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Economic Factors Influencing Sexual Violence against Children (SVAC) in

Primary Schools of Urban District, Zanzibar, Tanzania

Article in Asian Research Journal of Arts & Social Sciences · November 2021
DOI: 10.9734/arjass/2021/v15i430264

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 Asian Research Journal of Arts & Social Sciences

15(4): 23-32, 2021; Article no.ARJASS.75860

ISSN: 2456-4761

Economic Factors Influencing Sexual Violence

against Children (SVAC) in Primary Schools of
Urban District, Zanzibar, Tanzania
Amos Ansigary Msambila1* and Ahmed Ally Abdallah2
1
Department of Community Development, Faculty of Arts and Social Sciences, University of Iringa,
P.O.Box 200, Iringa, Tanzania.
2
Department of Social Work, Faculty of Arts and Social Sciences, Zanzibar University,
P.O.Box 2440, Zanzibar, Tanzania.

Authors’ contributions

This work was carried out in collaboration between both authors. Both authors read and approved the
final manuscript.

Article Information

DOI: 10.9734/ARJASS/2021/v15i430264
Editor(s):
(1) Dr. Shiro Horiuchi, Hannan University, Japan.
Reviewers:
(1) Ni Komang Yuni Rahyani, Politeknik Kesehatan Kemeterian Kesehatan Denpasar, Indonesia.
(2) Philemon Daka, Zambia.
(3) Akyene Tetteh, University of Mines and Technology, Ghana.
Complete Peer review History: http://www.sdiarticle4.com/review-history/75860

Received 13 August 2021

Original Research Article Accepted 26 October 2021
Published 05 November 2021

ABSTRACT

This study was conducted to find out the economic factors influencing sexual violence against
children (SVAC) in primary schools of Urban District, Zanzibar. The study used cross sectional
research design based on single research approach that is qualitative approach. The study used
both primary and secondary source of data collection. Primary data were collected using interviews
with semi-structure checklist guide to elicit information from the sample population while secondary
data were obtained through documentary reviews from books, journals, magazines, from published
and un-published paper, internet sources, University of Iringa (UoI) and Zanzibar National Libraries
and from other institutions and organizations dealt with sexual violence against children nationally
and internationally. Purposive sampling technique was used in selecting 20 respondents and 22
key informants for this study. The collected data were analyzed using content analysis technique
where by data were organized and summarized into different themes based on conceptual
description of ideas. Finally, the results were presented in the form of word text narration. The
study found that poverty and shortage of basic needs to the children were the economic factors
_____________________________________________________________________________________________________

*Corresponding author: Email: [email protected];

 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

influencing to the children in primary schools. Children who came from poor family failed to meet
their necessity needs in right time; hence perpetrators of sexual violence used the same
opportunity to perpetrate their sexual incidents to children. The study recommended that the
government, Non-Governmental Organizations (NGOs), Faith Based Organizations (FBO) and
community members should establish various training programs to the medias including radios and
television related to good child care practicing, child rights and child protections, and monitored
their child behaviour, giving them time to express their problems and needs and sharing their ideas
with promotion of gender equality at all level.

Keywords: Economic factor; sexual violence against children; primary school.

