Effectiveness of Strategies Used by Local Government Leaders in Combating Children’s Rights Violation in Arusha City, Tanzania

  • Mwaipopo Josephat D
  • Elisha Mbuti E
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Abstract

This study sought to establish the effectiveness of strategies used by local government leaders in combating violation of children’s rights in Arusha City using the descriptive design. The population involved 168 local government leaders from 24 Wards whereby the sample of 96 was picked through simple random sampling, but the response rate was 71 (73.9%). Validity was assured through expert judgment and the reliability was established through determination of the Cronbach’s Alfa which was above 0.6 for each variable. The study established that strategies used by local government leaders in combating violation of Children’s rights include desks at police stations for children right cases, education to the community, protection committees that coordinate and monitor violation of children’s rights, local government authorities providing legal aid, perpetrators being prosecuted so that legal action can be taken against them and free family events and activities for children’s rights education. The strategies were perceived to be effective except for children’s desk at police stations. Identified challenges included some cases not being reported, poor cooperation from victims, corruption, lack of political will and ineffective policies. It is recommended that appropriate organs should strengthen the use of strategies listed in this study in order to curb violation of children’s rights issues. There is a need for transformations in handling reported cases at the police desks. Finally, the government authorities should find ways to curb the identified challenges that faced initiatives used by local government leaders in combating violation of children’s rights in Arusha city.

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APA

Mwaipopo Josephat, D., & Elisha Mbuti, E. (2021). Effectiveness of Strategies Used by Local Government Leaders in Combating Children’s Rights Violation in Arusha City, Tanzania. EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, 2(Issue 4), 97–104. https://doi.org/10.46606/eajess2021v02i04.0132

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