Avit Theophil, proposal on public policy. Mount Kenya University

AN INVESTIGATION OF NGO’S ROLES AS ACTORS OF CHILD
DEVELOPMENT POLICY
CASE KARAGWE DISTRICT, TANZANIA
Author: Avit Theophil
MPA (DL) 312/ 0417
A Research Project proposal Submitted in Partial Fulfillment of the
Requirements for the Award of Master Degree in Public Administration and
Management; School of Business and Public Management
Mount Kenya University
MAY, 2014
Contact person: Avit Theophil Email: aviththeophil@yahoo.co.uk Call: +255768852190

DECLARATION
I, Avit Theophil do hereby declare that this proposal document is my own work. It has never
been represented elsewhere except to MKU for partial fulfillment for the award of a Master‟s
degree in Public Administration and Management.
Name: Avit Theophil
Signature:
Date: 30/03/2014
This work has been Submitted with Our approval as a supervisors.
Name of Supervisor: Dr. Juda Leonard Msaki
Signature:
Date: 12/04/2014
Name of Supervisor: John MomanyiOngubo (PhD Scholar)
Signature:
Date: 12/04/2014

ACKNOWLEDGEMENT
Of all, I thank the Lord, God for keeping me healthy and physically fit. Also I acknowledge my
internal and external supervisors upon this work, John MomanyiOngubo (PhD Scholar) and Dr.
Juda Leonard Msaki for their hearty effort during all my consultation period. My sincerely
thanks to Post Graduate Coordinator at MKU, Dr Joyce Gikandi for her full academic support
that she has been providing to me and I also acknowledge kind, resource and technical support
that I have received from my line manager, Dr. Livingstone (SAWAKA Executive Director).
And finally, I do appreciate workmate and best friends at SAWAKA who encouraging me while
taking this study, Iman G. Masenge (Programs Officer Technical), Frank Fallon (ICS UK
volunteers), Fadhila Hussein (Assistance Programs Officer), Ruth Hole (Community Social
Mobiliser Officer), Theonest Kashushura (Finance Manager), Evelyne Rwechungura (ICS TZ
volunteer), Elvis Chuwa (ICS TZ Volunteer), Libertha Charles (Admnistrator), Mzee Nekemia
Kazimoto (Chairman-SAWAKA), Mzee C.K Nsherenguzi (Vice Chairperson-SAWAKA), Mr.
Boas Kaitaba (Project Advisor-SAWAKA), Imisa Masinjila (ICS VSO Manager), just to
mention a few. Last but not list, I thank my wife Mary Urio as well as Theophil Mussa family for
their tireless effort to support me academically until this time.
Thank you all who have contributed in one way or another and your names didn‟t appear in this
acknowledgement section but your contributions are seriously appreciated.
Thank you and God bless you all!

ABSTRACT
The study intend to investigate NGO‟s roles as private actors in implementation of child
development policy implementation Tanzania, the case of study will be in Karagwe district.
The population of the study is Karagwe district in Tanzania where the researcher will use
questionnaires and interview methodologies to collect primary data and secondary data will be
collected through documentary reviews. Most vulnerable children village committees, managers
of registered NGOs, department of social welfare and police officers will be interviewed the
rationale behind the use of these identified group is to enhance the quality of research and get
relevant information.
Findings of the study will be presented in tables and graphs with more illustrations on the
findings presented.

LIST OF TABLES AND FIGURES
Figure 2.1: Conceptual Framework ............................................................................................................ 23
Table 3.1 Sample size of study .................................................................................................................. 25

TABLE OF CONTENTS
Declaration .......................................................................................................................................i
Acknowledgement ............................................................................................................................ii
Abstract............................................................................................................................................iii
List of Tables and figures...................................................................................................................iv
Table of Contents...............................................................................................................................v
List of Abbreviations ........................................................................................................................vii
List of important terms ................................................................................................................... viii
CHAPTER 1: INTRODUCTION..........................................................................................................1-10
1.0 Introduction ............................................................................................................................................ 1
1.1 Background of the study ........................................................................................................................ 1
1.2 Problem Statement ............................................................................................................................... 7
1.3 Purpose of the Study .............................................................................................................................. 8
1.4 Objectives of the Study .......................................................................................................................... 8
1.4.1 General Objectives of the Study ......................................................................................................... 8
1.4.2 Specific Objectives of the Study........................................................................................................... 8
1.5 Research Questions ................................................................................................................................ 9
1.6 Justification of the Study......................................................................................................................... 9
1.7 Significance of the Study ...................................................................................................................... 10
1.8 Scope of the Study ............................................................................................................................... 10
1.9 Study Limitations and Delimitations..................................................................................................... 10
1.10 Assumptions of the Study ................................................................................................................... 10
CHAPTER 2: LITERATURE REVIEW ................................................................................................12-24
2.0 Introduction .......................................................................................................................................... 12
2.1 Theoretical Literature Review .............................................................................................................. 12
2.1.1 Behavioral Theory on Child Development ..................................................................................... 12
2.1.2 Social Child Development Theories .................................................................................................. 13
2.1.2.1 Attachment Theory ........................................................................................................................ 13
2.1.2.2 Social Learning Theory.................................................................................................................... 13
2.1.3 Public Administration Theory ........................................................................................................... 13
2.2 Empirical Literature .............................................................................................................................. 14

2.2.1 Legal Advocacy................................................................................................................................... 14
2.2.2 Civic Education .................................................................................................................................. 14
2.2.3 Participatory monitoring and Evaluation .......................................................................................... 15
2.2.4 Trainings and Technical Assistance.................................................................................................... 16
2.3 Theoretical Framework......................................................................................................................... 17
2.3.1 Child Development ............................................................................................................................ 17
2.3.2 Public Policy Circle ............................................................................................................................. 18
2.3.3 Actors in Policy Process...................................................................................................................... 20
2.3.3.1 Government actor in Policy Process ............................................................................................... 20
2.3.3.2 NGOs as Actors in Policy Process.................................................................................................... 22
2.4 Conceptual Framework ........................................................................................................................ 23
2.5 Research Ethics Considerations ............................................................................................................ 24
CHAPTER 3: RESEARCH METHODOLOGY ......................................................................................25-28
3.0 Introduction .......................................................................................................................................... 25
3.1 Research Design.................................................................................................................................... 25
3.2 Population of the Study ...................................................................................................................... 25
3.3 Sampling Techniques ........................................................................................................................... 25
3.4 Sample Size ........................................................................................................................................... 26
3.5 Data Collection Methods ...................................................................................................................... 26
3.5.1 Survey................................................................................................................................................. 27
3.5.2 Questionnaires................................................................................................................................... 27
3.6 Validation and Reliability of Research Instruments.............................................................................. 27
3.7 Data Analysis and Techniques............................................................................................................... 28
LIST OF REFERENCES.........................................................................................................................29
APPENDECIES..............................................................................................................................32-39
Questionnaire ............................................................................................................................................ 32
Letter of Introduction ................................................................................................................................ 37
Proposed Research Budget ........................................................................................................................ 38
Project work plan........................................................................................................................................ 39