1. INTRODUCTION (House of Commons Women and Equalities

Committee [3]. Research by Public Health Bristol
Sexual Violence against Children (SVAC) is a City Council [4] revealed that young people from
serious problem around the planet and need school years 9–11 (aged between 13 and 16)
special attention to deal with it. Globally, it is faced sexual bullying; sexism and harassment
estimated that one out of two children aged 2–17 are normalized, everyday occurrences, often
years experience some form of violence each positioned as “a joke” and therefore not reported.
year. A third of students aged 11–15 years
worldwide have been bullied by their peers in the In Asia particularly India, several studies report
past month, and 120 million girls are estimated to students experiencing sexual harassment at
have suffered some form of forced sexual school, where in much of the harassment girls
contact before the age of 20 years .Emotional are exposed on the way to and from school, [5].
violence affects one in three children, and Toilets have been identified repeatedly as
worldwide one in four children lives with a mother particularly dangerous areas for girls and for
who is the victim of intimate partner violence. female teachers, in such cases schools may
Violence can result in death, injuries and become sites of risk rather than sites of learning
disabilities. Over the course of their lifetime, even the experience of commuting to and from
children exposed to violence are at increased school [5]. In India, SVAC was experienced by
risk of mental illness and anxiety disorders; high- students from all the classes, it was found, 60%
risk behaviours like alcohol and drug abuse, of rural and 52% of urban girls faced harassment
smoking and unsafe sex; chronic diseases such in school at any given time and school gate was
as cancers, diabetes and heart disease; the most common places of harassment [6].
infectious diseases like HIV; and social problems Research conducted by Anonymous [7] also
including educational under-attainment, further found that, 90% of girls reported experiencing
involvement in violence, and crime. The sexual harassment at least once in school
economic costs of these consequences are settings or in community surroundings.
enormous [1]. Different studies have been
conducted to show the existence of problem in In Africa, reports of the sexual abuse of girls by
different parts around the world, its extent and their teachers have increased with the help of
impacts to the children and society at large both social media and new recording technologies [8].
in developed and developing countries. Study conducted by Save the Children in
Ethiopea [9] on violence against girls in primary
In Europe, 5,500 SVAC were recorded in United schools and its impacts on girls’ education in
Kingdom (UK) schools over a three-year period, Ethiopia as reported by Amira [10] revealed that,
including 600 rapes where 59% of girls and rape was the worst form of sexual violence
young women aged 13–21 reported some form committed against school girls in Ethiopia and
of sexual harassment at schools or colleges in 2.5% of school girls reported having experienced
the past year [2]. In London, sexual harassment rape in schools. The 2010 national survey on
and sexual violence in schools is a significant Violence Against Children in Kenya reported that
issue which affects many children and young 23% of the girls and 12% of the boys aged
people, particularly girls, across the country. between 13 and 17 had experienced some form
Evidence shows that, majority of perpetrators of of sexual abuse (unwanted sexual touching,
this abuse are boys, and most victims are girls. unwanted attempted sex, pressured or physically
However, it is essential that the negative impact forced sex) [11].
on both boys and girls recognized and addressed

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 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

In Tanzania, violence against children is a families, learners are targeted by teachers, their
serious human right, social and public health fellow students or community members to
issue in many parts of the world and its engage in sexual relations to alleviate poverty
consequences can be devastating, no country is (Magwa & Ngara, 2015).
safe, whether rich or poor [12]. Violence in the
school context is increasing and is even fostered Additional to Magwa and Ngara (2015) other
by teachers. Teachers’ bullying acts to students factors such as poor family income and shortage
include dehumanization, sexual harassment by of basic needs as economic factors which
male teachers and corporal punishment [13]. The influencing child sexual violence in school, they
survey conducted by Stein [12], revealed a high found that, girls especially from a poor
number of children reported bullying, violence background engage in sexual relationships with
and sexual harassment among children and teachers so that they will have money to afford
within their families, peer groups and such things like cosmetics, and pocket money. At
neighbourhoods. this stage compared to boys and due to peer
pressure girls especially would also like to be like
In Zanzibar, particularly Urban District of Unguja, those who can afford. Thus, students not only
SVAC is serious problem. Study conducted by engage in transactional sex to obtain better
Mbarouk [14] revealed that, there are many kinds grades but also due to economic hardships. It
of child abuse existing in the Zanzibar Urban was also noted that teachers utilize the poor
District whereby sexual abuse was about 30%, situation of some learners and sexually abuse
physical abuse which includes some burn cases them in the process of taking care of their needs.
is about 3%, among children less than 10 years
old and below, three of them have been abused Report by Population Council [16] on Sexual and
by their family members or in school environment gender-based violence in Africa also identified
where by perpetrators are founded there [14]. poverty and economic hardship as among the
Study conducted by Ali [15] found that, rapes are contributing factors for sexual and gender-based
common to children and young people where the violence to girls and women. Teachers take
children abused by their uncle, family members advantage of poor vulnerable girl learners and
or teachers by touching the genital areas. ask for sexual favors in return for economic
However, the case is either solved within a family benefits, in some instances girls were given
or brought to police by their parents. Based on stationery and favor in class, therefore, due to
researchers experience on a particular study economic hardships some teenagers initiate
area, many primary school children seemed to contacts with teachers for material gain [17].
face sexual violence either in school Shortage of basic needs is also an additional
environment, domestic environment or within factor which revealed by scholars as one among
their community surroundings while the the major factors contributing to children sexual
perpetrators of sexual violence to the primary violence at schools. Many children desire for
school children can be their parents, community things beyond the ability of their parents
members or school teachers. This means that, particularly children who are come from
the problem of SVAC persist while the reasons orphanage centers, orphans usually lack school
for the existing problem are unclear, therefore, fees and have an overwhelming responsibility of
researchers intended to determine factors looking after other siblings, some teachers as
influencing sexual violence against children in revealed by the study find these orphan learners
schools of Urban District, Zanzibar in order to easy prey to satisfy their sexual drives (Magwa &
kept clear factors for the existing problem. Ngara, 2015). Therefore, the variables of
economic factors were adopted in this study.
2. LITERATURE REVIEW
3. RESEARCH METHODOLOGY
Economic factor is one of the major factors which
influencing sexual violence against pupils 3.1 Description of the Study Area
learning in public primary school which contained
several sub factors associated with the existing The study was conducted in Urban District of
problem, study conducted by Magwa and Ngara Zanzibar, Tanzania in four public private primary
(2015) identified poverty as one of the economic schools found within the district whereby the
factors responsible for and contributing to the problem of sexual violence among public and
immorality of child sexual abuse in schools. private primary school is seemed to take place at
Through existence of poverty in many African large and impacted majority of students both girls

