spanish properly.
Isabella’s father is Hispanic and her mother is Caucasian. Isabella, however, identifies with only one half of her heritage (the Caucasian side). In fact, her very best friend is Caucasian and believes it to be a waste of time for Isabella to learn Spanish since no one at school, or in their community speaks Spanish.
Further into the storyline of No Tildes on TuesdayIsabella meets a new friend who is bilingual. Juanito loves speaking both languages and invites Isabella to a Fiesta where she learns and sees the beauty of the other half of her heritage.
How No Tildes on Tuesday Mirrors my Personal Life
Well, in my real life, my own daughter is biracial, and even though she isn’t bilingual, she has taken Spanish for the last two years in middle school. My husband is Hispanic and I am African-American. My husband’s teachers encouraged them to only speak English while in school, but he continued to use Spanish while at home with his parents.
My daughter’s grandmother (abuela) really wanted her to learn Spanish, but abuela wasn’t able to help my daughter learn the language using proper linguistic skills. In addition, Isabella’s dad’s name is Antonio. Antonio is my husband’s middle name.
As shown on the Back matter of No Tildes on Tuesday:
Isabella never wanted to learn to speak Spanish. But when her parents announce they are moving to the family to a predominantly Mexican-American neighborhood, Isabella become desperately afraid that she won’t be able to fit in and grudgingly agrees to start Spanish lessons with her abuela.
But the lessons aren’t as easy as she thought they would be. Abuela is a strict teacher and the words are a lot more difficult to memorize than Isabella thought they would be, so at the goading of her best friend she decides to put a stop to them. Through a runaway adventure, a visit to her father in the hospital, and an introduction to a new kind of friend, Isabella comes to realize that Spanish may not be as bad as she thought, and that being able to communicate with people who share her heritage could be invaluable.
Self-Identity: Love Who You Are
As the author and creator of this story, it was my aim to reveal how complicated it is avoiding self-identity, but how great and rewarding life can be when we embrace all of who we are. We must have deep-seated love, confidence and self-respect for self. Love for self must become ingrained within at a very young age and massaged daily. We must love our heritage whether, biracial, multi-racial or monoracial (of only one race as I am).
On behalf of the Children Care Development Organization (CCDO) management, I would like to thank all the Coalition of Children's Books Authors for their humanely donation to the CCDO Orphans, their donation has proved positive change regarding their behaviors. All our communities are very eager to see them, they facilitated to the establshment of our Coalition of Children Books Authors Library which is our friends to all our community members. Thanks
ADOLESCENT GIRLS FOR EDUCATION 21 PROJECT
The purpose of this proposal is to demonstrate the effectiveness of a post primary learning and maturation center for adolescent girls. The goal of the center is to preparegirls for life as a woman, living successfully in the 21st Century.
The Children Care Development Organization in Tanzania has been operating for the past 5 years supporting the rights of girls and women with a portfolio of projects. The Enabling Support Foundation has been facilitating the activities of grassroots NGOs in sub-Sahara Africa. ESF has established the Peace Flame Network and the Archive of Social Good. The Archive lists activities, web sites and contact person of NGOs that can be searched by country, population served, and mission. Visit at www.peaceflame.org/social-good.
ESF has been collaborating with CCDO for the last three years. The Ministry of Education has already endorsed Education 21 as accepted approach to Education in the 21st Century that will be used in the Institute to educate the girls. They also partnered on a blended Disability Center combining CCDO on the ground and ESF in the cloud providing expertise and experts for the workers in the field. The Adolescent Maturity Institute is another joint project that provides education and maturation for adolescent girls, including those who have physical and cognitive disabilities.
Intake. Entrance into the Institute includes a complete medical examination as well as standard immunizations. We will provide treatment or referral for health issues. A psycho-social interview will provide further insight into the background of the girls. A unique service will support the appearance of the girls. We want them to see how good they can look, and to encourage a positive self-image.
Each girl will have a Big Sister to shepherd them as they get started. The older girls will have a little sister to welcome and show around, and they will teach and learn from one another.
Education. The Institute will be using Education 21, a program developed by ESF and can be found at www.enabling.org/education21
Most girls will have basic reading skills, and the Academy will concentrate on speed reading. That is, reading without decoding. This approach is to be preferred for non-readers and dyslexics. And we expect all girls will be literate. They will learn word processing, spreadsheets, communication, and web search. The girls will use these tools to complete real world projects. Local employers will be contacted to determine those skills they expect in an employee.
The STEM subjects has one simple rule. Substitute accurate estimation for arithmetic. In most cases a good estimate is all you need. For exacting work a spreadsheet is an intuitive platform all the STEM courses. There is a prevalent concern that STEM subjects are difficult. In reality arithmetic has blocked many from STEM, and we have eliminated that block.
Students will learn using project based learning, and the project evaluated using authentic assessment. In addition to individual projects, the students will be part of a team that must work together to complete a project. Teams can be of mixed gender. Team mates will learn to respect one another and projects will get done. And a step toward gender equality.When the girls have graduated they will be prepared for the electronic workplace of the 21st Century in many ways.
Culture The culture program is two-fold. The girls will experience the fine arts through the years and the have opportunity to express their own talents. Culture can also refer to sociological differences. How does a girl in Tanzania learn about fashion in New York? Using email. Students from two countries communicate about life as they see it in their own words. The student writes a report and reads other reports. An easy way to learn about different cultures.
Living. In the 21st Century, women must understand banking and finance, deeds and property, and all their legal rights. We have gathered a group of experts in legal, financial, vocational accounting fields who will provide online support to teachers in the Institute. The expert dialogues with the teacher and the teacher presents the information to the girls. Optional courses will be available for cooking, automotive, sports, and other areas on the softer side of life.
Governance. Another aspect of living in the 21st Century is the role of women in government. The girls will be exposed to the theory and practice of government. Part of their education will include participation in local political activity, as partisans or independents.
Sustainability. During those times the center is not used by the Academy, it will be used as a computer cooperative. Members of the cooperative will have computer and Internet access along with guidance on their effective use. Subscription fees will be use to maintain and expand the computer center and the Academy. In this way we will create a sustainable organization that has the potential to grow.
Finale. We bring you two productive organizations, experienced in working together, to create a prototype school that can quickly and inexpensively cloned.
Request For Small Donation to the Completion of our CCDO Child Labour Rehabilitation Center
CCDO Orphans are enjoying books that was donated by the great famous authors in the world Dr.Cherrye S.Vasquez (PhD), a member of the Coalition of Children Books Authors.
Summary
This orphanage home aims to provide care, support and protection for 102 orphan & street children. This home has three Care Takers, One Teacher. A doctor is conducting health check-up & providing medicines. All the inmates are being provided with 3 time’s nutritious food, one set of books and 2 sets of uniforms. Every child has opportunity for indoor and out-door recreation and play facilities along with training in crafts and hobbies
The overall objective of this project is to wage war against need orphans and child labour, motivate the school orphans drop out, child labour and neglected girl children to get back to the formal school by giving psychologically and physically training, giving importance on nutritive status of children, provide cultural and sports development, more focus on rack pickers, street children for bring them to main stream of the education, provide good education, food and scholastic materials, vocational training, orientation and skill developments of beneficiaries, motivate the parents and community for change their attitude about ignorance of importance of children education, provide more opportunity for children to learn about arts, science and social etc, to develop changes in policymaking level by lobby and advocacy, and active involvement in school betterment committees. However, the major goal of this project is to help disadvantaged children get an opportunity to study for self sustenance and NOT dependants on the community they live in.
Major activities in here are to construct the CCDO Orphanage Centre and to train teachers for taking classes for the children, and in order to sustain the Centre the project will work to enable them set up income generating projects through provision of small interest free capital and trainings to household’s families we work with. This will reduce high dependency on the organization by the project beneficiaries. Some of the income generating projects will be poultry keeping, kitchen gardening, computer training, tailoring, café services, dress making etc. Other activities shall include pay school fees, uniforms and other scholastic materials, organize meetings with the guardians, committees and Local leaders, build two dormitories for girls and boys orphans in the village, to support orphans /homes and guardians of the OVCs, identify and register orphans, take their pictures, update their profiles, and to provide home based care counseling skills to OVCs and orphans living with HIV/AIDS (PLWAs).
Therefore, this project is applying grants valued at 35,000,000/=Tshs for the completion of CCDO Orphanage Home / Center construction along Mkimbizi Village, Iringa Municipality –Iringa Region, Tanzania.
1.0 Introduction
In our project area number of needy Orphan and street Children are found. The problem of orphan / street children is acute due to urbanization and the deaths of HIV/AIDS affected persons, re-marriage of deserted / widowed / divorce women, absence of love and security in the families, Family disputes, Unwanted pregnancy of Trafficking / Sexually exploited girls; these orphan and street children are left without care and support. These children are involved in rag picking; pick pocketing and participating in anti social, criminal activities. Therefore, we envisage mainstreaming these children in the national building by providing care, support and protection in our CCDO Orphanage Home.
2.0 Brief History of the Organization
Children Care Development Organization (CCDO) is a non-governmental organization (NGO) working in Tanzania Mainland particularly in Iringa and Makete districts of Iringa and Njombe Regions in Tanzania. The CCDO is registered legally by the United Republic of Tanzania on 13th April 2010 under the Non-Governmental Organizations Act 2002 made under section 12 (2) of Act No. 24 of 2002 and with registration No. ooNGO/00003818. Since its inception the organization working with the people towards the reducing youngster’s poverty through practical ICT solutions under support from the World Computer Exchange Organization from USA and Computers 4 Africa from UK, promotion of climate change education and water sources preservation around Iringa Rural District under support from the United Nations Development Fund (UNDP).
3.0 Background of the Proposed Project Area
The project is planned to undertake at Mkimbizi village of Iringa Rural district of Iringa region, the project is estimate at this villages after realizing the need and identifying the problem of needy orphans and child labourers. The project location is underemployment and poverty oriented and also some small scale business activities in which rack pickers, working in hotels, garages, sexual workers, coolie work, and tea plantation for low wages without any incentives and other facilities as result they turn back in criminal and beggars’ activities. They are forced to go for migration in searching of employment to earn daily bread. This affects them in the dropouts of school of their children. Poverty is the root cause for migrations. After dropping education children are also used to work with their parents and some of the children are put in tee plantation and bricks making, agriculture and domestic works to earn bread for the family. More details in background and introduction of the project area.
