Determining barriers facing most vulnerable children in accessing resources for secondary education needs: the case of Monduli district

This study investigated the barriers facing most vulnerable children (MVC) in accessing resources for secondary needs in Monduli district in Arusha region Tanzania. The study bad three specific objectives and related research tasks that sought to determines whether the MVC access resources for secondary education, identify various stakeholders involved in supporting the MVC meet their secondary education needs and, lastly, access barriers that hinder MVC from accessing resources needed for secondary education. The study employed a study case where 95 respondents were involved including DEO, heads of secondary school, parents, most vulnerable children, NGO leaders and village leaders and sampled through purposive. Stratified random and convenience sampling techniques. The study obtained primary data through interviews and questionnaires and secondary data through document reviews. The obtained data was analyzed qualitatively and quantitatively. Findings realed that support in form of cash was provided to meet school fees and other educational equipments including accommodation, food and stationeries and medical expenses. Such support came from the government, NGOs and individuals and was delivered through the District Council authority, NGO, Village leaders and individuals. However, study found out only a few MVC was reached. The study also found that accessing resources for education by MVC was hindered by poverty and traditional at family level, and limited number of providers of support. Others were insufficient support, delay in support delivery, discrimination and biasness, and the ever increasing number of MVC who need the support. The study recommends concerted efforts among various ministries and other actors to ensure increase in support resources. Also free education to identified MVC and sensitization awareness programmes to the community be increased to cater the needs of MVC. Further studies are also recommended to identify challenges to MVC girls in accessing educational resources, and the impact of resource grants provided, including the role of villagers in providing for MVC.