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 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

and boys physically, psychological and to their four (4) selected school of Urban District,
learning performance (Suleiman, 2015). Zanzibar and one (1) respondents from each of
Geographically, it covers 230 square kilometers Madema Gender Desk Office, Tanzania Medias
and it has a total population of 593,678 people; Women Association (TAMWA), Zanzibar Child
whereby male is 283,590 and female 310,088 Rights Forum (ZCHRF), Office of the Chief
[18]. Its geographical location coordinates are Government Statistician (OCGS) Zanzibar, from
613’47.33” south, 3915’29.984” east. Zanzibar Social Worker Association (ZASWA)
and from Zanzibar Female Lawyer Association
3.2 Research Design (ZAFELA) with a total number of six (6)
respondents from the selected institutions. Table
The study used cross sectional research design 1 below shows the categories of the key
to investigate economic factors influencing informants of the study.
sexual violence against children (SVAC) in
primary schools of Urban District, Zanzibar The study adopted non-probabilistic methods to
Tanzania. The selection of this design was cover the sample size of the study. Researchers
because cross sectional design allows the applied purposive sampling and snow ball
researchers to study different groups of sampling techniques. Purposive sampling was
respondents at one point at a time, it simple to applied to the respondents who meet specific
use and easy to collect various information from criteria specified by the researcher basing on the
respondents based on a particular study that you research topic, this including key informants of
conduct with great degree of accuracy and quick the study who were knowledgeable of the study
results. Also, the study used single research topic, they included pupil’s parents, primary
approach that is qualitative approach. Qualitative school teachers, social workers from Madema
approach enabled researchers to collect direct Gender Desk Office, Tanzania Medias Women
explanation and opinion from study respondents. Association (TAMWA), Zanzibar Child Rights
The selection of this design was because cross Forum (ZCHRF), Office of the Chief Government
sectional design allows the researcher to study Statistician (OCGS) Zanzibar, Zanzibar Social
different groups of respondents at one point at a Worker Association (ZASWA) and Zanzibar
time, it simple to use and easy to collect various Female Lawyer Association (ZAFELA) in urban
information from respondents based on a district of Unguja Zanzibar while snow ball
particular study that you conduct with great sampling was applied to the respondents who
degree of accuracy and quick results. were perceived to be knowledgeable who then
suggested other people whom they know to be
3.3 Sample Size and Sampling relevant to the topic until the required size is
Techniques attained.

The sample size as per this qualitative study was 3.4 Data Types and Collection
depended based on capacity factor by the
number of interviews, the main data collection The study used both primary and secondary
method that was conducted to each category of source of data collection. Primary data were
respondents with similar characteristics [19]. It collected from 42 respondents using interviews
implies of bringing new participants continually while secondary data were obtained through
into the study until the expected information is documentary reviews from books, journals,
complete [20]. Basing on the research design magazines, from published and un-published
and sampling technique, the sample size was paper, internet sources, University of Iringa (UoI)
accounted of 20 respondents who faced and Zanzibar National Libraries and from other
numerous forms of SVAC like rape, sodomy, institutions and organizations dealt with sexual
abusive words, forced kissing and touching and violence against children nationally and
obtained from two (2) private primary schools internationally.
and two (2) public primary schools of urban
district Zanzibar. 3.5 Data Processing and Analysis

However, the study selected twenty two (22) key The collected data were recorded, cleaned,
informants where by eight (8) key informants processed and analyzed using content analysis
were school teachers from four (4) selected technique where by data were organized and
school of Urban District, Zanzibar, another eight summarized into different themes based on
(8) key informants were student’s parents from conceptual description of ideas.

