Educational Rehabilitation For Vulnerable Adolescent Migrant Girls: The Case of Four Girls in Addis Ababa and Bahirdar Cities
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Date
2011-06
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Addis Ababa University
Abstract
This study attempted 10 explore the contribution of non:/'ormal education, life skills, medical
and social rehabilitation to vulnerable adolescent migrant girls at Bimh Te4a (Bright
Future) program in Addis Ababa and BaMrdar cities.
In collecting data for the study, four selected vulnerable migrant girls, eight mentors and
fo ur employers of the selected girls, two project coordinators, three delegates of the
implementer organizations were reached ill both sites of the program and observation of the
researcher was applied in order to screen the obtained evidences. The purposefiilly selected
vulnerable adolescent migrant girls are with different backgrounds and their age range is 17
to 19 years.
The methods 0/ data collection were semi-structured interview, focus group discussion,
observation and consultation of literature and documents. The data obtained through these
fo ur instruments were organized and analyzed using qualitative approach, based on case by
case and cross-case analysis.
This study denoted that different pushing and pulling factors enforced the selected cases to
migrate to the cities. Early marriage is a common factor for all the cases. Where as,
deprivation of education for three of the cases, glamour of city life for two of the cases,
partial parental loss and medical problem due to early marriage for each of the two cases,
are additional jactors to exacerbate their migration to the cities. Moreover, afier migration
Ii/e in the cities was difficult for them where they engaged in low wage jobs, being un
employed, exposed to gender based violence, lack of medical services alld social atlachment.
It also investigated that the rehabilitation program has been able to brought substantial
changes in the livelihood of the vulnerable adolescent migrant girls served in the Bindt Tesfa
program.
In this regard, th e contribution of the rehabilitation services to the vulnerable migrant girls,
IIIP slIfdy revealed that, the non.jormal education had benefited them to acquire basic
knowledge 0/ education and recover ji-om their illiterate status. Thus, they read, write and
peljorm basic nUlI/erical functions, improve language skill, except the cases of Bahirdar in
English language, where all passed their admin istered examinations and promoted to the
next grade level. The education increased th eir ambition to inspire for filrther opportunities
oI/'ormal education or vocational training.
The life skills training enhanced their health protection, assertiveness, se/fconjidence,
negotiation and coml/1unication skills, the notion and appeal 0/ gender based violence. The
dove-tailed medical services and social rehabilitation supported the girls to reviveji-om their
problems and ameliorate th eir social participation with their peers, mentors and working
homes.
011 the other hand, the perception of employers on the rehabilitation of these girls was
changed and cooperate to send them to the program. Ti,e implementer organizations and the
program staff members too are enthusiastic to jacilitate the program due to the changes in
peljormances a/the girls and viability of the program.
The challenges intervened in the rehabilitation process are identified, whicll could be
supportive for the concerned bodies 10 solve or ameliorate the issues for the sOllndness of the
program. In addition, meticulous discussions are made in the major thematic areas, pertinent
to the research questions. Based on the facls discovered and lessons learned conclusions are
als% nvarded. Finally, appropriate and doable recoll1mendations are indicaledfor possible
intervenlions and jilrlher investigations.
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Keywords
education, life skills, medical, and social rehabilitation