ABBREVIATIONS
MVC
MVCC
NGO
OVC
UN
SAWAKA
UNECOSOC
MOH
DPI
WTO
WB
USAID
AIDS
GDP
MKU
CSO
DPI
MDGs
-Most Vulnerable Children
- Most Vulnerable Children Committee
- Non Governmental Organization
-Orphans and Vulnerable Children
-United Nations
-Saidia Wazee Karagwe
-United Nations Economic and Social Council
-Ministry of Health
-Department of Public Information
-World Trade Organization
-World Bank
-U.S. Agency for International Development
-Acquired Immunodeficiency Syndrome
-Gross Domestic Products
-Mount Kenya University
-Civil Society Organization
-Department of Public Administration
-Millennium Development Goals

DEFINITIONS OF CONCEPTS USED
Policy Public policy is the action taken by government to address a particular public issue.
Local, state, federal, and international government organizations all craft and implement public
policy to protect and benefit their populations. (Kettl, Donald and James Fessler, 2009)
Public policy is the action taken by government to address a particular public issue. Local, state,
federal, and international government organizations all craft and implement public policy to
protect and benefit their populations (Casey John, 2004)
Policy actors is an entity that enacts a certain policy action (Casey John, 2004)
Private sectors the part of the national economy that is not under direct state control. (Oxford
Dictionary)
Legal Advocacy refers to representation by legally qualified advocates, usually barristers or
solicitors. (Oxford Dictionary)
Participatory Monitoring and Evaluation (PM&E) refers to a process through which
stakeholders at various levels engage in monitoring or evaluating a particular project, program or
policy, share control over the content, the process and the results of the M&E activity and engage
in taking or identifying corrective actions it focuses on the active engagement of primary
stakeholders. (World Bank, 2013)
Civic education means all the processes that affect people's beliefs, commitments, capabilities,
and actions as members or prospective members of communities. (Malpas.,J, 2013)
On job training and development refers to a method of preparing an employee to perform a
task by providing them with information about the task, a demonstration of its performance, an
opportunity for the employee to imitate the demonstration and subsequent feedback. (Oxford
Dictionary)
Non Governmental Organization normally refers to organizations that are neither a part of a
government nor conventional for-profit businesses (Wikipedia, the free Encyclopedia)
Child development refers to the various stages of physical, social, and psychologic growth that
occur from birth through young adulthood (Oxford Dictionary)

CHAPTER ONE: INTRODUCTION
1.0 Introduction
This chapter comprises background of the study, statement of problem, purpose of the study,
objectives of the study, research questions, and justification of the study, scope, assumptions and
finally limitation of the study.
1.1 Background of the study
Optimal development requires the harnessing of country assets, its capital, human and natural
resources to meet demand from its population as comprehensively as possible. The public and
private sectors, by themselves, are imperfect. They can not or are unwilling to meet all demands.
Many scholars argue that the voluntary sector may be better placed to articulate the needs of the
poor people, to provide services and development in remote areas, to encourage the changes in
attitudes and practices necessary to curtail discrimination, to identify and redress threats to the
environment, and to nurture the productive capacity of the most vulnerable groups such as the
disabled or the landless populations. (Samuel E., 2005)
The aim of this chapter is to give a theoretical background of the third sector that non
governmental organization - NGOs and their role in implementation of child development policy
in Karagwe district, at Kagera region.
Public policy is the principled guide to action taken by the administrative executive branches of
the state with regard to a class of issues in a manner consistent with law and institutional
customs. In general, the foundation is the pertinent national and substantial constitutional law
and implementing legislation such as the US Federal code. Further substrates include both
judicial interpretations and regulations which are generally authorized by legislation.
Some scholars define it as a system of "courses of action, regulatory measures, laws, and funding
priorities concerning a given topic promulgated by a governmental entity or its representatives.
Public policy is commonly embodied "in constitutions, legislative acts, and judicial decisions."
(Robert and Janet Denhardt, 2009).

In the United States, this concept refers not only to the result of policies, but more broadly to the
decision-making and analysis of governmental decisions. As an academic discipline, public
policy is studied by professors and students at public policy schools of major universities
throughout the country. The U.S. professional association of public policy practitioners,
researchers, scholars, and students is the Association for Public Policy Analysis and
Management. (Robert and Janet Denhardt, 2009).
Public policy making can be characterized as a dynamic, complex, and interactive system
through which public problems are identified and countered by creating new public policy or by
reforming existing public policy. Public problems can originate in endless ways and require
different policy responses (such as regulations, subsidies, quotas, and laws) on the local, on the
national level, or on the international level (Robert and Janet Denhardt, 2009).
In public policy making and implementation, numerous individuals and interest groups compete
and collaborate to influence policymakers to act in a particular way and implementation
strategies. The large set of actors in the public policy process, such as politicians, civil servants,
lobbyists, NGOs, domain experts, and industry representatives, use a variety of tactics and tools
to advance their aims, including advocating their positions publicly, attempting to educate
supporters and opponents, and mobilizing allies on a particular issue. Many actors can be
important in the public policy process, however, government officials ultimately choose the
„public policy‟ in response to the public issue or problem at hand. In doing so, government
officials are expected to meet public sector ethics and take the needs of all stakeholders into
account. (Robert and Janet Denhardt, 2009).
Public administration itself refers to two meanings: first, it is concerned with the implementation
of government policy; second, it is an academic discipline that studies this implementation and
prepares civil servants for working in the public service. As a "field of inquiry with a diverse
scope" its "fundamental goal... is to advance management and policies so that government can
function." Some of the various definitions which have been offered for the term are: "the
management of public programs (the "translation of politics into the reality that citizens see
every day" , the study of government decision making and analysis of the policies
themselves(Kettl, Donald and James F., 2009)

And since public administration is centrally concerned with the organization of government
policies and programmes as well as the behavior of officials (usually non-elected) formally
responsible for their conduct. Many unelected public servants can be considered to be public
administrators, including heads of city, county, regional, state and federal departments such as
municipal budget directors, human resource, administrators, city managers, census managers,
state mental health directors, and cabinet secretaries. Public administrators are public servants
working in public departments and agencies, at all levels of government in implementation of
policies and in this case they are involved in pubic policy formulation and implementation of
child development policy in Tanzania in collaboration with private sectors including NGOs
thought public private partnership.
A recent study by Jennifer H., and Reza Hasmath, (2014) on NGOs tries to describe that NGOs
vary in their methods. Some act primarily as lobbyists, while others primarily conduct programs
and activities. For instance, an NGO such as Oxfam, concerned with poverty alleviation, might
provide needy people with the equipment and skills to find food and clean drinking water,
whereas an NGO like the FFDA helps through investigation and documentation of human rights
violations and provides legal assistance to victims of human rights abuses. Others, such as
Afghanistan Information Management Services, provide specialized technical products and
services to support development activities implemented on the ground by other organizations.
NGOs were intended to fill a gap in government services, but in countries like India and China,
NGOs are slowly gaining a position in decision making. In the interest of sustainability, most
donors require that NGOs demonstrate a relationship with governments. State Governments
themselves are vulnerable because they lack economic resources and potentially strategic
planning and vision. They are therefore sometimes tightly bound by a nexus of NGOs, political
bodies, commercial organizations and major donors or funders, making decisions that have short
term outputs but no long term affect .In India, for instance, NGOs are under regulated, political,
and recipients of large government and international donor funds. NGOs often take up
responsibilities outside their skill ambit. Governments have no access to the number of projects
or amount of funding received by these NGOs. There is a pressing need to regulate this group
while not curtailing their unique role as a supplement to government services. There have been a
variety of outside pressures: from the church, Western private voluntary organizations and