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 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

Table 1. Categories of key informants

Categories Sub-categories Sub-sample Total

School teachers Mluka binti Alwy Islamic school 2
Glorious International school 2
Kisiwandui primary school 2
Mwembemakumbi primary school 2 8
Student parents Mluka binti Alwy Islamic school 2
Glorious International school 2
Kisiwandui primary school 2
Mwembemakumbi primary school 2 8
Government and Private Tanzania Medias Women Association 1
Institutions Madema Gender Desk Office 1
Office of the Chief Government 1
Statistician 1
Zanzibar Social Worker Association 1
Zanzibar Female Lawyer Association 1 6
Zanzibar Child Rights Forum
Total 22
Source: Field Study, 2021.

Finally, the results were presented in the form of to the absence of employment opportunities or
word text narration. low income generating from economic activities
they perform. These groups of children were
4. RESULTS AND DISCUSSION targeted by their teachers, their fellow students
or community members to engage in sexual
4.1 Economic Factors Influencing SVAC relations to get money for their survival.
in Primary Schools The most group of children who experience
these incidents are those who are coming from
The study conducted to find out economic factors orphanage centres whereby most of time they do
influencing SVAC in primary schools. not have any other sources of getting money
Researchers collected in depth information from
unless otherwise depend from where they live
respondents and key informants using interviews and survive. Teachers used to ask for sexual
with semi structure questionnaires by favours in return for economic benefits like
thematically focus into two major variables which stationery services, meal and some time they
were poverty with poor family income as well as were given favour in class. These views
shortage of basic needs to the children as drawn
evidenced by various respondents of the study
from the conceptual framework of the study. during interviews with them.
However, some themes emerged during the
interview sessions whereby each factor that was One among the respondent of the study from
mentioned had different responses from public primary school who faced sexual violence
respondents and key informants as illustrated when he/she replied on question which stated,
below. “Why do you face sexual violence and what kind
of economic activities do your parents perform?”
4.2 Poverty she said that:

In this variable, researchers wanted to know if …I come from a poor family where I live with
poverty influencing SVAC in primary schools. my mother. My father died since when my
Based on study findings illustrated that, 10 mother give birth to me. My mother performs
respondents from public primary school handcraft activities for domestic use like
supported this notion contrary to other 10 (mkeka, vipepeo, kawa, msala and mikoba
respondents from private primary schools who ya ukili). However, what she earned was too
disagreed the notion. Researchers found that little compared with what she was
many children who study at public primary performing. More ever, this business in go
schools were poor; they come from poor families with season something which increase the
where their parents have poor family income due hardness of generating our daily income, one

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 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