CCDO has initiated the activities on elimination of needy orphans and child labour and rehabilitation of the affected children. The organization has developed a CCDO Orphanage Center in which construction is expected to start very soon if funds available from humanitarian donor givers. We planned to continue to run the Center exclusively for the benefit and welfare of the need orphans and child labourers at Iringa hamlets of need neglected orphans who are child labourers and beggers, working in different sector of hazardous fields.
3.1.0 Our Mission
Mainstreaming the Orphan, Semi Orphan and Street children in the national building by providing care, support & protection through shelter, food, and education is our mission.
4.0 CCDO Project Overview
In spite of planned development and special provision for accelerated socio-economic development of neglected/disadvantaged vulnerable children, the issue of orphan, semi orphan and street children is not properly addressed. In our project area many Orphan, Semi Orphan and Street Children are found. The problem of orphan / street children is acute due to urbanization and the Deaths of HIV/AIDS affected persons, Re-marriage of Deserted / Widowed / Divorce women, Absence of love and security in the families, Family disputes, Unwanted pregnancy of Trafficking / Sexually exploited girls; these orphan and street children are left without care and support. These children are involved in rag picking; pick pocketing and participating in anti social, criminal activities. Therefore, we envisage mainstreaming these children in the national building by providing care, support and protection in our ORPHAN CHILDREN HOME/ Rehabilitation Center. The project proposed in this scheme is meant for additional support to run the orphan children home.
5.0 Project Objectives
1) To create an enabling environment for the child labourers of Iringa district in Iringa region so that they can be self-dependent, contribute to the development of the area and are an active participant in development effort of the nation.
2) To inculcate entrepreneurs skill in the youth orphans, to make youth self-employed and initiate the youth to be engaged in sporting activities, vocational training, and build a culture of reading books for their life style innovation and creatively.
3) To mobilize roofing construction materials for the completion of our CCDO Orphan Rehabilitation Center.
4) To provide orphan / semi orphan / street children, a childhood that they never experienced and help them to become useful members of the society.
5) To encourage orphan / semi orphan / street children to kindle their potential by providing creative opportunities
6) To make available a secure place where orphan / semi orphan / street children can play and enjoy their childhood.
7) To provide basic education to orphan / semi orphan / street children.
8) To provide such welfare services like free lodging, boarding, health and recreation
9) To provide basic literacy and facilities for those who wish to study further
10) To select and prepare for a vocation in order to live on their own legs
11) To accomplishing physical, intellectual and aesthetic development of the child
6.1.0 Project Activities
1) Identification of orphan / semi orphan / street children
2) Pre-view of the incoming orphan / semi orphan / street children problem/difficulties
3) Emotional acceptance of the child
4) Teaching facilities for basic education
5) Teaching facilities for vocational courses and crafts.
6) Lodging and boarding facilities for all inmates.
7) Recreational facilities.
8) Primary health
6.1.1 Methodology
We have been identifying needy orphan and street children through our volunteers, citizens, police, women & child welfare department. We Pre-view of the incoming needy orphan and street child problems/difficulties. We counsel and arrange for emotional acceptance of the orphan / semi orphan / street child. We provide ICT, Tailoring vocational training and Day Care Services to our loved children aged under 6 years for all inmates at a rented building at Mkimbizi within Iringa Municipality of Iringa region. We arranged teaching facilities in nearby schools according to their age. We also provide home tuitions, recreation and health care.
We have been running the Orphanage with local donations and contributions only. We mobilizing both cash and kind. We have limited resources to take care of about 102 needy orphan and street children. But, day by day number of children is increasing due to various reasons. We need additional support from the donors and philanthropists to meet the needs of increasing needy orphan, disabled children and street children in our center. We seek support for about 3 years. Meanwhile, we will sustain to mobilize continuo’s local donations through exhibiting our good work and service. We are planning to build permanent home at our owned land along Mkimbizi village.
This home will have three Care Takers who besides handling day-to-day administration and will look after the CCDO Orphanage Center as warden. One Teacher teaches the children for education and communicative skills. A doctor will be appointed as Center Medical Attendant on honorarium and all the inmates will be provided with health check-up, medicines, food, cosmetics, one set of books and two sets of uniform every year.
The proposal covers 102 needy orphans, disabled children and street children. Every child will be provided with nutritional diet, indoor and out-door recreation and play facilities and training in crafts and hobbies.
7.0 How Will This Project Solve This Problem?
We have identified disabled children, needy orphans & street children & providing food and education facilities for all children. We are arranging teaching facilities in nearby schools & providing home tuitions, health check-up, medicines, cosmetics, one set of books & 2sets of uniform every year. This proposal covers 102 needy orphans & street children. Every child is being provided with nutritional diet, indoor & outdoor recreation and play facilities and training in crafts and hobbies.
7.1.0 Potential Long Term Impact
This project has potential & impact full in main streaming of orphans and street children. Their basic needs are met and they will get new life through gaining knowledge, vocational skills and life skills. They will get love & affection as if their parents provides. Their confidence level will increase & become good asset to the community. They are developed physically, psychologically, made as good and productive citizens. They will inspire by philanthropy & show humanity towards the community.
7.1.1 Project Message
Being inmate of this orphanage, I regained my birth. I obtained nutritious food, quality education and resourceful life. I got love and affection through my colleagues and organizers in the orphan home.
7.1.2 Statement of the Project Problem
The very low level of education among the whole population of the community which has been attributed to the increasing number of orphans and child labourers as a result of HIV and AIDS scourge that has hit the village for many years ago and up to date. Subsistence agriculture being the major way of livelihood has made it very difficult for the parents to send their children to school due to the increasing cost of education. The most affected and vulnerable category here is the orphans with no proper care and protection, no education, no food, no clothes and medical care. Worst, some of the children at years low as 11 are heading families taking responsibility of catering for the young ones as well as finding away for their education. In an attempt to do so, they end up meeting with young men and women to earn survival with money less than $1, coupled with HIV and AIDS. This has encouraged and increased on the rate of infections among the young population in Iringa district. The project is therefore initiated to target the orphan’s child labourers and the vulnerable children and to empower them by providing education to the bright ones, vocational training, ICT trainings, tailoring, entrepreneurial training and also empowering their guardians to carry out income generating activities that would further keep them even if the project ended.
Major problems of orphans and vulnerable children can be summarized as follows:
1) Food insecurity – under-fed, less meals and therefore poor nutrition;
2) Clothes/blankets – poor dressing; and therefore shame, especially for adolescents;
3) Shelter – poor housing, affected by extreme weather conditions
4) Education – poor attendance, expense with school fees, but also poor performance because of the related trauma of a change in life situations
5) Abuse – by guardians, overwork sometimes because they are depended upon to bring food on the table, but often because of discrimination
6) Lack of health care – physical growth impaired
7) Lack of social interaction – and therefore isolation
8) Verbal abuse – and therefore feelings of discrimination, especially when AIDS orphans are singled out, therefore stigma.
8.0 Training the Youth on Entrepreneurial Skill
Most of the needy orphans and child labourers youth in town are unskilled. Most don’t have enough knowledge on enterprise development, petty trading and related activities. Some have skills but their knowledge is traditional. Besides, they have no start up capital. Therefore, training on business development and going to envisaged business of their interest is the first step.
9.0 Establishing A Recreation and Business Center
As mentioned earlier the needy orphans and child labourers/ youth have nowhere to spend their time. Besides, as there is no job there is high unemployment. Therefore, a center that can be used as both recreation and business should be established. In the center there will be shops for young small-scale businessmen, cafeteria, sport center, information center and film showing center. In the shops & cafeteria those youngsters who took training and revolving credit shall undergo the venture of their own interest. The sport center shall provide indoor game services .The information center will give internet and information services. Film showing will launch in the small hall that is to be constructed together with the above centers. In these centers the remaining youth shall spend their time for recreation.
9.1.0 Provision of Sporting Materials
In here different sport teams which were already formed will be given sporting materials. The sporting team’s types are football, netball, volley ball and table tennis.
9.1.2 Needy Children Support
Children support activities seeks to improve lives of poor children through vocational skills for orphans and vulnerable youth (carpentry, computer maintenance, tailoring and hairdressing), educational support for 102 needy orphans children, functional Adult literacy training, community development activities (micro credit; sustainable agriculture; food aid to orphans and elderly people; health and hygiene trainings), environmental protection (energy saving stoves, biogas production; rain water harvesting; use of compressed soil bricks), running a cinema showing didactic movies and cartoons to the children of the slum, supporting to the local community through the distribution of mosquito nets, scholastic materials, clothing, school fees, food, medicaments, organizing sport and drama activities for the youth of the slum, and income generation through movie shows/ sale to cover part of the costs of the organization.
9.1.3 Construction of CCDO Orphanage Center
The project plans to obtain roofing construction materials for the needy child orphans and labourers center for the youngers and the poor families of people living in and around Iringa district on a land owned by the CCDO, which is located in Mkimbizi area. This will enable CCDO to expand and improve on the educational programs already existing in CCDO. The center will constitute a meeting point for the youth people and a center of new activities and new opportunities. The center will comprise, a multipurpose hall, some classrooms, a library books storage room, two offices and toilets. The center will accommodate the literacy school for adults’ needy orphans, a course of ICT, some recreational activities, one library and the didactic movies projection in which the target beneficiaries are 1500 needy orphans and disabled children. The orphan’s center will be used to improve the management of local NGOs partners and thus increase their levels of sustainability. The main activities of the center are a literacy school for the children and professional trainings for youngsters and women, but it will host also some activities addressed to the whole community; a shop for selling local handcraft and sewed cloth by our trainees, trainings for local partner organization staff members, awareness meetings and free cinema. In the specific the planned activities are;
9.1.4 Reference Library
One of the rooms will be fitted with shelves and stocked with reference books for infants, youth of primary and secondary school level plus general reference books and magazines. Other related assets would be a public address system, music system, a video and television system in door and out door games. The place would be organized into a resource and recreational centre where the orphans can meet and recreate in a constructive and guided way. Where they have access to resources and information that enables them to be connected to wider society and to the world. Where awareness and sensitization programs can be run on HIV/AIDS, male / female relationships, drug abuse, cultural heritage and tourism advertisement with reference from Mkwawa and Isimilar achieves including Ruaha National Park which is the largest in Tanzania etc.