official aid agencies. Emphasis has shifted from their traditional humanitarian relief to a new
focus on "empowerment." (Jennifer H., and Reza Hasmath, 2014).
Official aid agencies have supplemented and, to a considerable degree, subsidized these private
initiatives. Since the mid-1960s, foreign assistance programs have placed increasing emphasis on
involving the Third World poor in development activities. In the last one and a half decade,
development actors have adopted "participatory development" as its strategy.
Finally, pressures to form nonprofit organizations have come from above, from official
governmental policy circles. Most visibly, the conservative governments of Ronald Reagan and
Margaret Thatcher made support for the voluntary sector a central part of their strategies to
reduce government social spending. In the Third World and former Soviet block such
governmental pressures have also figured. From Thailand to the Philippines, governments have
sponsored farmers‟s cooperatives and other private organizations. Egyptian and Pakistani five-
year plans have stressed the participation of nongovernmental organizations as a way to ensure
popular participation in development.
Further, Salamon argues that four crises and two revolutionary changes have converged both to
diminish the hold of the state and to open the way for the increase in organized voluntary action.
The first of the impulses is the perceived crisis of the modern welfare state revealed after
reducing of global economic growth in the 1970s. Accompanying this crisis has been a crisis of
development since the oil shock of the 1970s and the recession of the 1980s, which dramatically
changed the outlook for developing countries. One result has been a new-found interest in
"assisted self-reliance" or "participatory development," an aid strategy that stresses the
engagement of grassroots energies and enthusiasms through a variety of nongovernmental
organizations.
A global environmental crisis has also stimulated greater private initiative. The continuing
poverty of developing countries has led the poor to degrade their immediate surroundings in
order to survive. Citizens have grown increasingly frustrated with government and eager to
organize their own initiatives. Finally, a fourth crisis, Solomon is referring to that of socialism -
has also contributed to the rise of the third sector. It caused a search for new ways to satisfy

unmet social and economic needs. While this search helped lead to the formation of market-
oriented cooperative enterprises, it also stimulated extensive experimentation with a host of
nongovernmental organizations offering services and vehicles for self-expression outside the
reaches of an increasingly discredited state. (Samuel U., 2005),
According to REPOA Report 2010 on Childhood Poverty in Tanzania, children 0-14 years living
below the basic needs poverty line of 6 million, children 0-14 years living below the food
poverty line about 3 million and children suffering 2 or more severe deprivations of basic human
needs about 70.8% . Tanzania has made significant progress towards achieving global and
national targets in key areas of child wellbeing, particularly child survival and primary
schooling. Yet a full decade of economic growth has only led to negligible declines in poverty
rates.
About one in three Tanzanians lives in poverty, unable to meet the cost of essential food staples
and other basic necessities like clothing, healthcare and shelter. One in six Tanzanians lives in
households so poor that providing food is a real challenge, especially when prices of basic
consumption items rise by only a fraction. The benefits of economic growth have not been
shared equitably. The wealthiest 10 percent of Tanzanian households has benefited
disproportionately from the growth spell of the last decade, at a time when the consumption
share of the poorest 10 percent was falling drastically. (REPOA Report, 2010)
Poor families living in a state of chronic insecurity are constantly exposed to shocks from which
they are seldom able to recover. The effects of poverty and deprivation on children are
devastating. Poverty interacts with and reinforces poor outcomes in health, nutrition, schooling,
water and sanitation. It makes children vulnerable to exploitation, violence and abuse, as well as
to common ailments and premature death, denying their rights to a standard of living adequate
for their physical, mental and social development.
Livingstone Byekwaso Research Report (2006) illustrates that despite Tanzania‟s strongly
egalitarian policy thrust since independence, vast disparities persist in health outcomes and
access to health services among households of different means, as well as across regions and
districts. Similar disparities are present in regard to education, water and sanitation, and

protection from abuse, neglect and exploitation. The persistence of such disparities hampers
Tanzania‟s efforts to build a solid basis for sustained growth and achieve progress towards the
Millennium Development Goals (MDGs).
The extent of deprivation among children is far greater than indicated by conventional poverty
measures. According to a UNICEF study, more than 70 percent of Tanzanian children suffer two
or more deprivations in regard to health, nutrition, sanitation, education, access to information,
water supply or shelter. The level of deprivation among rural children is up to three times higher
than for urban children.
The depth of poverty varies inversely with the level of education attained by a child‟s mother,
underscoring the critical importance of investing in girls‟ education to break inter-generational
poverty cycles. Poverty, in fact, starts in the womb. Poor, undernourished mothers give birth to
small, weakly babies. The critical 1,000 days from inception to the first 18 months of life are a
time when a child‟s brain develops; failing to invest during that crucial period has lifelong
consequences. Keeping girls longer in school helps delay sexual debut, teen pregnancy and early
marriage. Yet while secondary school enrolment has expanded quickly from 6 percent in 2002 to
32 percent in 2011, girls still face much greater challenges in completing primary schooling and
transitioning to secondary school than boys, especially if they live in rural areas.
Limited budgets for fulfilling child rights. Translating policy intentions into programmes and
services that deliver results for children requires resources – human, technical as well as
financial. Children cannot study without schools. Students cannot learn if schools have no
teachers. Teachers will not be able to impart their knowledge if they lack incentives, are poorly
paid or trained, or if there are insufficient classrooms or textbooks. Nor can children learn on an
empty stomach or if they miss school as a result of sickness, or if their parents cannot afford the
cost of educating them. Removing the barriers that prevent children from accessing core services
depends on the availability of resources, whether raised through domestic revenues, borrowing or
development partners‟ contributions. (Dr. Daniel Y., 2012)
Non governmental organization in Karagwe like in other parts of Tanzania, have agreed to
establish a joint platform for effective engagement in government aid management process, in

particular towards implementation of joint assistance strategy (including child development
policy) for Tanzania. As this initiative is very important provided that it is effectively and
efficiency implemented. The roles of NGOs in the JAST are well stipulated as they include
mobilizing and enhancing community participation, and resources contribution in development
activities. Also, they act as partners of the government and development partners in delivering
community services and they participate in local government planning and in reviewing
development strategies. (CSOs Joint Initiative Report, 2010)
1.2 Problem Statement
According to Child development policy (1996) the term child development refers to provision
and strengthening of material and child care, immunization and preventive health,
implementation of water projects, environmental sanitation campaigns, establishment and
strengthening of feeding posts and day care centers, establishment of pre-schools, establishment
and care of playgrounds and provision of primary education for all. Hence briefly child
development mean provision of comprehensive service to child for her social wellbeing which
may include education, social protection to the child, health and care, shelter, economic
strengthening and psychological support.
According to National Guidelines for Quality Improvement in OVC Program (2009) they have
been seen number of challenges‟ in implementation of child development and ensuring child
receive a comprehensive care without the presence of NGOs and other stakeholder‟s
participation. This mean that NGO‟s roles are of great importance in the implementation of child
development policy, and this has led to the strengthening of Public Private Partnership (PPP).
Scholte Jan (2005), argue that civil societies associations can bring greater public control to
global governance. Their main goals are to increase democratic accountability in global
regulatory arrangements and to promote new norms and ideas on the international agenda in
different policy areas: human rights, environmental movements, labour standards, and health and
development groups. They promote and increase accountability in global governance through
policy monitoring and review, participation: democratic legitimacy of global governance
arrangements and their mechanisms of influence can be: networks, relationships with ruling

