Uhuru’s B.A.S.E model equips people to help themselves through employment, education and social development groups.
1. Build relationships: Moving into any new community begins with relationships. We seek to establish trust, accountability and lasting friendships.
2. Assess: Uhuru uses the MPI to evaluate the community’s various needs and abilities.
3. Strategize: Through discussion, we work with the community to implement sustainable, long-term solutions using social businesses and education.
4. Empower: Our goal is to liberate each community from the bondage of extreme poverty so that, in time, we can leave community members academically, emotionally, relationally, spiritually and economically independent.
The MPI is a robust assessment plan that uses 10 indicators to measure poverty at the household level. It measures deprivations within education, health and living standards. Using the MPI, one can evaluate how many deprivations affect each household, ultimately leading to an accurate analysis of the intensity of poverty in a community. If a household is deprived in more than three indicators, then it is defined as ‘multidimensional poor.’
WHY USE THE MPI:
The MPI helps us focus our programs on the illuminated issues by highlighting the presence and intensity of these deprivations. Not only does it measure poverty, but it also provides a clear portrait of the nature of that poverty within a community. This allows us to work with the community to strategically develop tailored solutions.
HOW IT WORKS:
The MPI sets out a series of 10* indicators of deprivation to assess the potential multidimensional poverty of a household. These indicators are weighted into three different dimensions: education, health and living standards. Each one of these deprivations is valued differently based on the level of intensity.
*Often when we partner with communities, we need to know information beyond what the MPI entails to more effectively meet their needs. See #11 below.
The deprivations evaluated by the MPI are as follows:
1. Years of Schooling: (16.6%)
A household is considered deprived in this area if the maximum years any member of the house has attended school is less than five years. Practical Example: John has one wife and two 10 year old girls. John only completed three years of primary school. His wife completed only four years of primary school and his children have never been to school. They are considered deprived, had any single member attended school for more than five years, they would not have been deprived.
2. Child Enrollment: (16.6%)
Deprived if any school-aged child is not attending school in years one to eight.
Practical Example: John’s family would be deprived because his two daughters would normally be in 5th grade. They are not attending school so they are considered deprived.
3. Child Mortality: (16.6%)
Deprived if any child under the age of five has died in the family.
Practical Example: Since the Jikaze Resettlement Village survived tribal warfare, we expanded this to: “If any child under the age of five died or if any other member was killed in the post-election violence.”
4. Nutrition: (16.6%)
Deprived if any adult or child for whom there is nutritional information is malnourished.
5. Electricity: (5.6%)
Deprived if the family does not have electricity.
6. Drinking water: (5.6%)
Deprived if the household does not have access to clean drinking water or it is more than a 30 minute walk from home.
7. Sanitation: (5.6%)
Deprived if they do not have an improved toilet or if their toilet is shared by others in the community.
8. Flooring (5.6%)
Deprived if the household has floors made of dirt, sand or dung.
9. Cooking Fuel: (5.6%)
Deprived if they cook with wood, charcoal or dung.
10. Assets: (5.6%)
Deprived if the household does not own one or more: radio, television, telephone, bike or motorbike, car or tractor.
11. Other Indicators:
When we take our community MPI assessments, we ask further questions to help us effectively address their needs outside of the results from the MPI. Learning the communities skills and abilities allows us to more effectively meet their needs. For example we will ask, “What previous employment have you had? What skills do you possess? Given the chance, what would you most like to do as an occupation?”