School Priorities - SNV

Quality Education
from listeners. The children highlighted a range of education
challenges they face at home, at school and in their communities.
At school it was clear that:
• There are not enough textbooks or other materials for all
students. Furthermore, classes are overcrowded. In other
words, budgets for materials and learning spaces have not
kept pace with increases in enrolment.
• Many educators rely on corporal punishment to discipline
students, causing physical pain and psychological
embarrassment that discourages children from going to
school.
• School latrines are dirty and there are few, if any, changing
rooms.
• Older students bully and tease younger students.
In their home lives children pointed out that:
• Many children feel mistreated by their stepmothers. They
want the DLG to educate parents about children’s rights.
• Many children witness domestic violence, which often leads
to the parents separating. The children urged their peers to
report these incidents to community elders, who might be
able to help the parents reconcile for the sake of the children.
• There was not enough to eat and money was often scarce.
• Girls have too many chores, taking time away from studies.
The children wanted chores to be spread more evenly
between boys and girls.
There are also some trends within communities that discourage
children from getting an education. They called on local councils
to enforce existing laws protecting children and work with
community members to explain the importance of education in
order to solve the following problems:
• Communities undervalue girls’ education. Some girls are
pushed into early marriages, which result in pregnancies that
signal the end of their education.
• There is a high alcoholism rate, with parents even bringing
their children into drinking spots to drink with them.
The response from listeners was overwhelmingly positive, with
many community members phoning in to express their support.
Headteachers themselves were happy with the improvements
they saw in parents and pupils as a result of the programme.
“The community, especially parents, appreciated the programme.
Other parents wish their children too were involved,” said one.
For more information, contact
Mr. Nicholas Tembo, District Education Officer, Arua
Next steps
The programmes have
demonstrated that pupils
are capable of expressing
themselves and developing
their analytical skills, while
parents and communities
are ready to listen and
even change their attitudes
toward education. SNV
and the DLG can take this
intervention to the next
step by:
• Inviting the
participating students
to multi-stakeholder
processes (MSPs) so
that district officers
are forced to answer
children’s concerns
directly and integrate
their views into district
planning and budgeting.
• Involving organisations
that have expressed an
interest in facilitating
radio programmes. For
example, Caritas offered
their airtime for the talk
shows.
• Including more
schools so that more
communities can
benefit.
• Expanding to other
venues. Why stop at
radio? There are other
ways in which children
can air their concerns
and participate in the
education process,
including inter-school
debates, music and
drama competitions and
newspaper articles, with
Nile FM even wanting
to produce a TV show
with students.
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