authorities (lobby), mass media (newspapers, magazines, websites), campaigns, demonstrations,
consultancy (information, insights to policy process, political viability, research). Through
advocacy, public policy analysis and development, the NGOs have gained an important place in
international public policy making.
Based on the above problem stated of the failure of public administration in implementation of
child development policy in Karagwe district are the reasons to why the researcher wants to
conduct research in Karagwe district is to find out the NGO‟s roles that play in implementation
of child development policy.
1.3 Purpose of the Study
Purpose of this study is to investigate role of NGOs, as private actor on implementation of child
development policy, taking Karagwe district as a case study.
1.4 Objectives of the Study
1.4.1 General Objectives
To investigate the NGO‟s role on Child Development Policy implementation in Tanzania
1.4.2 Specific Objectives
1. To examine the extent in which legal advocacy influences implementation of child
development policy.
2. To determine how technical monitoring and evaluation influences Child Development
Policy implementation in Karagwe District.
3. To assess the contribution of civic education towards Child Development Policy
implementation, in Karagwe district.
4. To determine the extent on job training and development contributes to Child
Development Policy implementation in Karagwe district.
1.5 Research Questions

i. How does legal advocacy influence Child Development Policy implementation in
Karagwe district?
ii. How does technical monitoring and evaluation affect Child Development Policy
implementation in Karagwe District?
iii. What are the contributions of civic education towards Child Development Policy
implementation in Karagwe district?
iv. How does on job trainings and development contribute to Child Development Policy
implementation across Karagwe district?
1.6 Justification of the Study
This study will important as it will give more information on the roles that NGOs play in
ensuring child receives a comprehensive care and support as part of implementation of child
development policy as well as child right in Tanzania where Karagwe district will be chosen for
the study since according to Foundation for Civil Society directory 2913), Karagwe is one of the
district with many NGOs with more 78 NGOs, followed by Bukoba urban in Kagera region.
Karagwe district based on district council report (2012) has more than 5000 vulnerable children.
Different scholars and journalists have written on importance of NGOs roles in social, economic,
political and cultural development. For instances Casey John (2004) identified six important
roles these includes development and operational of infrastructure, supporting innovations,
demonstration and pilot projects by selecting particular projects and specify particular length of
time which they will be supporting the projects. Facilitating communication through monitoring
and evaluation and using interpersonal methods of communication. Technical assistance,
capacity building and assisting both CBOs and government institutions.
As according to Foundation for civil society journal (2009), advocacy for and with the poor,
since NGOs become spokespersons or ombudsmen for the poor and attempt to influence
government policies and programs on their behalf done through a variety of means ranging from
demonstration and pilot projects to participation in public forums and the formulation of
government policy and plans, to publicizing research results and case studies of the poor
especially women and children.

1.7 Significance of the study
This study will help to state on existing gaps between theoretical and problem aspects of the
problem also the study will help researcher to add knowledge on public administration role as
well as the role of NGOs in implementation of child development policy in Karagwe district,
The study will provide a brief recommendations and suggestions to government departments,
donors, civil society organization and NGOs and officials on NGOs roles that they play in
implementation of development policy (1996) in Tanzania
The findings will help the policy makers and other stakeholders take a complimentary approach
and ensure child receives a comprehensive care by creating good and sustainable systems that
will help to reduce number of vulnerable children.
For the future researcher proposed study will benefit and help the future researcher as their guide
and open in development of this study.
1.8 Scope of the Study
The study will take place in Karagwe district and its all twenty two wards that found in Karagwe
district in Kagera region, involving registered thirty nine (39) NGOs found in Karagwe, 44 most
vulnerable committees, district social welfare officers and policemen dealing with vulnerable
children issues.
1.9 Study limitations and Delimitations
In carrying out the study foreseen minor limitation that might affect carrying out the study
include resources and since it has been earlier noted the researcher will put into consideration in
carrying the study include asking for technical assistance from research supervisors and research
expertise on how to deal with the limitation of the proposed research study.
1.10 Assumptions of the Study

NGO‟s role in implementation of child development policy in Karagwe are said to be vital in
ensuring every child gets comprehensive social care on the basis of the children‟s. There are
certain formal and informal ways in which private actors particularly NGO‟s get involved
through organizing campaign meetings and workshops, provide civic education, monitoring child
care projects, strengthening and protesting which mobilize the public towards addressing a
specific issue, through public private partnership (PPP), writing global petition, engaging skillful
advocacy, civic education, training, monitoring and evaluation.

CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
This chapter will comprise of theoretical review and empirical reviews, conceptual framework,
research gaps and ethical consideration of proposed research study.
2.1 Theoretical Literature Review
2.1.1 Behavioral Theory on Child Development
Behavioral theories of child development focus on how environmental interaction influences
behavior and are based upon the theories of theorists such as John B. Watson, Ivan Pavlov and B.
F. Skinner. These theories deal only with observable behaviors. Development is considered a
reaction to rewards, punishments, stimuli and reinforcement. This theory differs considerably
from other child development theories because it gives no consideration to internal thoughts or
feelings. Instead, it focuses purely on how experience shapes who we are. Learn more about
these behavioral theories in these articles on classical conditioning and operant conditioning.
Classical conditioning is a type of learning that had a major influence on the school of thought in
psychology known as behaviorism. Discovered by Russian physiologist Ivan Pavlov, classical
conditioning is a learning process that occurs through associations between an environmental
stimulus and a naturally occurring stimulus. (Kendra Cherry, 2012)
Behaviorism is based on the assumption that learning occurs through interactions with the
environment. Two other assumptions of this theory are that the environment shapes behavior and
that taking internal mental states such as thoughts, feelings, and emotions into consideration is
useless in explaining behavior.
It's important to note that classical conditioning involves placing a neutral signal before a
naturally occurring reflex. In Pavlov's classic experiment with dogs, the neutral signal was the
sound of a tone and the naturally occurring reflex was salivating in response to food. By
associating the neutral stimulus with the environmental stimulus (the presentation of food), the
sound of the tone alone could produce the salivation response. In order to understand how more

