Evaluation of Strategies Adopted by Christian Social Service Commission Child Protection Project in Ensuring Violence Free Learning Environment in Targeted Primary Schools in Kibaha District, Tanzania

Abstract

The study evaluated the strategies adopted by CSSC project in ensuring violence free learning environment and prevention of child abuse in targeted primary schools in Kibaha District. The study was a summative evaluation which was guided by Context, Input, Process and Product model (CIPP) developed by Daniel Stufflebeam in 1971. Convergent design under mixed research was adopted whereby qualitative and quantitative data were collected at the same time and analyzed separately. The targeted population for the study included 4 schools, 4 heads teachers,72 teachers,783 students, a project manager and 48 school committee members hence the total of 908 participants. Probability and non-probability sampling were used in selecting respondents. The instruments for data collection were questionnaire, interview guide, focus group discussion and document analysis guide. The reliability of quantitative instruments was established through Cronbach Alpha; (r = 0.608 for teachers’ questionnaire and r = 0.653 for students’ questionnaire) while the reliability for the qualitative data was established through triangulation of data. Quantitative data was coded and analyzed using percentages and frequencies through statistical Package of Social Science Version 26 and presented in tables. Qualitative data was analyzed by coding contents into themes and presented in narrative form and direct quotations from respondents. Findings shows the positive response from teachers, head teachers, students and community members that project employed training, group discussions, presentation and initiation of child protection clubs in targeted primary schools. However, the findings show that the strategies employed did not managed to cover large number of teachers, students and community members in project activities conducted. The study concluded that strategies employed by CSSC child protection project in ensuring violence free learning environment in targeted primary schools were training, group discussions, presentation and formation of child protection clubs which were not able to ensure that a large number of teachers, students and community members to were involved. Study recommended that project owner should train more teachers, students, and community members to ensure adequate number of teachers, students and community members are involved in project activities.