The multipurpose hall would be furnished for use as a reading and study room or workshop and training purposes. While two rooms of the center will host a library and a study room, in which students of all levels will have the possibility to deepen the knowledge acquired at school. There will be also a general book section for leisure reading. This facility will give the possibility to the students attending low level schools, to be prepared for the final exams. There will be also a veranda space where a wider public will have the possibility to read in a comfortable and quite environment.
9.1.5 ICT Training
The course of computer directed by CCDO animators will involve the needy orphans and child labourers of the community of Iringa and the women who cannot be admitted to similar courses because of the age, of the cost and the level of education. This program of computer science is the only one existing in the zone of Iringa Municipality. The number of beneficiaries will target a particular part of the population, on average 102 most vulnerable children and 50 women. The center will also offer the possibility of using computers facilities in order to train local NGOs staff and improve the quality of their administration, and acquire ICT skills for all the beneficiaries of the center.
9.1.6 Vocational Skills Training
In the aim of improving the life quality of disadvantaged persons and to give a professional qualification to the young people, CCDO will improve the quality of the existing vocational skills training, and increase the number of beneficiaries through acquisition of more training materials and instructors. Because of the problems off insuring a constant supply of electricity (sometimes the distribution is limited to 3 – 12 hours per day) CCDO will purchase a three – phase generator. At the end of the professional training the graduates will receive a professional kit (box of tools, sewing machine,..) that will put them in the position to start quickly working on their own. The total number of beneficiaries is of 250 most vulnerable children. Also, CCDO will organize vocational trainings for disadvantaged youth aged from 12 – 30 years, with the aim of offering vocational skills for job in the following skills areas; tailoring, hairdressing, video making / photo making in which the project will be benefiting 60 tailoring, 52 hairdressing, and 30 video-making / photo youths.
9.1.7 Support HIV/AIDS Affected Families
In order to limit the spread of AIDS diffusion among the population of Iringa and Makete district, CCDO supports 20 school needy orphans selected in Secondary schools for “O”Level and 67 affected families whose children are already beneficiaries of the center. The HIV affected persons are supported through the subsidies of medical care for the affected and start up input for the head of family in order to set up income generating activities. Furthermore the beneficiaries of the program will be referred to medical centers in order to receive free medical care and antiretroviral. Among the families supported by CCDO, 40 of them, the most disadvantaged ones, will receive a further support through food distribution.
9.1.8 Awareness Meeting
Once every month the main room will host sensitization and awareness meetings under the facilitation of professional and experienced trainers. The meetings will be followed by a discussion among the participants. The main topics will be; gender based violence, HIV/AIDS prevention, children rights, general health, life saving strategies, women empowerment, cultural heritage and tourism promotion. The planned number of beneficiaries is 72.
9.1.9 Cinema
For the children the multimedia activities constitute a leisure and fast instrument to learn new things. Through documentaries and cartoons, this activity will reach a greater number of children in order to facilitate learning in a leisure atmosphere.
10.0 In Setting Up Our Partnership
In setting up our partnership in this project it was agreed that CCDO management will invite project donor to come to work with us by giving technical and advisory team for the promotion of reciprocal exchange information, trainings, and knowledge transfer and the project partner will be responsible to all procurement of our Orphanage Center and organization equipments. CCDO will continue to mobilize its resources for the sustainability of this project and to engage into consignment/ shipment material procured by project partner. While the assisted technical and advisory team will work to train our staffs on how to use and operate the procured equipments.
11. CCDO Contribution
The Children Care Development Organization (CCDO) has managed to buy 10 acres of land and to construct a building for CCDO Orphans Rehabilitation Center but we are lacking roofing construction materials as such 200 bags of cement, 400 timbers, 450 iron sheet, 150 painting tins, 200 ceiling boards, windows and doors frames and other related finishing materials. We have various type of workshop tools that need to be put in this Center and among these workshop tools are sewing machines – manual, treadles, overlockers, industrial, haberdashery & cotton clothing, knitting machines, tools – carpentry tools, woodworking machinery, plumbing tools, motor mechanic tools, masonry & bricklaying tools, electricians tool & machines, cobbler / leatherwork/ upholstery tools, blacksmith tools, metal work & engineering workshop tools and machinery lathes, drilling, milling machines, welding machines (MIG & arc), horticultural tools and typewriter tools.
Also we have enough books for our orphans center library that we received from our partner known as the Coalition of Children Books Authors from United States of America, 50 computers, 1 project vehicle but the problems is due to the lacking of roofing construction materials.
13. Proposed Sources of Funding
Children Care Development Organization (CCDO) is looking for separate entities to sponsor and fund proposed CCDO Orphanage Center. Each home will be dedicated to the sponsor who will be allowed to choose its name and will be responsible for the building and monthly costs of their home. They can choose to be as involved in the project as they wish.
We are looking to gain sponsorship and support from local / international donor agencies and charities for the costs of roofing construction materials which we are lacking. Funds will be generated locally via several small projects on the land i.e. the poultry farm, tree nurseries preparation, ICT, Tailoring and Income generating activities. Crops will be grown to cut down on costs and to become as self-reliant and sustainable as possible.
14. Organizational Capacity
The Organization has one experienced accountant and one cashier who assist her to keep all financial records and financial progress reporting for our programmes. CCDO has a Mid- Term and Summative auditing for our finances accountability and responsibility so as to enhance and improve our organizations financial controls.
15. Monitoring and Evaluation
The Project Coordinator and supervisors coordinating the programmes and monitor the activities through visits, meetings and reports. She also supervises the teaching staffs this project work. The regular reports of the project are the tool for evaluation of the project. The Project Coordinator keeps abreast of implementation schedule of different activities, reviews progress of the needy orphans and Child Labour Care Centre project at periodic intervals and closely interacts with different project functionaries for the smooth and effective implementation of the project.
16. Project Beneficiaries.
- Primary school going orphans.
- Secondary school going orphans.
- School drop outs, street children, child labourers, early pregnancies girls, widows, and children heading families
- People living with HIV/AIDS.
- Unemployed youngsters and poor marginalized rural women.
17. Organization and Management
This project will be implemented by Children Care Development Organization (CCDO). CCDO using its own staff and the staff to be employed shall carry out the activities. CCDO shall also monitor the progress of the project on daily basis. Evaluation shall take places involving all stakeholders the collaborating offices are youth, sport and culture offices, micro and small-scale trade and industry offices, and office for coordinating civic societies and social affairs and city administration of Iringa. These will provide technical support and collaborate in implementing, monitoring and evaluation. The donors are expected to fund the project. Donors also have the responsibility of monitoring the progress and finally evaluate. Community of Iringa region shall involve from planning to evaluation of the project.
17. Sustainability
The project is planned for 6 months to implement special needy orphans and child labour rehabilitation for 102 children at Mkimbizi village we have identified the needy child labourers and releasing them from the clutches of employers to enable them join in the mainstream of the society. We adopt them for the initial years; propose them for the continuation of education by non-formal education at our centre. We attend their needs of 102 children each year and after giving proper education, they will be made to join formal schooling for up to 14 years old school drop out children. In period of 3 years about 250 children would become get free from clutches of child laboring.
After 14 years children will be given skill-oriented trainings like tailoring, ICT, painting, book binding, screen printing, hair dressing, metal works, Greetings Card making and bakery. Once there children made to join the main stream the community, district councils, CCDO and district level federation will take the responsibility for look after these children needs and make the project will be of success full and sustainable in the future. We also attempt to join some the selected children to government hostel in near by. The organization is monitoring the project in all the stages to sustain the project activities.
Also, the sustainability of this project will be guaranteed because the project involves the participation and collaboration of all concerned line offices and community. The beneficiaries through training given to them shall handle their business properly. The start up capital given on credit basis will be profitable as the beneficiaries are engaged in trade of their interest. Using the profits they will undergo their business on their own capital. Their repayment shall be used to provide as credit for who are even outside the center. It revolves from one group of beneficiaries to other youngsters. By doing so the revolving fund is expected not only to benefit the first beneficiaries but also majority of youth who have zeal to be self – employed. The project in general is expected to reduce unemployment rate.
18. Conclusion
In this fundraising project we need to be supported only roofing construction materials which we are lacking to finalize our center construction. We should be very happy to receive any types of donated roofing construction materials. Various of the interested roofing construction materials that we will be happy to receive as humanitarian aid to us are iron sheets, cement, painting color for our buildings, nails, ceiling boards, timbers, window glass, and other related center equipment like desks, school tables, computer tables, office equipment including orphans ambulance. Therefore, you’re kindly requested to partnership with us for the implementation of this unique project to be conducted in Iringa for the well being of our needy orphans and child labourers and most vulnerable children (orphans).
19. Estimated Funding Needed
CCDO is starting from square one. There will the costs of purchasing the Center office furniture, constructing the Center and fence, plus the purchase of Orphan Ambulance vehicle for transporting sick orphans to Iringa Referral Hospital for further medical treatment. There will also be monthly maintenance costs, all of which is described below.
Majaliwa Mbogella
Chairperson
Children Care Development Organization
Request Partnership For Improving Nutritional Status of 1000 Days to Pregnancy and Lactating Women Along Iringa Municipality and Kilolo District of Iringa Region in Tanzania Project For Partnership.