day my mother was sick, and I needed some their school there are some children and
money to pay for something, I don’t know teachers who used to attract them with
where I will get such money, then I went to variety of things in exchanging of sexual
our neighbour and asked for help, he call me favour while the most targeted groups were
later on and give me everything that I girl’s children who are come from poor
needed, but he requested me to exchange family, some of them were already reported
for sexual favour, it was difficult to accept it to the responsible organs and action were
in first time, however, it become also too already taken... (2 respondent from public
tough to reject his offer because I was in primary school).
need of that things by the way, than he feel
shame and let me go... (5 respondent from Unlike private school whereby children who
public primary school). faced sexual violence by their teachers are likely
to exchange for grade favour since many
Another respondent from public primary school children come from middle income family where
said that: by most for their family members have suitable
income which meet their needs; however, some
…Sometimes we faced sexual violence children desired to get things beyond their family
because of economic hardship of our family. ability which influencing some other perpetrators
We learned with other children who came of sexual violence to meet their goal. This
from rich families. We loved to get what they evidenced by number of key informants of the
got, live the way they lived with us, but we study including pupil’s teachers and responsible
were poor. Our family income was not government and non-governmental organizations
enough for us to get what we requested from of SVAC.
our parents, then perpetrators of sexual
violence used this opportunity to attract us This argument also agreed by all interviewees
with their money and variety of things in from key informants’, they considered that, many
order to engaged in sexual violence, hence children who are study in public primary schools
the problem occurred... (3 respondent from were coming from poor family whereby
public primary school). perpetrators of SVAC convincing them to engage
in sexual activities in return of economic favour
In line with above argument and evidences, and sometime in return for grades and meet their
sometime children may demand something in needs, unlike children who studied in private
school settings but because of economic primary schools where most of them come from
hardship to their family level, they failed to get it, middle income family, hence for them poverty it
hence teachers and their fellow children become is not necessary for poverty to influenced them to
their perpetrators since they help them to get face SVAC in primary schools.
what they need in return with sexual favour, this
was evidenced with one respondent from public This approved during an interview with one
primary school, she said that: interviewee from pupil’s teachers in private
primary school who responded that:
…Sometime we need to purchase food or
other beverages in recess time, but we do …Many children who study in private primary
not have money to purchase those things schools were come from middle income or
due to poor income of our parents, some rich families, hence poverty is not among
boys used the same opportunities to factors influencing SVAC in private schools,
purchase those things on behalf of ours may be, they faced sexual violence
while at the same time they try to kiss us or especially verbal and touching by
touch us as returned favour for what they exchanging to grade favour by their
purchased to us, hence sexual violence teachers, and this also is very rare to
started from there... (9 respondent from happen... (2 pupil’s teacher from private
public primary school). primary school).
In line with above discussion, another
This was similar to other key informants from
respondent from public primary school added
selected non-governmental organization, who
that:
added that:
…I heard from my young sister who study
from other public primary schools that, within

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 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

…Children who study in public primary abilities, they learnt from their fellow children and
schools were more targeted groups of sexual friends who have different socio-economic status
violence by perpetrators, teachers, in the society, hence SVAC take place.
community members and their fellow
children take advantage of poor vulnerable 4.3 Shortage of Basic Needs to the
girls and boys by asking for sexual favour in Children
return for economic benefits They were given
stationery services and some favours in Within this study, the researcher wanted to find
class, unlike children in private primary out if shortage of basic needs to the children
schools who are either attracted by grades or influencing SVAC in primary schools of Urban
sometime they have desired to get more District, Zanzibar. Based on study findings found
things beyond their families abilities in order that, almost all 10 respondents from public
to resemble their fellow children... (3 key primary school agreed with notion that, shortage
informant from non-governmental of basic needs to the children influencing SVAC
organization). in primary schools contrary to other 10
respondents from private primary school who
According to Centres for Disease Control and disagreed. Researchers found that, children have
Prevention (DCDP) (2007) on Sexual violence: many needs that require to be attained in order
Overview revealed that, poverty is among the to meet their goal of acquiring education, this
root causes of sexual violence and has a daily including stationery services, school fees, foods,
presence in the lives of many victims and transport fees and so many others, their parents
survivors. Poverty can make the daily lives of and guardians are responsible to meet those
women and children more dangerous and make needs in a right time, failure to meet children
them more dependent on others for survival and, needs motivate them to find other ways of
therefore, less able to control their own sexuality, obtaining their needs, at the same time, the
to consent to sex, to recognize their own perpetrators of child sexual violence take an
victimization or to seek help when victimized; opportunity to do sexual violence to them in
poverty can necessitate high-risk survival return with children needs. Hence sexual
activities [21]. For instance, according to the violence takes place.
WHO (2002) on Violence and Health found that,
poverty increases one’s vulnerabilities to sexual This happen mostly to the children in public
exploitation in the workplace, schools, and in primary schools and those who are belongs from
prostitution, sex trafficking, and the drug trade. orphanage centre where by background of their
family is poor. However, children who study in
To recap the above discussion, poverty private primary schools attained their all-basic
influenced to SVAC in primary schools in needs including their school needs; hence they
different perspectives, firstly, if children family is are influenced by other factors to face SVAC but
poor and parents failed to teach their children the not their basic needs.
spirit of satisfaction and tolerance for whatever
they never meet, hence children engaged in This evidenced during an interview with study
sexual violence, secondly, if children themselves respondents from public primary school, one
were aware with sexual violence how they among them said that:
occurred, but they are willingly by themselves to
do sexual violence in exchanging of something …I come from orphanage Centre where I
else, but thirdly, if there is no awareness creation receive many services from the Centre,
to the public primary schools on how perpetrators however, sometime I fail to meet my needs
used to perpetrates their sexual violence to poor in the right time especially when I face some
children who are studies mostly in public primary challenges outside the Centre. Some needs
schools and how to deal with their convenience. are personal which differ from other children’
needs in my centre. Sometime it encourages
To add more, researcher considered me to find a person that he will be ready to
socialization and desire of things beyond family meet my needs at the right time in return with
ability associated with poverty by children who something else... (10 respondent from public
are mostly studies in private primary schools as primary school).
interconnect factors influencing SVAC, whereby
those children who are faced sexual violence due This differs from children from private sector
to demand something beyond their family whereby many of them they meet their basic

