The Challenges of Guaranteeing Children's Rights to Education in War-Torn Northern Uganda A Case Study of Former Child Soldiers in Gulu District

ABSTRACT 

This study set out to establish whether children's rights to education were applicable to children who are affected by conflict in war-torn Northern Uganda. More specifically, the study used the case of former child soldiers in Gulu District to establish the challenges that these children face in their bid to enjoying the right to education. To ascertain the level of the enjoyment of the right to education of former child soldiers, the study investigated whether children were accessing primary school education. The study was carried out in four sub-counties of Gulu District, and targeted former child soldiers as the primary target population; whilst members of the Acholi community, government employees, NGO staff and school administrators were the secondary target population. To get an in-depth understanding of the challenges of guaranteeing children's rights to education, three aspects of schooling were critically looked into, and these are: access to primary school, attendance in class and involvement in learning activities. The study used a sample size of 200 drawn from five sub-counties of Gulu District. The study was conducted using methods that are largely qualitative. A questionnaire and an interview guide were the main research instruments that were used in data collection. Data analysis was done with the help of the Statistical Package for Social Scientists (SPSS), software that produces generative descriptive statistics and cross-tabulation, which were used to illustrate the study summary and findings. The major findings revealed that former child soldiers in Gulu District were denied their right to education. The denial of the right to education was due to the fact that a great number of former child soldiers were not attending primary school. The non attendance to primary school of these children was prevalent even though there was awareness concerning the opportunities available to them. It was established that many socio-economic, attitude, and administrative factors were the major challenges that hindered former child soldiers from accessing, attending and getting involved in primary schooling. The researcher recommended that various stakeholders, particularly the government of Uganda, NGOs, and the entire community of conflict impacted areas should collaboratively mobilize and support former child soldiers schooling. The many challenges that former child soldiers encounter in seeking education entail the need for the development of many tailor-made support structures such as free education, psychosocial support and special classes. There is great need for the government of Uganda to consult the various stakeholders and develop and implement a Disarmament, Demobilization and reintegration (DOR) programme that is conscious of the children's right to education.

Table of Contents

Title Page

Declaration

Approval

Dedication

Acknowledgements

Table of contents

List of Tables

List of Figures

Acronyms

Abstract

Chapter One:

1.0 Introduction

TABLE OF CONTENTS

Introduction

1.1 Background To The Study

1.2 Statement of The Problem

1.3 Purpose

1.4 Objectives

1.4.1 General Objective

1.4.2 Specific Objectives

1.4.3 Research Questions

1.4 Assumptions

1.5 Scope of the Study

1.6 Significance Of The Study

Chapter Two: Theoretical Framework and Literature Review

2.0 Introduction

2.1 Theoretical Framework

2.1.1 Human Rights Principles and Theoretical Frameworks

2.1.2 Conflict Theoretical Framework and Human Rights

2.1.3 Impact of Child Soldiering on Education 20

2.1.4 The Right to Education 22

2.2 International Human Rights Instruments and the Right to Education 25

2.3 Access to Primary Education 28

2.3.1 Instruments that Facilitate Access to Primary Education 30

2.4 Primacy School Attendance for Former Child Soldiers 31

2.5 Involvement of Former Child Soldiers in Schooling Experiences 33

Chapter Three: Methodology

3.0 Introduction 36

3.1 Research Design 36

3.2 Study Area 37

3.3 Study Population 38

3.4 Sampling Methods 38

3.4.1 Inclusion Criteria 38

3.5 Data Collection Tools 39

3.6 Data Analysis Tools 40

3.7 Data Management 40

3.8 Ethical Considerations 40

3.9 Limitations 40

Chapter Four: Data Presentation, Interpretation and Analysis

4.0 Introduction 42

4.1 Access to Primary School 42

4.1.2 Educational Opportunities 42

4.1.3 Former Child Soldiers Access to Primary School 46

4.1.4 Records of Former Child Soldiers in Primary Schools 48

4.1.5 Distance to the Nearest Primary School 50

4.1.6 Source of Scholastic Support 52

4.1.7 How Former Child Soldiers Join Primary Schools 52

4.2 Primary School Attendance 55

4.2.1 School Attendance Levels of Former Child Soldiers

4.2.2 Rate of Completing Primary School Cycle

4.2.3 Drop-out Rate of Former Child Soldiers from Primary School

4.2.4 Challenges in Attending School

4.3 Former Child Soldiers' Involvement in Schooling Activities

4.3.1 Involvement in Schooling Activities

4.3.2 Choosing of Schooling Activities

4.3.3 Challenges in Schooling Activities

Chapter Five: Discussions, Conclusions and Recommendations

5.0 Introduction

5.1 Discussion

5.1.1 Access to Primary Education 68

5.1.2 School Attendance 70

5.1.3 Involvement in Schooling Experience 71

5.2. Conclusions 73

5.2.1 Former Child Soldiers Denied Right to Education 73

5.2.2 Former Child Soldiers are Out of School 73

5.2.3 Challenges Hindering Right to Education 75

5.2.4 Communities a Pillar in School Involvement 74

5.3 Recommendations 74

5.3.1 Government Should Lead the Recovery Process 74

5.3.2 Stakeholders Should Work Together 75

5.3.3 Schools Should Involve Former Child Soldiers in Schooling Activities 75

5.3.4 Bottom-up Approach Required in DOR 75

5.4.0 Areas for Further Research 76

Reference 77

Appendices 1:

Appendices 2:

Appendices 3:

Appendices 4:

Questionnaire for School Administrators

Questionnaire for Local Government Officers/NGOs

Interview Guide for FCSs/Community

Letter of Introduction