Contacts Persons:
1) Lawasari Daudi – Project Manager, P.O.Box 1751 Kihesa-Iringa, Tanzania. Email: childrencareorg1@gmail.com , Mobile: +255653813368
2) Majaliwa Mbogella – Chairperson, P.O.Box 1751 Kihesa-Iringa, Tanzania. Email: childrencareorg1@gmail.com, Mobile: +255754813368 / +255653813368
3) Rustica Dalu, P.O.Box 1751 Kihesa-Iringa, Tanzania. Email: childrencareorg1@gmail.com
4) Stadia Mdegela – Project Coordninator, P.O.Box 1751 Kihesa-Iringa,Tanzania. Email: childrencareorg1@gmail.com
Project Duration: 5 Years
Project Location: Iringa Municipality and Kilolo District
Timeframe: Immediately After the Project Approval
Grant Request: Any Amounting Contribution in this Partinership will be appreciated, including Project Vehicle which is needed to our rural outreach programme for our volunteers.
Other Assistant Requested: International Volunteers
CCDO Contribution: Building, Staffs and free houses to our international volunteers interested to come to stay and work with us.
- Problem Statement
Tanzania has a population of about 43 million people who live in 30 administrative regions. Child malnutrition rates vary widely across the country, with high food-producing regions such as Iringa actually recording some of the highest rates of stunting. Children younger than 5 are 17 percent of the population and nearly half of all Tanzanians are under the age of 14. Women of reproductive age (defined as ages 15-49) comprise 22 percent of the population. The prevalence of stunting in children under 5 is 42 percent— which adds up to more than 3 million children. The prevalence of anemia among women aged 15-49 is 40 percent.
Although the national prevalence of stunting is 42 percent, 14 of the 30 regions have a rate higher than this, and in four regions (Dodoma, Iringa, Rukwa, and Lindi), the rate exceeds 50 percent. More than half of Tanzania’s regions have had either no change or an increase in stunting between official surveys. The majority of stunted children live in rural areas particularly in the targeted selected district of Iringa Municipality and Kilolo are highly affected by the situation if not supported in this intervention. Anemia affects more than half of schoolchildren. High rates of anemia among women of reproductive age are common in Iringa region particularly at Iringa Municipality and Kilolo district where there are high levels of childhood stunting. Tanzania is on track to meet the MDG 1 underweight indicator, but an increased focus on reducing stunting is needed to meet the country’s own target for 2015.
According to the World Bank, micronutrient deficiencies cost Tanzania the equivalent of 2.65 percent of its GDP each year—a negative economic impact of $500 million. The 2010 Demographic Health Survey (DHS) showed that some of the regions with the highest stunting rates were also among the country’s most agriculturally productive, underlining the point that improving farming productivity alone will not necessarily reduce levels of childhood stunting. Tanzania has a population of about 45 million people who live in 30 administrative regions. Child malnutrition rates vary widely across the country, with high food-producing regions such as Iringa actually recording some of the highest rates of stunting. Children younger than 5 are 17 percent of the population and nearly half of all Tanzanians are under the age of 14. Women of reproductive age (defined as ages 15-49) comprise 22 percent of the population. The prevalence of stunting (defined as a height more than two standard deviations below other children of the same age) in children under 5 is 42 percent— which adds up to more than 3 million children. The prevalence of anemia among women aged 15-49 is 40 percent.
Although the national prevalence of stunting is 42 percent, 14 of the 30 regions have a rate higher than this, and in four regions (Dodoma, Iringa, Rukwa, and Lindi), the rate exceeds 50 percent. More than half of Iringa districts have had either no change or an increase in stunting between official surveys. The majority of stunted children live in rural areas (2.5 million) rather than urban areas (700,000).
Anemia affects more than half of schoolchildren. High rates of anemia among women of reproductive age are common at Iringa Municipality and Kilolo districts where there are high levels of childhood stunting. Iringa is on track to meet the MDG 1 underweight indicator, but an increased focus on reducing stunting is needed to meet the country’s own target for 2015.
However, poverty and under-nutrition form a vicious cycle where poverty limits access to an adequate and balanced diet, while malnutrition reduces physical strength and cognitive abilities, resulting in reduced productivity and low earning capabilities. Malnutrition has an inter-generational cycle of causation and impact. Studies have shown that inadequate nutrition between conception and age two leads to serious cognitive delays among school-age children (Grantham McGregor, S., Cheung, Y.B., Cueta, S., Glewwe, P., Richter, L., Strupp, B., Developmental potential in the first five years for children in developing countries. Lancet, v. 369, 2007). Children under two years of age are the most prone to stunting and damage to physical and mental development is almost irreversible thereafter (Sustainable Nutrition Security in Tanzania: A Leadership Agenda for Action; Coalition for Sustainable Nutrition Security in Tanzania; May 2010). Stunting in this age group is largely attributed to sub-optimal breastfeeding and complementary feeding practices (UNICEF, Progress for Children, 2010). Improving nutritional status of under-twos therefore represents the most critical opportunity to break this cycle.
The Children Care Development Organization conducted survey during the year 2013 -2014 reviewed that some of the districts in Iringa region with the highest stunting rates were also among the region’s most agriculturally productive, underlining the point that improving farming productivity alone will not necessarily reduce levels of childhood stunting.
- Description of Organization
The Children Care Development Organization (CCDO) is a non-governmental Organization registered officially in Tanzania on 13th April, 2010 with legal registration No.ooNGO/00003818 made under the Non-Governmental Act, 2002 made under section 12 (2) of Act No.24 of 2004. CCDO Works to serve children through healthcare and food nutrition education particularly in poor marginalized rural areas where women pregnancy and widows are at high risk. Reducing pregnancy women poverty through practical ICT solutions is our major components including the issues of increasing women’s awareness on health governance in Tanzania for their healthier improvement and sustainability since our CCDO mission is to strengthen local community competency to the promotion of children and women health care education and development to deprived members of the societies through food nutrition and horticultural small gardens establishment for their poverty alleviation.
Currently, we established horticulture garden along Nduli village within Iringa Municipality where we have 6 acres of land based on agricultural food security in which we train our women on food nutrition, nutrition counseling, balanced deity diversion, how to grow a farm of vegetable garden through practical demonstration. In this project we connected pipe water for vegetable garden irrigation as our strategy is to impart new knowledge to our pregnancy women and lactating mothers. Every Saturday of each week per month we have a classroom on food nutrition and counseling activities.
CCDO achievement includes;
1) We established 6 acres of land for our women agricultural food security farm at Nduli village that contribute towards improved nutrition of pregnant and lactating women and children under 2 years through nutrition sensitive agriculture along Iringa Municipality and Kilolo
2) We have identified 70 pregnancy women dropped out of schools particularly who are helpless and needy nutrition education, income generating activities, education and support.
3) We managed to construct our own CCDO children and women center along Mkimbizi village at Iringa Municipality.
4) We have mobilized 50 computers5 sewing machines for our women income generating activities.
5) We have mobilized 67 women for microfinance groups where each group is made up with 5 soft loans borrowers.
6) We have offered soft revolving loans to our 150 women groups joined at CCDO VICOBA
7) We have formed 640 women groups for agricultural small business activities and loans provisions.
8) We trained 15000 girls and women on good governance
9) We trained 20 local wards leaders on ICT and good governance practices
10) Wee trained Iringa Districts Councilors on good governance and women empowerment programs.
11) We have established CCDO Day Care Center and vocational training center.
12) We have developed a good networking with Local Government Authorities and health centers working in Iringa.
13) We have mobilized vitamin A supplements from Vitamin Angels in America and distributed to Ngome Government Health Center.
The CCDO head offices if located at Mkimbizi area within Iringa Municipality of Iringa region in Tanzania. This is National NGO mandated to operate in Tanzania Mainland that the aforesaid organization in accordance with our governing Constitution. Our areas covered are Iringa and Njombe regions only.
Our target audiences are children and mothers, early pregnant girls/women, school drop girls, and people living with HIV/AIDS while our experience is to impact MDG 4 by reducing neonatal and infant mortality in selected blocks of Iringa and Njombe regions through improving infant and young child feeding practices among the poorest and most marginalized populations in these districts will improve both children’s and mothers’ nutrition and productivity.
The CCDO has wide experience and positive image to our local and international development donors due to our committed staffs and volunteers we work with them. CCDO has 5 full-time staffs who area professional in health sector, health nutrition, counseling, community and sensitization, HIV prevention strategies and health policy analysis, media, and communication management and project management governance. We have 2 part-time workers and 3 volunteers. All volunteers are assigned to work with our staffs as a team work.
Our past CCDO experience is to create behavioral communication change to our community women members through, food nutrition and balanced diet knowledge transfer, promotion and identification of lactating women living with HIV/AIDS. We have been advocating for health policy improvement, care and counseling pregnant women living with HIV/AIDS through health care education and horticulture income generating activities.
Our current programming experience in nutrition services and service behavior is based on our creative and innovative program that works to improve the health and nutrition condition of less-privileged women of Mkimbizi, Nduli, Kilolo, and Makete villages through raising their awareness and supporting them with health services, to give support on sanitation and pure drinking water, to reduce infant mortality rate from 80 per 1000 live births to 50 per 1000 live births, to reduce maternal mortality rate from 4.50 to 2.80 per 1000 live births, to provide health & nutrition education to the community people for prevention of AIDS, STD and HIV, to raise nutritional level of pregnant women awareness through health programs, to give support on sanitation and pure drinking water, to provide nutritious food to children, to develop the health status of the women and children and make them aware socially to live with dignity and honor since in most of our rural areas of Iringa villages do not have health care facilities. That’s why malnutrition is one of the common identified problems among women and children in the selected project area that CCDO has already services, but we are lacking an existing partner for our reciprocal exchange information, experience and knowledge transfer.