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 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

needs in a right time from their parents and perpetrators of SVAC were there for meeting
guardians, hence shortage of basic needs is not children needs in exchange of sexual favour,
really factor which influencing sexual violence to hence SVAC take place in that way... (1 key
them. This evidenced by one respondent from informant from non-governmental
private primary school, who said that: organization).

…No, many of us get all basic needs in our In line with above responds, another key
families. What we most of time lack is informant from selected non-governmental
enough time to be with our parents, or organization adds that:
sometime rights of socializing with other
children and community members. These …Children who are coming from orphanage
may contribute to SVAC but not the first Centre were more in risk of facing SVAC
notion... (9 respondent from private primary especially those who are at adolescence
school). age, this is because, they have extra needs
which are needed to be met at the right time,
To add more, all 24 key informants agreed that failure to meet their needs influencing them
shortage of basic needs to the children to be too close with perpetrators of sexual
influenced SVAC in primary schools. Based on violence, therefore, SVAC occurred... (2 key
their arguments they revealed that, parents informant from non-governmental
usually play their roles of offering basic needs to organization).
children both domestic, individual and school
needs, however, since they meet with their In support the above arguments, study
friends who come from various socio-economic conducted by Donna and Sarah [22] on poverty
status, it becomes easier for them to demand and sexual violence building prevention and
something which is no affordable by their intervention responses revealed that, living
parents, hence perpetrators of SVAC used the without one’s basic needs met can increase a
same opportunities to meet their needs in return person’s risk for sexual victimization.
with sexy. Moreover, children were always Perpetrators of sexual violence target individuals
dependent to their parents and guardians, who seem vulnerable whether due to gender,
therefore, if parents and guardians failed to meet age, race, disability, sexual orientation,
children needs in right time, it become easier for immigration status, income. Individuals who lack
them to meet with perpetrators of SVAC in order sufficient economic resources to meet their basic
to meet their needs, hence they become the needs, specifically women, may resort to
victims of SVAC. bartering for essential goods with sex [23]. This
also supported by Chinyoka [17] considered
This manifested during an interview with children’ shortage of basic needs to the children including
teachers on how shortage of basic needs to the foods, learning materials and school fees as one
children influencing them to face SVAC, one among the associated factors influencing SVAC
among the interviewee replied that: in all level of learning. Similar to by Population
Council [16] which found that, each person has
…No, children always obtained their basic his/her needs that needed to be attained in any
needs within their family level, parents play cost to survive, failure to attain basic needs may
tooth and nail to meet their children needs, contribute to engage in other activities that
because no one wants to see his/her caused harm to him/her or to the family members
children suffering, but what they influence and community that he/she lives within including
them to face sexual violence is their desire to sexual activities [24-25].
have something as others... (4 pupil’s
teacher from public primary school). 5. CONCLUSION AND RECOMMENDA-
TION
During interview with another key informant from
selected non-governmental organizations she Basing on the study findings the study concluded
revealed that: that shortage of basic needs to children
especially in public primary schools may
…Children are dependent in nature on their influence SVAC because; children have no job to
parents, if parents fail to meet children needs perform in order to meet their needs. They
its necessary for them to find another always depend on their parents to offer their
alternative to meet their needs, similar time, services and needs, failure of parents to meet

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 Msambila and Abdallah; ARJASS, 15(4): 23-32, 2021; Article no.ARJASS.75860

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