about how classical conditioning works, it is important to be familiar with the basic principles of
the process.
2.1.2. Social Child Development Theories
2.1.2.1 Attachment Theory
There is a great deal of research on the social development of children. John Bowbly proposed
one of the earliest theories of social development. Bowlby believed that early relationships with
caregivers play a major role in child development and continue to influence social relationships
throughout life. Then attachment theory on child development describes on need importance of
social environment to the child development and child care which actually starts from the parents
or caregivers.
2.1.2.2 Social Learning Theory
Psychologist Albert Bandura proposed what is known as social learning theory. According to this
theory of child development, children learn new behaviors from observing other people. Unlike
behavioral theories, Bandura believed that external reinforcement was not the only way that
people learned new things. Instead, intrinsic reinforcements such as a sense of pride, satisfaction
and accomplishment could also lead to learning. By observing the actions of others, including
parents and peers, children develop new skills and acquire new information. And this theory
therefore also it try to describe that child learn behaviours from observing others and
interactions. Hence social environment for child development is of great importance.
2.1.3. Public Administration Theory
Aspect of governmental activity is very old. Public administration as a system of connection and
organization and mainly concerned with the performance of political decision of these goals.
Public Administration is characterized with cooperative group effort in public setting, covers
three branches that is legislatives, executives and judicial where their important role is
formulation of public policy and they closely associated with numerous private groups and
individuals in providing services to the community (Raj K., 2005).

Public Administration is the complex of governmental activities that are undertaken in public
interest at different levels such as the central, state/ provincial (in federal set up) and local levels.
Government as a political authority is the major regulator of social life. With the emergence of
democracy, and the concept of welfare state, the governmental activities have increased by leaps
and bounds.
Expanding governmental activities have resulted inn expansion of the bureaucracy, creation of
different forms of public and semipublic organizational raising public expenditure, and overall
control over public life. The scope of public administration and major concerns of the discipline
it include policy sensitization, promoting publiciness, implementation capabilities, shared
understanding of social reality and Learning experience. (Raj K., 2005).
2.2 Empirical Literature
2.2.1 Legal Advocacy
Scripen Tantivesss and Gill Walt (2008), conducted a study on the role of state and non state
actors in the policy process. The researcher aimed at to assess the contribution of policy
networks to the scale up of antiretroviral therapy in Thailand. He used population of Thailand
employing qualitative approaches, including in depth interviews, document review and direct
observation to examine the process by which universal ART policy developed between 2001
and 2007, with the focus on the connections between actors who shared common interests- so
called policy networks. Research findings illustrated the crucial contributions of non-state
networks in the policy process. The supportive role of public-civic networks could be observed
at every policy stage, and at different levels of health sector. The role of non state actors
including NGOs contribution was not simply at agenda setting stage for example lobbing
government but in the actual development and implementation of health policy. The researcher
has seen potential areas and opportunity to do research study on this area extensively by future
researchers.
2.2.2 Civic Education

Livingstone Byekwaso (2006) conducted a study on the plight of older people, care and
protection in rural Tanzania. The researcher aimed at to examine the actual situation of older
people in rural setting regarding care and protection. By using the population of Karagwe,
sample size was drawn from the population of Government officials at the district, ward and
villages levels, NGO‟s, CBO‟s officials, prominent community members, family members, older
people and Religious leaders. A total of 161 respondents were obtained from a targeted sample
frame of 180 which is 89% of respondents interviewed, using documentary review, interview,
observation and questionnaire, and focused group discussion. The researcher recommendation
was need for civic education to community to be responsible for protecting rights of vulnerable
groups like older people and children, as well as providing social, economic, cultural and
political support to them and he also acknowledged on the role of NGOs including SAWAKA, in
protecting the rights and entitlements of older people and vulnerable groups in Karagwe. The
current researcher needs to observe and confirm on the matter above in the current present era,
here much has been changing across Tanzania region.
Moreover, Wolfram Schulz (2008) did a study on questionnaire construct validation in the
International Civic and Citizenship Education to measure context and outcomes of civic and
citizenship education and it was explicitly linked through common questions to the IEA Civic
Education Study (CIVED) which was undertaken in 1999 and 2000 Torney-Purta, L., (2004).
The study surveyed 13-to-14-year old students in 38 countries in the years 2008 and 2009 and
report on student achievement and perceptions related to civic and citizenship education.
Outcome data was to be obtained from representative samples of students in their eighth year of
schooling and context data from the students, their schools and teachers as well as through
national centres. The study builds on the previous IEA study of civic education (CIVED)
undertaken in 1999.
It was recognized that there was substantial diversity in the field of civic and citizenship
education within and across countries. Consequently, maximizing the involvement of researchers
from participating countries in this international comparative study was of particular importance
for the success of this study in the process of developing an assessment framework and
instruments. Input from national research centers has been sought throughout the study and
strategies have been developed to maximize country contributions from early piloting activities

until the selection of final main survey instruments in June 2009. And the researcher also
suggested on further studies on significant impact of civic education on policy implementation.
2.2.3 Participatory Monitoring and Evaluation
Kara Greenblot (2008) on behalf of the Working Group on Social Protection for the IATT on
children and HIV and AIDS. The general objective of the paper was to find the essential support
services and policies that required attention for the monitoring and evaluation of the child
development policies. Target was a population of Africa, Asia and Latin America and using
purposive sampling techniques. Data collection was done with the help of SPSS, and then he
found that NGO‟s played important roles through participatory monitoring and evaluation
(PM&E) towards the implementation of child development policy. Then he concluded by saying
that all public administration in public policy implementation have the necessity of NGO‟s
innervations.
And he further, emphases on more research to be conducted in that area, though the paper
taken a different approach by looking on understanding the risk factors and vulnerabilities
affecting children, need for social protection, need to move towards a more integrated vision,
essential support service and policies required attention, guiding principles for promoting social
protection for vulnerable children and finally current opportunities and issues to address which
include institutional capacity and good governance.
2.2.4 Trainings and Technical Assistance
Nae G., Grigore C., Grigore G (2008), conducted a study aim at to approach the role of the
private actors in general and NGOs in particular in international public policy making and when
and how these actors should be given access to the process of policy making. Therefore, where in
the first part of the paper briefly set to the context of international public policy and the actors
performing in global governance. In the second part, the researcher focused on the role that
NGOs and business groups play in policy making. In the third section presented some guidelines
that we were considered important related to the access that should be given to these actors and
in the last section researcher drew some concluding remarks on NGO‟s Engagement in
International Public Policy Making. In giving findings and recommendations, the researcher
recommended on civil society associations and NGOs do make important contributions to greater