- Project Description
The proposed CCDO idea is due to the high prevalence of chronic malnutrition at Kilolo and Iringa Municipality of Iringa region of Tanzania where the project will be implemented and with head offices at Kihesa- Mkimbizi area within Iringa Municipality since our objectives are to improve nutritional status of children, pregnant and lactating women, and to increase access and deliver quality lifesaving management of severe and moderate acute malnutrition for 60 percent of children under five and pregnant and lactating women, and to provide access to integrated services to prevent under nutrition for at least 30 percent of girls and boys aged 059 months, pregnant and lactating women and other vulnerable groups, including increasing institutional capacity to conduct nutritional assessments and analysis in order to respond to nutritional emergencies in a timely manner. Under the initiative the CCDO is aligning efforts towards first 1000 most critical days, from pregnancy until a child turns 2 years old to address child stunting. The proposed project will thus address the factors that influence and contribute to high levels of child stunting including: (a) lack of diversified cropping systems in project areas, (b) poor diet diversity and quality for pregnant and lactating women and children under 2 years (c) poor infant and young child feeding (inadequate and inappropriate complimentary feeding) and (d) low capacity to enhance the nutritional (protein, micronutrient, energy) value of food and lack of value addition technologies to preserve food in a nutritious manner. The proposed project will thus focus on the introduction of improved nutrient dense crop varieties and crop management practices, dietary diversification and promotion of nutrient dense crops (legumes, fruits and vegetables), food preservation, and integration of nutrition interventions on infant and young child feeding and nutrition education and behavior change communication to achieving the MGD 1 and 4.
The target numbers of community members who will be reached are 19000 children under 5 years, 12500 pregnancy women, and 20000 lactating women. All these are project beneficiaries
CCDO funding will be used to address the immediate lifesaving and quality nutrition care needs of targeted communities in the geographic area of Iringa Municipality and Kilolo district and Iringa region in Tanzania. The justification of the proposed project needs is based on the evidence and CCDO’s knowledge, expertise, and experience of the geographic areas, previous and current programming, needs assessment reports conducted by cluster and other agencies. In all, CCDO will position itself inline with the findings and recommendation of the cluster need analysis and response plan, the general strategic objectives and cluster specific objectives and output. To achieve this objective, CCDO will work towards the following expected results; Deliver and increase access to quality and effective community and facility based therapeutic and supplementary nutrition services among children under five and pregnant, lactating women in target areas, increase coverage of the targeted population for under nutrition prevention through micronutrient supplementation, dissemination of key nutrition and ccdo messages, increase institutional capacity to conduct nutritional assessments and design/implement a full range of nutrition interventions including building capacity for nutritional emergency response and preparedness.
The project will implement a behavioral communication change (BCC) strategy to encourage mothers and caregivers of children under two years of age to follow optimal Mwanzo Bora Nutrition Program practice. The focus will be on: 1) early initiation of breastfeeding within one hour of birth; 2) exclusive breastfeeding for the first six months; and 3) timely, adequate and appropriate introduction of complementary feeding at six months of age. The project will work at various levels among households, communities, health care providers and policy influencers. The maximum duration allowable by the grant of five years will be availed so as to reach the ambitious target numbers and provide time to demonstrate purpose level achievement. Using positive deviance analysis, CCDO will identify cases where mothers or caregivers have been successful in overcoming obstacles and use these to offer practical solutions to others. The findings will guide the development of the BCC strategy and related communication and training materials. The strategy will be geared to create awareness on the advantages of following the correct CCDO practices and to help solve the problems women face in doing so, so that increase in knowledge can be translated into behavior change. The project will reach out to “audiences” at four levels.
Level 1, Households: The primary audience will be mothers in the third trimester of pregnancy and with infants up to two years of age. Secondary audiences at this level include fathers, mothers-in-law and sisters-in law, adolescent girls and other caregivers in the family such as the elderly.
The project will create a special cadre of community based nutrition workers who will function as Peer Educators (PEs). The PEs will receive a small honorarium and will be responsible for reaching out to households to raise awareness, develop skills and help relevant family members to solve issues in improving nutritional status of 1000 days to pregnancy and lactating women Along Iringa Municipality and Kilolo District. Honoraria are preferred over performance based payments as: 1) the latter are complex to monitor and manage – and often create contention among the service providers; and 2) they tend to skew services to being more supply-driven to programme assumptions of priorities rather than being responsive to mothers’ expressed and actual needs. The PEs will also act as a resource cadre for improving nutritional status of 1000 days to pregnancy and lactating women Along Iringa Municipality and Kilolo District related issues to other field level functionaries, especially the ASHAs (Auxiliary Nurse Midwives), Accredited Social Health Activist (ASHA), and the CCDO Rural Change Agent Workers (CRCAW)
Each pair of PEs, working in tandem, will cover about six villages, serving a population of about 18000. Village selection will be based on three main criteria: 1) primarily targeting the unreached sectors of the target blocks (populated by the poorest, scheduled castes and poor religious communities); 2) clustering in existing sub-centre catchment areas to encourage linkages with the lowest levels of the government health system (level 2, below); and 3) geographical proximity to each other to facilitate PEs’ logistics and reduce travel time. The village coverage is estimated to provide a critical mass to demonstrate a working model at scale that can be scaled further by existing systems in the neighbouring blocks and subsequently rolled out across other districts in the region. Within the target villages the project employs a saturation strategy.
PEs’ selection will be based on referral by village lactating women members, endorsement from all sections of the community to ensure acceptance, and guided by positive deviance analysis. They will initially attend a centrally organised one-week training by the partners’ technical staff and Cluster Coordinators (see below) who have been trained as trainers. Their first task will be to identify existing groups, such as self-help groups, savings groups and other community based groups that may be used as mother support groups. Where they do not exist, PEs will form groups specially based on: 1) Women in the last trimester of pregnancy and mothers of children less than 6 months of age; 2) Mothers and caregivers of children between 6-12 months; and 3) Mothers or caregivers of children between 1-2 years of age. As the baby grows, the mothers will move from one group to another.
The PE pairs will meet each group at least once a month. The ASHAs (Auxiliary Nurse Midwives), Accredited Social Health Activist (ASHA), and the CCDO Rural Change Agent Workers (CRCAW) of the village will be oriented to the procedure and their assistance sought to mobilize women’s attendance. The PEs will use appropriately designed and pre-tested session plans and training materials. The meetings will also serve as a mother-to-mother problem-solving platform. Women will be encouraged to express the constraints or reservations they face in improving nutritional status of 1000 days to pregnancy and lactating women along Iringa Municipality and Kilolo District project recommendations. The PEs will follow-up unresolved issues and women who need in-depth counseling through IPC (Inter-personal Communication) sessions during home visits (management by exception). Fathers, mothers-in-law, sisters-in law, adolescent girls and other caregivers will be included as important decision makers in the family regarding the child’s diet.
For every 12 villages, the project will appoint a Cluster Coordinator (CC) to train and mentor the PEs, and help solve problems the PEs may face. Each CCDO staff will train a core number of CCs as trainers of PEs. The CCs will organise monthly meetings for post-training follow-up and continuous education, as well as for peer-to-peer learning and disbursement of the honorarium.
For mid and mass-media communication, CCDO will leverage the efforts of existing projects and community radio’s (Radio Ebony FM, Radio Country FM, Radio Overcomers FM, Radio Kibra FM, Nuru Radio FM and Iringa Municipal Television, and incorporate specially designed radio spots on improving nutritional status of 1000 days to pregnancy and lactating women Iringa communities. PEs’ selection will be based on referral by village lactating mothers members, endorsement from all sections of the community to ensure acceptance, and guided by positive deviance analysis. They will initially attend centrally organised one-week training by the partners’ technical staff and Cluster Coordinators who have been trained as trainers. Their first task will be to identify existing groups, such as self-help groups, savings groups and other community based groups that may be used as mother support groups. Where they do not exist, PEs will form groups specially based on: 1) Women in the last trimester of pregnancy and mothers of children less than 6 months of age; 2) Mothers and caregivers of children between 6-12 months; and 3) Mothers or caregivers of children between 1-2 years of age. As the baby grows, the mothers will move from one group to another.
Level 2, Community-based service providers: The project will work through both formal and informal community based functionaries. Although ANMs and ASHAs are unable to give nutrition counseling the attention it deserves, it is essential that they be involved as they have access to and the confidence of the community. Traditional birth attendants (TBAs) also mould community thinking and action, which is important as, despite government’s promotion of institutional deliveries, a high percentage of deliveries continue to occur at home (over two thirds in Itinga Municipality and Kilolo districts and 40 percent in Iringa region. (Accelerating Maternal and Child Survival. The “High Focus District” Approach. Ministry of Health & Family Welfare, Government of Tanzania).
The project will organise refresher sessions for the front line workers on improving nutritional status of 1000 days to pregnancy and lactating women Iringa communities, orient them to the project goals and methods and their roles, and encouraged them to partner with the PEs in mobilizing the community members for group meetings. Attending these PE-led sessions on improving nutritional status of 1000 days to pregnancy and lactating women Iringa communities in their villages, with home visits to women in need, will provide them hands-on exposure to the correct CCDO messages and skills for group facilitation and IPC. The PE will act as their mentor to ensure knowledge and skills transfer. It is envisaged that by the end of the project, participating ASHAs and AWWs will be able to hold group and one-on-one counseling sessions on improving nutritional status of 1000 days to pregnancy and lactating women Iringa communities on their own. The PEs will also hold group-counseling sessions as a regular part of the Village Health and Nutrition Days (VHNDs), including healthy baby shows to promote CCDO messages and celebration of the annual breastfeeding week. As all three front-line workers are present during the monthly VHNDs, this will be a good learning exercise. As well as reaching a substantial number of mothers, VHNDs being government mandated platforms, will contribute to sustainability.
Religious leaders and village elders are often present at time of birth, or are called in immediately following. Their opinion is highly respected and adopted by family members. The PEs will discuss the importance of early initiation with these opinion makers to share with the family when they visit women in pregnancy or who deliver at home. will also hold group-counseling sessions as a regular part of the Village Health and Nutrition Days (VHNDs), including healthy baby shows to promote CCDO messages and celebration of the annual breastfeeding week. As all three front-line workers are present during the monthly VHNDs, this will be a good learning exercise. As well as reaching a substantial number of mothers, VHNDs being government mandated platforms, will contribute to sustainability.
Level 3, Facility-based service providers: With the introduction of the Children Care Development Organization programme - a maternity benefit scheme that offers women financial incentives to opt for institutional deliveries - institutional deliveries are increasing in Iringa. Thus, facility-based health providers are increasingly important in supporting early initiation of breastfeeding.
