Table of Contents
ISRN Public Health
Volume 2013, Article ID 518328, 9 pages
http://dx.doi.org/10.1155/2013/518328
Research Article

The Effectiveness of Educational Support to Orphans and Vulnerable Children in Tanzania and Uganda

1School of Education, Boston University, Boston, MA 02215, USA
2Center for Global Health and Development, Boston University, Boston, MA 02118, USA
3Department of International Health, School of Public Health, Boston University, Boston, MA 02118, USA
4Department of Social Work and Social Administration, Makerere University, P.O. Box 7062, Kampala, Uganda
5Department of Anthropology, University of New Hampshire, Durham, NH 03824, USA
6Centre for Strategic Research and Development, P.O. Box 33335, Dar es Salaam, Tanzania
7School of Public Health and Social Sciences, Muhimbili University of Health and Allied Sciences, P.O. Box 65015, Dar es Salaam, Tanzania

Received 26 October 2012; Accepted 23 November 2012

Academic Editors: C. C. Branas and K. Hacker

Copyright © 2013 Mary H. Shann et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Little evidence is available to assist policy makers and donors in deciding what kinds of programs in developing countries are more likely to be effective in supporting the entry and continuation of OVC in secondary schools. This is particularly important for females whose education has direct bearing on child mortality in the next generation. This study gathered four kinds of educational outcome measures in two East African countries ravaged by the AIDS/HIV pandemic. The goal was to determine whether direct scholarship aid to individual students versus various forms of block grants would be more effective in promoting lower rates of absenteeism, lower dropout rates, higher national examination scores, and higher pass rates for OVC of both genders. Insufficient evidence was available for recipients of scholarships, but OVC with block grant support performed as well or better than their non-OVC counterparts, and significantly better than OVC without support. Contrary to popular belief, girls had lower rates of absenteeism. There were no gender differences in dropout. However, boys consistently outperformed girls on academic tests. Insufficient data systems continue to impede more detailed analysis.