democratic accountability in global governance. Already these activities have reached a notable
scale, and considerable opportunities exist to broaden them further on how trainings and other
NGOs activities contributes to the achievement of policy implementation.
2.3 Theoretical Framework
2.3.1 Child Development
In Tanzanian policies perspective, it is held that, success of the policy will depend on the
participation of every individual, family, community, institution, department, ministry, religious
denomination and other people organization‟s (Public Perception on Civil Society in Tanzania,
2014). Child development is all about change in the child that occurs over time. Changes follow
an orderly pattern that moves toward greater complexity and enhances survival.
Child periods of development can be categorized into five (5) that is prenatal period which
occurs from conception to birth, infancy and toddlerhood which occurs at birth to 2 years, early
childhood 2-6 years old, middle childhood: 6-12 years old and finally adolescence period which
occurs at 12-19 years old. Domain of development is described in three domains, but growth in
one domain influences the other domains where every domain has its own characteristics.
Physical domain its where body size, body proportions, appearance, brain development, motor
development, perception capacities, physical health. The we have cognitive Domain
characterized with thought processes and intellectual abilities including attention, memory,
problem solving, imagination, creativity, academic and everyday knowledge, met cognition, and
language and lastly is social or emotional domain with self-knowledge (self-esteem, met
cognition, sexual identity, ethnic identity), moral reasoning, understanding and expression of
emotions, self-regulation, temperament, understanding others, interpersonal skills, and
friendships.
“The implementation of the Tanzanian Child Development Policy will help to reduce and even
eliminate problems facing children.” (Mkombozi Publication, 2007). Child Development Policy
was developed in 1996 by the Ministry of Community Development, Gender and Children to
safeguard the rights of the child and encourage education of all other sectors of society in their
responsibilities. It recognizes child protection as a vital element to create “intellectually,
spiritually and morally” sound future citizens. This paper aim paper aims to discuss and clarify:

factors affecting the provision of child rights; measures to promote the rights of the child;
definition of child survival and measures to promote this; important issues concerning child
development and measures to promote this. In all sections, the responsibilities of government,
ministries, community, guardians, institutions, parents and the child are discussed.
(Mkombozi Publication, 2007)
2.3.2 Public Policy Cycle
One of the underlying concepts in the majority of the analytical models is the existence of
phases, or stages, within the policy process. The rational models presented a lineal process
which began with the identification of a problem and finished with its solution. In contrast,
current perspectives refer to a more dynamic process which has neither a beginning nor an end,
but instead functions as a perpetual cycle of phases of interactions between the participants and
the determinative elements. (Scholte J., 2014)
A classic example of these cycles is that offered by Casey John. According to Jones, the process
consists of the following phases: a) definition of the problem and its inclusion in the public
agenda; b) formulation of the alternatives for action and the decision-making about them; c)
legitimation of these decisions; d) budgeting; e) implementation of the alternative(s) chosen;
and, f) evaluation of the outcomes. This final evaluation usually results in the reformulation of
some aspects of the other phases which results in the creation of new cycles of needs
identification and responses. (Casey J., 2004).
Casey Jones's approach is both a description of the process and a context for the application of
analytical techniques. At the same time, Jones and other researchers who use such cyclical
perspectives recognize their limitations. In particular, there is a danger of an overly literal
application of the analysis of the relationship between the phases of the cycle. The complexity of
the dynamics involved in the public policy process determines that it is unlikely that one phase
neatly follows another or that one finishes before another begins. The linear sequencing of the
phases is illusory and the reality of the policy process involves simultaneous activity in the
differing phases. The differentiation between phases, however, continues to be a valid analytical
tool, serving to highlight the distinct dynamics and differing roles of participants as the policy

process evolves.
Casey Jones offers a "macro-cycle" that involves the complete process of public action. At the
same time other cyclical perspectives, or "micro-cycles", exist that try to explain more restricted
processes and dynamics. Downs, in his research on environmental policies, posits the existence
of an "issue attention cycle" which comprises five phases: a) an issue is known only to a small
group of specialists and professionals; b) this issue comes to the public's attention, usually as the
result of a dramatic event, and a climate of confidence is created with respect to the possibility of
a solution; c) a sense of frustration begins to emerge with the realization that the solution
requires a significant cost to society; d) the level of interest begins to decline as other issues
begin to have more priority for the public interest; and, e) the original issue is returned to the
hands of the professionals, but with a new framework created by the changes resulting from the
period of interest. Downs recognizes that this model cannot be applied to all policies, but he
claims that the reality imposed by the issue attention cycle determines the manner in which the
public policy participants will act, given that significant changes tend to occur only during high-
interest phases. (Casey J., 2004).
The existence of these different phases is tacit in the framework of this thesis. The focus is on
the development of policies, the first stages of the cycle that involve the dynamics of problem
identification, and decision making over action alternatives. Not all societal needs become
"problems" which entail public intervention, and not all identified problems become issues
which receive government response. Private needs become public issues when a concerned
sector is able to communicate and articulate the problems in a manner that demands public
action. These needs can be communicated by the affected parties or by others who define needs
on behalf of people who have not defined them for themselves and they must pass the barrier
between demand formulation or issue recognition and reach the political agenda. This process of
agenda setting, or "filtering", in the first stages of the cycle and the following phases of decision-
making and the design of intervention are the principal arenas of conflict between the
preferences of various actors. If NGOs seek to take part in the policy process, they must be able
to intervene effectively in these phases. (Casey John, 2004).

At the same time, if we accept the cyclical nature of the process we must consider how the
implication of actors in any one phase may influence their participation in another. For example,
the increasing participation of NGOs in the implementation phase, through service delivery
contracts, may legitimate their intention to participate in the reformulation of the policies in
question.
2.3.3 Actors in Policy Process
In the private sector, policy-makers are CEOs, Boards of Directors and other top-ranking
corporate officials. Policy-makers usually are influenced by special interest groups (i.e., entities
that do not have the power to make or enforce policy themselves, but who influence development
of a particular policy for their own interests or for the interests of third parties). Special interest
groups include lobbyists, political groups, individuals, corporations, donors, NGOs and many
others (Najam 2000). A second group important in setting policy consists of technical advisors or
policy analysts; they advise and inform policy-makers on alternative options, and likely on the
effects of those alternatives. In democratic societies, a third group that influences decisions is the
general public, who elect policy-makers.
2.3.3.1 Government Actors in Policy Process
The participation of government actors is beyond discussion, except perhaps by the neomarxists
who see them as little more than the puppet of certain interests and the ultimate artifice of false
consciousness. In the guise of the legislative and administrative functions of government,
institutional actors are seen as the decision-makers that filter and arbitrate interest pressures and
legitimate the outcome of policy negotiations.
But are they merely the sum of the parts -- in the pluralist sense that the decision are the outcome
of the final balance of power between the diverse social agents or is there a convergence of
interests between elites and government, or perhaps some form of political and technical gestalt,
which makes government an independent actor with its own interests?
More statist theorists tend to attribute to the state apparatus an independent interest at the service

of a general ideological orientation, as well as the interests derived from a group of specialists
versed in the technical-professional aspects of the question at hand. These writers maintain that
government has its own interests and the mechanisms for translating their interests into policy.
G.K. Wilson (2000) maintains that we should look not only at the way interest groups attempt to
influence states, but also the ways in which states influence interest groups and the way in which
they exercise the power over access and influence of extra-governmental actors. Other writers
claim that extra-governmental interests may cancel each other out and leave the way clear for
government professionals to push their own interests. (G. K Wilson, 2000)
Whatever the degree of independence of action, there is little question that extra-governmental
actors direct their influence efforts at government. Casey John, quoting Tilly (1996: 5), indicates
that at least since the rising "parliamentarization" of protest in the late 18th Century, states have
been the central fulcrums of collective actions, even when claim-makers make demands against
other social actors. Samuel U.,(2005) observe, lobbying is aimed at impressing public officials
with the depth and intensity of a constituency's feelings. It is designed to convince politicians
and bureaucracy that great risks are courted by daring to thwart the organization's interests.
In a democratic system, the government institutions include: legislators, parliamentary political
parties, the judiciary, and government agencies which administer the negotiation process and the
implementation of public actions as well as the relations with social agents. These actors use the
resources conferred on them by the political system to meet their objectives, both those
consistent with implementing policies according to their ideological stances and the functional
objective of perpetuating their own power.
There is a tendency to consider these actors in a monolithic vision of government as a single
actor captive to party discipline and the power of the ballot box. Once the citizens have given
over the policies to the negotiation of political elites and once legitimated by the legislative
process of parliamentary debates between government and opposition, the administration should
act as a disciplined actor. The existence of different levels of administration national, state and
local often governed by different parties and with overlapping or complementary
responsibilities, ensures that ideological debates that have been resolved in one legislature are