Medical officers and specialists are often too busy with clinical and curative tasks to spend time with women to counsel on breastfeeding. This task can be taken over by the nurse-aides that are placed at the health facilities and serve in labour rooms under the Iringa Medical Consultation Clinic and Maternal Hospital Partnership Initiative in Iringa. CCs will train nurse-aides in the science behind early initiation, motivate them to help and encourage women to initiate breastfeeding within an hour of birth, and help them (especially first time mothers) to ensure correct attachment of the baby to the breast, which facilitates initiation. Many medical officers and health facility supervisors do not actively promote early initiation due to traditional social or commercial pressures from manufacturers of infant milk substitutes who offer “gifts” to practitioners to prescribe their products. As technical leaders on maternal child health issues, these officers will be re-oriented to the improving nutritional status of 1000 days to pregnancy and lactating women Iringa communities guidelines and their role in promoting this healthy behavior, and encouraged to be project trainers for nursing staff and nurse-aides at their health facilities.
Level 4, Policy influencers: The project will consult with the Tanzania Medical Association, Federation of Obstetricians and Gynaecologists of Iringa Association of Paediatricians to encourage their support for the project strategy and elicit their professional advocacy for optimal of improving nutritional status of 1000 days to pregnancy and lactating women Iringa communities practices and specialist counseling in infant and child nutrition. This outreach will be managed through such means as pre-conference Continuing Medical Education items, conference sessions, newsletters, articles and editorials in journals. District level associations of ANMs, AWWs and ASHAs will be tapped into to reinforce the frontline workers’ support and facilitate wider communication of messages. CCDO will organize an end of project national conference on findings from the project for practitioners, policy promoters and donors.
The project will advocate to the Government of Tanzania’s health department and the two district administrations to issue formal guidance to all delivery facilities, both public and private sector, about improving nutritional status of 1000 days to pregnancy and lactating women Iringa communities and the role of the facility in encouraging early and exclusive breastfeeding, while discouraging bottle feeding and artificial milk substitutes. Measures like not stocking or displaying such products in the facility pharmacy will give the right message to mothers and caregivers. Simple practices like keeping the newborn with the mother instead of in the baby nursery, and reassigning staff from the baby nursery to provide CCDO counseling, will help in early uptake of breastfeeding.
The CCDO will reach our targeted population through designing lactating education / IEC campaigns. Lactating Education IEC materials will use gender sensitive peer education methodologies with particular focus on participatory approaches such as drama, role plays and community education talks to create awareness of Mwanzo Bora Nutrition Program. Existing structures such as women and men’s church groups, ante-natal clinics, traditional birth attendants, sports clubs will be used as entry points to lactating mother’s education. Lactating mothers groups will be formed in the targeted population in this project.
Our project plan for sustainability: The project will promote a range of strategies to ensure that nutrition counseling remains a focus in the target districts. Through earning recognition as specialist nutrition counselors in their communities, the PEs will be motivated to sustain their services beyond the end of the project. While incentivised through the project with a small honorarium, CCDO will encourage the Local Governments to take on and fund these trained hands, similarly to the recommendation of the Mwanzo Bora Nutrition Program on how to tackle Tanzanian malnutrition problem, where recruitment of stand-alone nutrition counselors at the village level will be proposed.
Another recommendation from the retreat was for the government to take on a second CCDO recommendation, whose main focus would be on home visits to counsel mothers and young women about dietary recommendations during pregnancy, lactation, infancy, childhood. Iringa Local Governments could thus be the first region to adopt the recommendations of the retreat and the follow-up meeting of the Prime Minister’s Nutrition Council through this project.
For levels 2, 3 and 4, the focus of the project is to create sustainable capacity among the respective audiences. For example, if the ASHAs learn and practice the skills of group and interpersonal counseling, it is likely that they will retain these skills beyond the project period. Also VHNDs (Village Health and Nutrition Day) are a government priority and group counseling sessions by front line workers form an integral part of the VHND guidelines. Sustainability also refers to retention of behavior change in the target populations. Once the children, pregnancy and lactating women in the community feel the benefits of mother support groups and peer learning, it is likely that knowledge sharing and mutual problem solving through these processes will continue even without external support.
The project will work at a level of critical mass in two districts (Iringa Municipal Council and Kilolo District Council). The project will coordinate closely with other major health and nutrition programs currently rolling out in Iringa, such as the Mwanzo Bora Nutrition Program supported programs, so as to scale up the successful elements of the project model through the state. The project will similarly coordinate with the district administration. The project will create a body of demonstrated evidence and data by the mid term to support the case to the government’s district health societies for project components to be built into the annual district action plans (DAPs) and become eligible for public budget allocation. This will help scale up the activity across the district and sustain funding after project support ends.
- Implementation Plan
Building on more than five years of programming experience in Iringa region, CCDO will continue to strengthen the accessible, equitable, and enduring health and nutrition care delivery structure it has helped to develop in the proposed project areas. This proposed project will be run through these vital healthcare facilities and linked with intensified community component. CCDO nutrition coordinator will be responsible for ensuring the technical implementation of the project in timeline for activities with national and international standards.
CCDO plan is to address the factors that influence and contribute to high levels of child stunting by deploying well trained trainers of trainees, rural change agents and our recruited qualified staffs including our volunteers from the selected project areas. CCDO will implement the project in collaboration with Iringa Municipal and Kilolo District Councils; we will employ a system where all stakeholders participate in all cycles of project management including project implementation. Community leaders / representatives and government partners will play a major role in implementing project activities. Moreover, CCDO will pursue an integrated strategy whereby the links between nutrition, health, food security, and water and sanitation activities are strengthened to allow programs to have more synergies. CCDO will work closely with the existing health lead agency to integrate the nutrition and primary health care activities and the CCDO food security staff, work closely with the nutrition team and the existing lead mothers for improving nutritional status of 1000 days to pregnancy and lactating women promotion will be revitalized and trained to maximize the project inputs. The following nutrition components that will be implemented in this program will include outpatients therapeutic program (OTP) in all health facilities, health delivery points, lactating mothers, micronutrients supplementation for children, pregnancy and lactating women, growth monitoring and promotion, nutrition education and improving nutritional status of 1000 days to pregnancy and lactating women promotion in all target communities, training of community and facility based health and nutrition health workers. CCDO plan will thus focus on the introduction of improved nutrient dense crop varieties and crop management practices, dietary diversification and promotion of nutrient dense crops (legumes, fruits and vegetables), food preservation, and integration of nutrition interventions on infant and young child feeding and nutrition education and behavior change communication to achieving the MGD 1 and 4. Among the fruits and vegetables which will be introduced are tropical fruits i.e. papaya, mango, pineapple, guava, banana, indigenous fruits such as orange, temperate fruits, peaches, apples, pears, avocado, tree tomato. Vegetables that will be introduced to them include exotic vegetables i.e. tomato, onions, carrots, cabbages, Chinese, peas, mchicha, cucumber, water melon, string less beans, sunflower, oyster mushroom and indigenous tropical vegetables such as Night shades, pumpkin leaves, sweet potato leaves, cassava leaves and local mushrooms.
Table 1: Implementation Plan table
|
SN |
Activities |
Implementation Period (in months) |
Resources needed |
Output/ Results |
Responsible |
Remarks |
|||||||||||
|
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
|
|
|
|
||
|
1 |
To identify project stakeholders |
x |
|
|
|
|
|
|
|
|
|
|
|
CCDO |
Action is carried out |
Project Manager |
|
|
2 |
To recruit volunteers |
x |
|
|
|
|
|
|
|
|
|
|
|
CCDO |
Number of shortcoming identified |
Project Manager |
|
|
3 |
To design training manuals |
x |
|
|
|
|
|
|
|
|
|
|
|
Funds |
Increased number on women and community aware on children’s, pregnancy and lactating women awareness |
CCDO & Districts Nutritionist
|
|
|
4 |
To train T.O.T |
|
x |
|
|
|
|
|
|
|
|
|
|
Funds |
Number of shortcoming trained |
CCDO & Districts Nutritionist |
|
|
5 |
To improve infant and young child feeding practice among the poorest and most marginalized population in Iringa Municipality and Kilolo District will improve both children’s and mothers’ nutrition |
|
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
x |
Funds |
Community to community transfer (also across-border) and other forms of knowledge transfer |
Project Manager & Nutritionists |
|
|
6 |
To mobilize a strong behavioral change communication |
|
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
x
|
CCDO |
Increased community more awareness on the program activities |
Nutrition Coordinator & Project Manager |
|
|
7 |
To train peer educators on how to counsel mothers and caregivers on infant and child nutrition so as to enable them to provide problem solving to help overcome barriers they face |
|
x |
x |
x |
|
|
|
|
|
|
|
|
Funds |
Increased number of women in the community of awareness |
Project Manager & District Nutritionists
|
|
|
8 |
To reduce infant mortality and stunting through optimal infant feeding practice |
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
x |
x |
Funds |
Enhanced women community awareness |
Nutrition Coordinator & Districts Nutritionists |
|
|
9 |
To promote and design a range of strategies that will ensure that nutrition counseling remains a focus in the target districts |
|
x |
x |
x |
|
|
|
|
|
|
|
|
Funds |
Enhanced community awareness and knowledge transfer |
Project manager |
|
|
10 |
To train community to demonstrate key points vegetables and fruits garden. |
|
|
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
CCDO & Mwanzo Bora Nutrition Program |
Increased women community awareness |
Project Manager Nutritionist Coordinator Districts Nutritionists |
|
|
11 |
Train health and nutrition staff on assessment and surveys and maintaining nutrition surveillance. |
|
|
|
x |
|
|
|
|
|
|
|
|
Funds |
Enhanced awareness |
Project Manager |
|
|
12 |
Regular monitoring and analysis of the nutrition situation |
|
|
|
|
|
x |
|
|
x |
|
|
x |
Funds |
Lesson learnt strategy developed and implemented |
CCDO & Mwanzo Bora Nutrition Program |
|
|
13 |
Conduct pre-harvest nutrition survey |
|
|
|
|
|
x |
x |
x |
x |
x |
x |
x |
Funds |
Nutrition strategy developed and implemented |
District Nutritionist & Nutrition Coordinator |
|
|
14 |
Training of community nutrition volunteers (including lead mothers) on community based nutritional screening, referral and social mobilization |
x |
x |
|
|
|
|
|
|
|
|
|
|
Funds |
Number of shortcoming identified and trained volunteers |
Project Manager |
|
|
15 |
Nomination and training of lead mothers and community nutrition volunteers as per Mwanzo Bora Nutrition Program guidelines |
|
x |
x |
|
|
|
|
|
|
|
|
|
Funds |
Enhanced awareness |
Project Manager |
|
|
16 |
Conduct Mwanzo Bora Nutrition Program counseling and discussion sessions in the respective health facilities and villages use community nutrition workers and lead mothers. |
|
|
x |
x |
|
|
|
|
|
|
|
|
Funds |
Enhanced awareness |
Project Manager
Project Nutrition Coordinator
Districts Nutritionists |
|
|
17 |
Administering Vitamin A to all children screen aged 6-59 months and micronutrients for children 6-24 months. |
|
|
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
Vitamin A kits |
Enhanced awareness |
Project Manager |
|
|
18 |
Administering de-worming tables to all children aged 12-59 months |
|
|
|
|
|
x |
|
|
|
|
|
x |
Vitamin A kits |
Enhanced awareness |
Project Manager |
|
|
19 |
Work with home health promoters to establish referral pathways for children with severe complicated cases. |
|
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
x |
Funds |
Enhanced awareness |
Project Manager |
|
|
20 |
Active screening at the facility and community level. |
|
|
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
Funds |
Enhanced awareness |
Project Manager |
|
|
21 |
Establish referral links between different components of Mwanzo Bora Nutrition Program. |
|
|
x |
x |
x |
x |
x |
x |
x |
x |
x |
x |
Funds |
Enhanced awareness |
Project Manager |
|
- PROJECT IMPLEMENTATION PLAN: SECTION E
- Organizational Capacity and Key Personnel
The Children Care Development Organization (CCDO) is a non-governmental Organization registered officially in Tanzania on 13th April, 2010 with legal registration No.ooNGO/00003818 made under the Non-Governmental Act, 2002 made under section 12 (2) of Act No.24 of 2004. See the attached CCDO registration certificate.
The CCDO has a Bank Account at NMB Mkwawa Bank. This is our currency account. Account name: Children Care Development Organization (CCDO), and Account Number: 60510019932, Swift Code: NMIBTZTZ.
Children Care Development Organization (CCDO) is made up of six people who work full time at the organization, two part time staffs and three volunteers. The organization also have a linkage with different health care institutions, Sokoine Agricultural University, NGOs, FBOs, CBOs and government including other various groups which sometimes help the organization in designing and implementation of various project when it needs help. The database of various experts also helps the organization to get volunteer who could work at cheap fees while providing best knowledge or help which could be needed by the organization.
The structure of the organization is as follows:
Board of Directors
Manager
Social Worker/Field Coordinator
Cooks/ Security personnel Instructors field Officers/Volunteers
Clients: orphans and Caregivers
The CCDO will provide support to technical and management aspects of the project to ensure it is meeting its objectives, is of the highest quality and is in compliance with Mwanzo Bora Nutrition Program requirements. The CCDO will be responsible for overall planning, management, technical oversight and accountability of the project. CCDO management will develop monitoring and evaluation systems and protocols as per Mwanzo Bora Nutrition Program instructions. CCDO will provide directional and technical support through programme personnel such as the Director of Programmes, Senior Programme Officer for Nutrition Health, food security and Programme Officer for Community Health. As generating evidence will be an important project output, a Monitoring and Evaluation Advisor will be hired in this project. CCDO Finance Officer will oversee all grant management and financial accountability and reporting issues to the Project Donor.
CCDO will establish a three member Project Management Unit within this existing office of:
1) Project Manager: Oversees and directs implementation; accounts for project performance; coordinates all community-level project resources, including implementing strategies, facilitates capacity building; monitoring and evaluation, drives advocacy initiatives at state level; reports to Mwanzo Bora Nutrition Program.
2) Finance Manager: Establishes and maintains accounting systems and procedures to track and verify all project expenditures; identifies technical assistance and training needs related to accounting and compliance among all partners.
3) Monitoring &Evaluation Manager: Ensures appropriateness, quality and timeliness of data collection and analysis for management and reporting; collaborates closely with the M&E Advisor.
4) Communication and Advocacy Manager will design and develop the various communication materials and training aids, conduct training and refresher sessions for CCs, lactating mother’s committee members and government frontline workers, and provide on site technical support to CCs and PEs.
5) Nutritionist Coordinator: supervising and controlling all related nutrition and counseling lactating mothers development programs, collates data from the field and prepare reports
The project will be implemented in the two districts of Iringa Town and Kilolo districts. CCDO will establish a Project Implementation Team at the community, cluster and district levels in their designated areas to reach up to 125,000 beneficiaries each. The roles and responsibilities of team members are:
1) Peer Educators: Deliver BCC; organize group meetings and home visits.
2) Cluster Coordinators: Train and provide supportive supervision to PEs, facilitate coordination between government frontline workers and PEs; build capacity building of PEs in project interventions.
3) Project Coordinators: Track project progress; liaise and advocate at block level; review reports with MIS Assistant.
4) Administration and Accounts Assistant: Manages project finances, logistics and administration.
5) Project Manager: Provides day-to-day management and technical oversight of the project in partner’s area; reports to Programme Manager; reviews monitoring data and provides technical and financial reports. The Project Implementation Team will be a new project structure at the district level to roll out project interventions. At the community level, two new cadres of PEs and CCs will be introduced as change agents to promote CCDO practices. Project team members will be re-integrated into partner programmes. The Project Implementation Team will be a new project structure at the district level to roll out project interventions. At the community level, two new cadres of PEs and CCs will be introduced as change agents to promote CCDO practices.
Previous donors, name of projects, amount of and contact person for reference
|
S/No |
Previous Donor |
Name of Project |
Amount |
Contact Person for Reference |
|
1. |
African Women Development Fund (AWDF) |
Increasing Women’s Awareness in Good Governance in Tanzania |
15000USD |
Beatrice Boakye-Yiadom, Grant Manager, African Women’s Development Fund AWDF House, Plot 78 Ambassadorial Enclave, East Legon, Accra Ghana. Email: grants@awdf.org Tel: +233 302 521257 / +285379089 |
|
2. |
World Computer Exchange Incl. |
Reducing adolescent girls poverty through practical ICT solutions |
40000USD |
Timothy Anderson President World Computer Exchange Incl. Hull Massachusetts 02045, USA. Phone: +781 925 3078 Email:TAnderson@worldcomputerexchange.org Mobile:
|
|
3. |
EuropaBook |
Provision of Midwives Kits Project |
30000USD |
Roberto Carpano EuropaBook Director & Founder, Via Tibullo 10, Roma 00193 Italy Email: Roberto.Carpano@europabook.eu Tel:+393397455300/ +30066874693
|
|
4. |
Vitamin Angels |
Advancing availability, access and use of micronutrients, especially vitamin A among at-risk populations in need project |
1 Carton, 10bottles of Albendazole 400mg donation. This is a continuous program. |
Austen Musso Programme Manager Vitamins Angels 111 W Micheltorena St. Suite #300 Santa Barbara,CA 93101 (805) 564-8400 Phone: 805 564 8400 United States of America Email: amusso@vitaminangels.org |
|
5. |
UNDP |
Supporting community based adaptation initiatives to cope with the adverse effects of climate change in three divisions of Pawaga, Kalenga and Isimani in Iringa Rural District of Iringa Region in Tanzania. |
48000USD |
Stella Zaarh United Nations Development Program ,Dar es Salaam Email: stella.zaarh@undp.org Mobile: +255754542261
|
|
5. |
Tanzania Forest Fund |
Tree planting for biodiversity conservation and livelihood improvement at villages adjacent to Iniho ward along Unyagogo mountainous forest and 7 village land forest reserves. |
3000USD |
Dr. Tuli Salum Msuya Administrative Secretary, Tanzania Forest Fund Dar es Salaam Email: Mobile: +2557673093414/ +255655393414 |
|
6. |
Enabling Support Foundation (ESF) |
Supporting Most Vulnerable Children (MVC/OVC) and HIV Control through Food Security, Nutrition and Community Care Support Program |
10000USD |
Dr. Robert Zenhausern, Chief Executive Director Enabling Support Foundation, America Email: drz@enabling.org |
- Monitoring and Evaluation Plan
An applicant should describe the monitoring and evaluation activities that will be implemented for each project activity. One of the main indicators of interest will be the number of eligible clients who received nutrition services segregated by age and sex. Number of Pregnant / lactating women who received nutrition services. The proposal should be clear on the following:
The project will track activities, output indicators and the three purpose level indicators through routine monitoring. An initial workshop will be held for all implementing stakeholders to develop a monitoring protocol (formats, frequency of reporting, data analysis tools, feedback channels to data generator etc.) as per Mwanzo Bora Nutrition Program format. A part time M&E Advisor will be hired to provide technical expertise and support to the implementing partners in designing the protocols and feedback mechanisms. The records maintained by the PEs on their activities and behaviours of mothers and other caregivers will form the basis of the monitoring data. The importance of compiling honest and clean data in recordkeeping, and understanding the link between activities, outputs and outcomes, as presented in the log frame, will be part of formal training for PEs. PEs’ records will be checked by CCs (Change Agents) for consistency and accuracy, with post-training mentoring provided. CCs will be required to back-check five percent of data as quality control. CCs will be responsible for collecting data from the community and facility level health providers on the mentoring they are receiving from the PEs. CCDO will record advocacy data when such achievements as a per project donor conditions on improving nutritional status of 1000 days to pregnancy and lactating women along Iringa Municipality and Kilolo District Project is released or a workshop by health professional associations is organized.