reproduced in other arenas, and faction fighting within governing parties can ensure on-going
debate even in governments with substantial majorities.
2.3.3.2 NGO’s as Actors in Policy Process
Extra-governmental actors are the entities and individuals not directly connected with the state
and who function with independence in respect to government agencies. The creation of
government corporations, quasi-non-governmental organizations (QUANGOs), and private
enterprises with a majority of government capital makes it increasingly difficult to define the
legal and political frontiers. There is constant movement of people between the two worlds:
many individuals traffic in and out of government, alternating periods as public sector employees
with those as consultants, professional lobbyists or just "names about town".
Strong corporatist relationships can confer privileged, quasi-governmental status of legitimation,
credibility and participation The organizations that enjoy this status vary according to the society
and the policy areas in which they work, but typically include unions, employer organizations,
the church in religious societies and non-government associations particularly important in their
areas of influence.
The relations created by contracting and consultation as well as the vertical integration between
political parties and other organizations prejudice the possibility of independent action of even
the most clearly legally separate organizations.
Non-government, non-profit organizations that articulate a wide range of interests, but primarily
those related to public goods. They can be part of social movements or other interest groups,
formed specifically to intervene in the policy process; but, at the same time, all NGOs can
potentially participate in lobby activities even though they have not been constituted directly for
this purpose. The decision to restrict their activities specifically to service delivery or, on the
contrary, to play a more political role depends on the internal tendencies of the organization. In
some countries there are attempts to limit the lobby activities of NGOs (G.K Wilson, 2000), and
this work is treated in the same way as that of professional lobby groups; but in general NGOs
are free to participate in this type of activity.
2.4 Conceptual Framework

2.4 Conceptual Framework
Figure 2.1. Conceptual Framework Source: Researcher (2014)
NGOs play major roles like legal framework, strengthening governance systems through legal
advocacy and lobbying; interventions that support establishment of more significance on the
children‟s development and protection policy implementation through different ways for instance
writing of reports that are used as fact sheets and evidences. Technical monitoring and evaluation
is another role for NGOs towards the child development and protection policy implementation.
This involves activities like; being watchdogs and observers by through feedback on what the
child protection policy implementation is really like at the ground. NGOs also conduct on job
training and development to impart skills to the stakeholders of child protection policy
implementation to ensure effectiveness during this policy implementation. Effectiveness is also
derived from the NGOs role of being Civic educators to impart knowledge that increases the
awareness and stakeholder understanding on the importance of child protection policy
implementation. Thus, the current study has adopted the “Role of NGOs as Independent
Variable” and the “Child Protection policy Implementation as a dependent variable”; as the
researcher seeks to address proper child protection policy implementation.
2.5 Research Ethics Considerations
In carrying out this study the researcher will take into consideration research ethical issues and
make sure he acknowledge materials that will be used by making reference of the sources used,
Child Development
Policy Implementation
 Legal Advocacy
 Participatory Monitoring &
Evaluation
 On Job training and development
 Civic Education
Dependent Variable

avoiding plagiarism by using citation, abide ethical confidentiality of the respondent and ensure
privacy by following informed consent rule, and use of APA ethical code. Alan Bryman, (2004),
states that it is the responsibility of the researcher to carefully assess the possibility of harm to
research participants and the extent that it is possible; the possibility of harm should be
minimized. He further says that the researcher must take all reasonable precautions to ensure that
the respondents are in no way directly harmed or adversely affected as a result of their
participation in the current research.
Permission to conduct the study will be sought and granted by the author from the District
offices and other relevant local authorities. High level of data privacy and confidentiality will be
maintained and the findings only used for academic purpose. The author will present a letter of
request to the relevant offices to be allowed to perform the study.

CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
This chapter will cover the details about the research methodology of the study, type and design,
sampling procedures and techniques, research instruments, procedures of data gathering, and
statistical treatment of that will be uses for accurate data analysis and interpretation.
3.1 Research Design
The chosen research design is descriptive and it will use both qualitative and quantitative method
will be used (Kothari, C.R., 2004). Quantitative research refers to the systematic empirical
investigation of social phenomena via statistical, mathematical or numerical data or
computational techniques, where qualitative method Qualitative researchers aim to gather an in-
depth understanding of human behavior and the reasons that govern such behavior. The
qualitative method investigates the why and how of decision making, not just what, where, when.
Hence, smaller but focused samples are more often used than large samples.
3.2 Target Population of the study
The target area is Karagwe district, Tanzania which has 78 registered NGOs to be involved in
this study, 22 wards to be reached, department of social welfare officers and the police officers
are to be involved in the current research study.
3.3 Sampling procedures and sampling Techniques
Sampling is the process of selecting a number of individuals for a study in such a way that the
individuals represent the larger group from which they were selected (Kothari, C.R: 2004). The
current study will use stratified random sampling technique. It will randomly draw 39 respondent
from the 78 registered NGOs in Karagwe district and only executive directors of NGO will be
selected; get respondent from the 76 villages of Karagwe district where only 22 most vulnerable
committees will be selected by taking 2 most vulnerable children committees leaders who are
chairperson and secretary of the committees, 2 government social welfare officers will be

involved in the study and 4 police officers in Karagwe district will be used as representative
sample of the study.
3.4 Sample Size
The researcher will select 39 executive directors from 78 registered NGOs in Karagwe, 44
respondents from MVCC committees, 2 social welfare officers, and 4 police officers from one of
police stations found in Karagwe will participate in the research study. Table 3.1 summarises the
sample categorisation.
Table 3.1: The table below shows sample size of study
S/N POPULATION OF STUDY TOTAL
POPULATION
SAMPLE SIZE
(Officials/Leaders)
1 78 registered NGO‟s in Karagwe district 78 39
2 76 villages based most vulnerable children
committees in Karagwe district
912 44
3 1 department of social welfare in Karagwe
district
4 2
4 1 police station found in Karagwe district by
consulting mother and child violence table
officers
4 4
TOTAL RESPONDENTS 998 89
Source: Researcher (2014)
3.5.0 Data Collection Methods
The researcher will use questionnaires, and interviews methodologies to collect primary and
secondary data will be collected through documentary reviews.
3.5.1 Surveys
Since surveys involve collecting information, usually from fairly large groups of people, by
means of questionnaires but other techniques such as interviews or telephoning may also be used