CCDO will have an MIS (Management Information System) assistant who will enter all the data into a data analysis programme designed centrally by the project team. CCDO programme managers will review this data before transmitting it online to the CCDO data base system and Mwanzo Bora Nutrition Program, where the MIS manager will collate and analyze to generate monthly reports, disaggregated by implementing partners and district. Feedback on progress will be shared in quarterly meetings for cross-learning among implementing partners.
Monitoring data on behaviours of women and caregivers on improving nutritional status of 1000 days to pregnancy and lactating women along Iringa Municipality and Kilolo District practices will be a “self assessment” of the PEs, and therefore has an inherent bias. Also, the source of the data will be only those women that PEs have reached out to. Thus, women, who have not yet been reached out to by the PEs, will not be part of the denominator. Thus, monitoring data trends, while good for programme management purposes, will not give the “real picture”. Coverage rates reflected in the monitoring data will need to be validated by an independent survey.
About 20,000 children under 2 years and 20,000 pregnant / lactating women from Kilolo district and Iringa Municipality will be reached in our proposed activities through our integrated system of traditional monitoring: data collection on inputs, outputs, and outcomes, and community based participatory monitoring mechanisms. Data on number of children and pregnant /lactating women will be collected and reported by sex and age wherever possible. Meetings will be facilitated in a participatory manner to ensure equal voice of all groups, including marginalized and vulnerable populations. Feedback will be both qualitative and quantitative and will include methods such as ranking and scoring matrices. Bi Weekly Reporting and Local Monitoring: CCDO's expatriate nutrition coordinator, in collaboration with other CCDO senior teams, will develop detailed performance monitoring and work plans to be used as key implementation guides by national staff at all CCDO target areas. These plans will form the basis of progress monitoring throughout the program period. Five major parameters will be assed in all monitoring activities including outputs, inputs, whether progress of activities are according to the objectives, decision making processes and context analysis. To clarify, progress towards achieving deliverables and quality of services rendered will be monitored by an expatriate nutrition coordinator via weekly meetings with all local staff, community volunteers and community workers in the CCDO field office at Kilolo and Iringa Municipality, as well as field visits. This is how our data will be verified for better quality. Local staff and community workers will report to the CCDO Nutrition Coordinator who will spend most of her time at Kilolo and Iringa Municipality and the coordination office twice a month to update on activities and address and resolve implementation challenges with the Program Manager based in Iringa Municipality. This is also a methodology that will be building local skills in support of CCDO sustainability and transition strategies.
Therefore, a Program Manager will be responsible for data collection and reporting to the program management and is the one who be responsible for reporting project data to the CCDO Nutrition Project.
THE SPEECH OF THE VICE PRESIDENT’S MINISTER OFFICE ON CONSERVATION / ENVIRONMENT PROIJECTS
By DR. ENG.BINILITH S. MAHENGE (MB) ON OFFICIAL LAUNCHED ON 28/04/2015.
- Director of the UNDP Tanzania
- Representative of Tanzania Forest Fund
- Government official leaders
- Honorable Political parts Leaders/Religions Leaders
- All members who are here Ladies and Gentlemen
Ladies and Gentlemen I would like to Thank you God for giving me this opportunity to be here today, I have been honored to join you on this important events which has been prepared by the Children care Development organization (CCDO) to launch two projects conservation and environment in Makete District.
I would like to have this time to thank you the organization for the goals and work which they are doing and contribution to the Nation and the Government to fight poverty especially helping the children who are living in difficult and hard environment.
, today we are the witness of opening the two projects of the environment and conservation which will be implemented at our area .As I have been told one project is help the community to fight with the climate change of the country supporting community based adaptation initiatives to cope with adverse effects of climate, the other project is Tree plantation for maintaining
And improving forest conservation and community livelihood at Iniho ward along Unyangogo water catchment forest –Makete District.
Gentlemen and Ladies we all have witnessed about how our country has been destroyed of environmental and climate change. On 28/04/2015 the Government established a second report of environmental of the country, this report was about people population as well climate change and environment e.g. forest and the catchment water resources the report also mentioned about economy, Agriculture, Animals, Fishing, Technology, wildlife ,transportation, industry and health.
We all have see changes of; eg draught, unpredicted rains floods, Temperature diseases e.g. malaria to areas before there was no history of such diseases for example some of the areas in makete now days several regions malaria is reported like Iringa, Njombe, Mbeya, and Kilimanjaro .This witness of climate change in the country.
This reminds us all that we are responsible to take part of taking care of our environment due to disaster.
The government still continues to protect the law and environment in the country through implementing the project of conservation / environment by working together with other stake holders of environmental. I wish to give directives to the government authorities of wards to implement strongly and act through their leadership.
The law of environment of 2004 about conservation environmental development and their budget of every year .I appeal to new government organization, religion organization and stakeholders to join strongly participating in implementing of environmental every individual up to the community as whole. Let us keep our environment to protect our health for our new generation.
As you know the vice president office which has all responsibilities of conservation /environment in the country by the law which as I am its minister I appeal to all organization, none governmental and religions of the community to spend their time to great project and implement using their inner resources or development resources who are ready to support the environmental.
Ending my speech I want to thank you our comrade from UNDP and Tanzania Forest Fund for their sponsor due to the two projects which we are opening today.
I want to ensure you that the governments recognize your contribution my office will continue to support you and never tired to work with us to more areas. I thank you CCDO for selecting Makete as one of your areas I assure that you as a member of parliament I will continue to support in implementing your business ,I request to wananchi (citizen) that let us support them at high level to these stake holders for the development at our district .
Gentlemen and ladies after speaking few of these I declare that these two projects;
i) Supporting community based adoption initiative to cope with the adverse effects of climate change .and
ii) Tree planting for improving forest conservation and community livelihood at Iniho ward along unyangogo water catchment forest, Makete district are now officially launched.
Thanks
LOCAL BOOKS BOUND FOR TANZANIA
The Children Care Development Organization (CCDO) is working in Tanzania by serving the people of one of the most poverty stricken in the world like and supports to safes that highest population in the world troubles with HIV and AIDS. It is a Non-Governmental Organization (NGO) that is working with orphans, kids, women and young adult in Tanzania, sharing the message of hope, grace, and love using the exchange information and knowledge from the Coalition of Children Books Authors –American Partners.
The CCDO have good relationship with churches and friends, we are very happy to thank the received gifts from the Amity Publications Organization that is chaired by Layne Case; Layne Case is a great popular author in the world based with her famous published Charlie Books to our children. Her books has gained more popularity in Africa and every child is very eager to read and know how Charlie books looks like. Layne Case says that sharing the passion of distributing and donating books gift to the Children Care Development Organization in Tanzania through the promise of God’s hope is what the Amity Publications strives for their work. God said in James 1:27, Our Father accepts as pure and faultless is this; to look after orphans and widows and to keep oneself from being polluted by the world. Amity Publications was founded on the principles of using the gifts that God has blessed each of them here on earth to bring impact to others.
The CCDO have been receiving various gifts to our loved orphans and vulnerable children from the Coalition of Children’s Authors Books, which is located in America and Chaired by the world Great book writer Professor Michael Provitera (PhD). And among his popular books are “Happy Go Luck and Mastering Self-Motivation World Book” http://docprov.com . Its books were designed to enable our children to reflect on their progress record, record their success and stay on their track to reach their personal and professional goals as Betty Davis in her popular books book s “The Worldly Adventures of Nicholaas and the Worldly Adventures of Nicholaas and Pieter-Spain” commented that such books is designed in empowering children who are emerging as the leaders of the 21st century to become strong readers and writers.
“GIVING THANKS TO TANZANIA PROJECT” …THE Coalitions projected for this Thankisgiving holiday is here!!!. Ms Layne Case based on her project she connected us with so many friends and among friends are Sunday School Program from the St.John’s United Methodist Church who sends various gifts to our Tanzanian children.
About the Layne Case facts is that, Barrington – More “Charlie” books plus other authors’ books are heading to Tanzania, E.Africa, to sit on the shelves of the library, dedicated to the Coalition of Children’s Book Authors. This books are valued and be used by the CCDO teachers and children as the reference in our library.
Layne Case, local children’s author and owner of AMITY Publications, Barington, is a member of that organization and is determined to fill that library with books for the children there.
The “Giving Thanks to Tanzania” project is the third one this year. Sponsored by the authors who are members of the Coalition, they have partnered with Children Care Development Organization to fill the library. In this shipment, letters and pictures written and drawn by the children at St.John’s Methodist Church’s Sunday school, Dover, and Girl Scourt Troop #22319 are being sent to Tanzania.
“I thought it would make this shipment a little more meaning for the children, both here in the U.S and East Africa. It’s a great way to be able to reach across the world in love and kindness,” Said Case.
This shipment also includes books published by AMITY Publications and written by other local authors such as 14-year-old Keeley Shea Patricia McCabe of Rochester, and 10-year-old Maya Bondar of Rye Beach. In addition, Author Stephanie Workman of Portsmouth donated copies of her book. To learn more about all these books, please visit http://www.amitypublications.com
Children Care Development Organization is appealing local and international development organization, foundations, friends, humanitarian givers from their hearts, NGOs private and public institutions to provide financial support, technical assistance and any types of gifts to support the efforts of Children Care Development Organization in Tanzania in the locally battle against, and in the treatment of HIV/AIDS and child abuses. Your small donation can help us to solve the current problems facing our orphans and vulnerable children at our center as such:
1) Food insecurity – under-fed, less meals and therefore poor nutrition
2) Clothes/blankets – poor dressing; and therefore shame, especially for adolescents
3) Shelter – poor housing, affected by extreme weather conditions
4) Education – poor attendance, expense with school fees, but also poor performance because of the related trauma of a change in life situations
5) Abuse – by guardians, overwork sometimes because they are depended upon to bring food on the table, but often because of discrimination
6) Lack of health care – physical growth impaired
7) Lack of social interaction – and therefore isolation
8) Verbal abuse – and therefore feelings of discrimination, especially when AIDS orphans are singled out, therefore stigma.
Therefore we also invites the people who to join this of Layne Case and CCDO to provides hopes among this vulnerable children in Tanzania else where in the world.