through use straightforward type (the “one shot survey”) which is administered to a sample of
people at a set point in time (Kothari, C.R: 2004). The current proposed research is expecting to
use several survey methodologies for better coverage
3.5.2 Questionnaires
Large part of data collection will be done by questionnaire administration. Questionnaires are a
good way to obtain information from a large number of people and or people who may not have
the time to attend an interview or take part in the research experiments. They enable people to
take their time, think about it and come back to the questionnaire later. Participants can state
their views or feelings privately without worrying about the possible reaction of the researcher.
Unfortunately, some people may still be inclined to try to give socially acceptable answers.
People should be encouraged to answer the questions as honestly as possible so as to avoid the
researchers drawing false conclusions from their study.
3.6. Validation and Reliability of Instruments
Refers to the degree to which a test measures what it is suppose to measure. Validation is also a
matter of degree: highly valid, moderately valid, or generally valid. Reliability refers to the
degree to which a test consistently measures whatever it is suppose to measure. The five general
approaches to reliability are stability, equivalence, equivalence and stability, internal
consistency, and score/rater (Kothari, C.R: 2004).
The two supervisors (internal and external) will be involved to validate the questionnaire. Their
corrections and suggestions will be incorporated in the draft for the next stage of validation. The
15 NGOs officials who will not be included as the final respondents will be asked to answer the
questionnaires. Their responses will be tested for reliability by the researcher.
3.7 Data Analysis techniques and procedures
Data analysis is the process which starts at data collection and ends at interpretation of processed
data. The current researcher will use the document analysis-recording sheets. A margin of error

of 0.075 is selected since it is logically difficult to deal with a larger sample size (Mugenda et al.,
2003).
The study incorporates the following model to determine the relationship between variables;
Y= F (X1, X2, X3, X4)
Y= F (0 + 1 X1 + 2 X2 + 3X3+ 4 X4 + E)
Where: Y = Child Protection Policy Implementation
X1 = Advocacy
X2 = Monitoring & Evaluation
X3 = Training
X4 = Civic Education
0 = Constant
E = Margin of Error
Cross tabulation will be run on a SPSS (Statistical Package for Social Sciences) to establish
correlations between the different variables. The researcher will organize the results around
every objective. Data will be presented by the use of tables and graphs, giving rise to
descriptively detailed interpretation of the phenomenon.

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APPENDIX I: QUESTIONNAIRES
I am Avit Theophil, a Masters Student under Mount Kenya University pursuing Masters in ublic
Administration and Management. I kindly requesting your humble assistance to fill my
questionnaire for my academic research.
All information will be used for academic purpose and kept confidential.
Thank you.
This information is intended to provide the researcher with data to help gather information on the
role of NGO‟s on implementation of Child Development Policy in Karagwe district.
Instructions:
The questionnaire is set up in sections. Please answer all questions in all the sections by ticking
inside the box [ ] the most appropriate answer or writing in the space provided where
applicable.
SECTION A: HISTORY/BIOGRAPHY OF THE RESPONDENT
To be filled by executive directors, district social welfare officers, police officers and members
of MVCC members as shown in the table below
A.4 Respondent profile
1. Name of the Department …………………………………………
2. Your Name: ..................................................................................
3. Your Age: ......................................................................................
4. Your Gender: .................................................................................
5. Your Occupation: ...........................................................................

SECTION B: CONTAINS QUESTIONS THAT ABOUT OBJECTIVES
B.1. Legal Advocacy
Tick appropriately where 5- strongly Agreed, 4- Agreed, 3- Neutral, 2 – Disagreed, 1- Strongly
Disagreed
No. Statement Strongly
disagree
Disagree Neutral Agree Strongly
Agree
1 2 3 4 5
i I have seen and
read the Tanzania
child
development
policy of 1996
ii I have used
advocacy in
advocating for the
rights of children
(i.e providing
information‟s,
attending meeting
and workshops
related with child
development
policy agendas
iii Advocacy helps
in child
development
policy
implementation
Comment on how you have used legal advocacy for child development policy
implementation:________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B.2 Participatory monitoring and Evaluation.
Disagreed
disagree
Agree
1 2 3 4 5
i Participatory
Monitoring and
evaluation helps
government and
NGOs know the
progress of child
policy
implementation.
ii Participatory
Monitoring and
Evaluation M&E)
has been very
important to
NGOs to plan and
evaluate activities
that aim at to
supplement
government
efforts in
implementation of
child
development
policy
iii Participatory
Monitoring and
evaluation
provides evidence
based information
to support
programs and
projects that aim
at to support child
development
policy

Comment on how technical monitoring and evaluation affects the implementation of child
development policy of 1996 and new law of child act
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
B.3 Civic Education.
Disagreed
disagree
Agree
1 2 3 4 5
i NGOs use civic
education as one
of important
strategy in
implementation of
child
development
policy
ii Civic education
helps in arising
awareness on
issues facing
child
development and
human rights
iii Civic education
helps in
promoting child
rights
Briefly, explain where and how does civic education take place in implementation of
development policy of 1996 by
NGOs________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B.4 On Job Trainings and Developments.
Disagreed On job training Trainings and development
disagree
Agree
1 2 3 4 5
I There is need for
on job training
and development
Ii On job trainings
and developments
that you have
received before
on child
development and
protection has
been of
importance in
implementation of
child
development
policy
Trainings and
technical
assistance is one
of important the
strategy in
implementation of
child
development
policy
Please describe how trainings has facilitated and contributed in implementation of child
development policy
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Thank You Very Much

APPENDIX II: LETTER OF INTRODUCTION
P.O. Box 21,
SAWAKA-Karagwe
Kagera
Dear Sir/Madam,
RE: REQUEST FOR RESEARCH DATA.
I am a student studying Masters of Public Admnistration and Management in Mount Kenya
University (MKU- Nairobi Virtual Campus). I am carrying out a research on „Investigation on
NGO‟s roles as actors of child development policy case of Karagwe District, Tanzania. And i
have decided to use Karagwe District , as my sample group. To enable me collect data for the
research, you have been selected as participants of the study. I would appreciate your support by
filling this questionnaire. I assure you that any information you provide in this questionnaire, or
otherwise, will not be misused and I will use the information just for my project purpose. Upon
request, a copy of the final paper has been made available to you.
Yours Sincerely;
Avit Theophil
Supervisors
John MomanyiOngubo (PhD Scholar)- In Nairobi, Kenya
Dr. Juda Leonard Msaki - In Moshi, Tanzania

Appendix III. Research Budget
S.No ITEM QUANTITY UNIT COST
(Tshs)
AMOUNT
(Tshs)
1 Travels 5 Days 100,000/= 500,000/=
2 Field introduction/ Training of
research assistants transport
refund/daily (Data collectors)
2 research
Assistants
400,000/= 800,000/=
3 Data Analysis Consulting 1 250,000/= 250,000/=
4 Binding of project report 6 sets 10,000/= 60,000/=
5 Communication 4 10,000/= 40,000/=
TOTAL 1,650,000/=

Avit Theophil, proposal on public policy. Mount Kenya University

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