Violence against children, the voices of Ugandan ... - Raising Voices

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Violence against children manifests inmany forms. It has become normalizedand entrenched in how we relatewith children and therefore a holistic,multifaceted, long-term, and acomprehensive response is required toaddress this problem.What does this mean inpractice?First, we must insist that children play a centraland a meaningful role in all the efforts aimed ataddressing violence against them. They mustbe protagonists for their own cause and theirexperience, views and ideas must form an integralpart of any intervention aimed at preventingviolence against them. We must learn new ways oflistening to them and learning from them.Second, we must recognize that adults are not theenemy. It would be a profound mistake to developinterventions based on divisive models that castadults as retrograde individuals with little or nosympathy for children. Many adults are operatingunder intense pressures, immersed in a beliefsystem that propagates the status quo. They needto be convinced that creating alternative modelsof the adult-child relationship is in their bestinterests as much as children’s, and that the currentmodel is serving neither.Third, we need to focus attention on preventingviolence against children rather than simplyresponding with palliative or punitive action. Afocus on prevention involves working with a broadcross section of the community and using practicaland pragmatic programs to reassess children’ssocial status and value as human beings.Fourth, we need to develop the infrastructurethat will allow alternative models of the adultchildrelationship to flourish. Developing thisinfrastructure requires the establishment ofcommunity-based responses and supportmechanisms and the development of local capacityto promote alternatives and provoke discussions.Fifth, we need long-term strategies that addressthe problem on many fronts and in gradation. Ourresponses should recognize that influencing deepseatedperspectives requires a progressive ongoingengagement that promotes dialogue rather thana series of random, fragmented interventions thatprescribe solutions and attack adults. Adults needlong-term support to resolve their conflicted beliefsabout how best to relate with the children they careabout.Any action based on the following recommendationsmust embody these central principles. Thefollowing recommendations reflect the observationsof the researchers and the analysis of the findings.These recommendations target six groups ofduty-bearers: policy makers, school administrators,civil society organizations, children, local governmentofficials and community members, and developmentpartners.1. Policy Makers1.1 COMPREHENSIVE CHILD-CENTRICLEGISLATIONDevelop comprehensive child-centric legislation 19that would legally protect children from all forms ofviolence, including physical, sexual, and economicviolence, as well as many forms of emotional19While the Children Act, Cap 59 is a step in the right direction, it needs to be strengthened to address preventative aspects of violence against children andparticularly violence against children in schools. Several other bills pending, including Domestic Relations Bill should incorporate children’s concerns about violenceagainst them. Sexual Offences Bill should ensure that sexual violence against children, including boys, is treated as a specific offence, as opposed to an assault.94Part Four Recommendations
violence. The legislation should include allprovisions of the UNCRC and prescribe clear actionwhen these rights are denied to children. It shouldensure that sufficient resources and mechanisms arein place to respond to children who need to accessthe protection provided in this legislation.1.2 ACCOUNTABILITY OF LOCALGOVERNMENTEnsure resources are allocated and mechanismsare established to train, on an ongoing basis,Local Council 1 leaders (LC1) and the Secretary forChildren’s Affairs (SCA) on how to fulfil their rolesas promoters of children’s rights, including takinga proactive interest in children’s welfare, exercisingthe full power vested in them by the law to respondto children’s concerns, and reporting on all actionsthey have taken to protect children. 201.3 INVEST IN PROBATION OFFICERSEnsure that there is sufficient investment in theDistrict Probation Officers so that they are able tomeaningfully respond to children’s needs. Apartfrom building skills, it is crucial that budgetaryallocations are sufficient to enable them toundertake meaningful outreach in their districts.1.4 POLICY DIRECTIVES FOR SCHOOLSSend each school a binding policy statement thatarticulates the responsibility of the administrationto ensure that all children are protected fromviolence. This statement should outline the stepsthe administration is required to take in the case ofa staff member contravening the policy. It shouldoutline a mandatory child-friendly process inwhich children learn about the policy and it shouldrequest an annual progress report from each schoolregarding compliance with the policy. 211.5 AN OMBUDSPERSON DEDICATED TOTAKE ACTION ON VIOLENCE AGAINSTCHILDRENEstablish an independent ombudsperson whois mandated by the Government of Uganda toreach out to children regarding their experiencesof violence, and who reports to the civil societyas well as a parliamentary committee regardingcompliance with established policy as well as holdvarious duty-bearers accountable through thepower of the law.1.6 GUIDELINES ON CHILDREN ANDLABOURCommission a study on how children’s labour isused by their schools and families, including ananalysis of how children are involved in makingwater accessible to their families and the healthconsequences for children who are made to carryheavy loads. Develop guidelines on children andlabour based on the results of the study. 221.7 FREE LUNCH AND REDUCED COSTS ATSCHOOLSAmend the policy around Universal PrimaryEducation to make provisions for all students tohave access to free lunch at school. In addition,uniforms and shoes should be encouraged, butlack of these amenities should not disqualify a childfrom attending school. No child should be requiredto make an additional contribution to be able toremain in school.20Local Council 1 leaders as well as the Secretary for Children’s Affairs are key actors who have been vested with the power to protect children at a local level. However,they are often unaware of their responsibility and frequently end up undermining children’s interests.21The Commissioner of Education issued a circular in 1997 that explicitly restricts administration of corporal punishment to the head teacher, as a last resort. Althoughthis circular has helped in raising awareness of the violence against children in schools, there is considerable flouting of the directive. A follow-up action with clear backingof the Ministry of Education and Sports is needed to reinforce the message.22This study could be coordinated by the Working Children’s Unit. Furthermore, there are initiatives planned or inplace such as Plan of Action on Working Children which could promote these guidelines .Part Four Recommendations 95
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ViolenceAgainstChildrenThe Voices o
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ViolenceAgainstChildrenThe Voices o
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DedicationThis work is dedicated to
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TABLES1.1 Children consulted throug
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EXECUTIVE SUMMARYThis study examine
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a new dimension to the adult-child
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PART ONEResearch DesignPURPOSE OF S
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PARTICIPANTSA total of 1406 childre
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METHODOLOGYData CollectionThe resea
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Through this process, two interesti
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Children’s VoicesWhat do you unde
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esearch.Children’s Conception of
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It was recognized during the format
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QUESTION 1Have you experienced viol
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QUESTION 2Have you experienced phys
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Children’s VoicesHave you experie
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QUESTION 3Have you experienced emot
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QUESTION 4Have you experienced sexu
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QUESTION 5Have you experienced econ
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QUESTION 6Who commits violence agai
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Children’s VoicesKey Informant In
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QUESTION 7How do you feel when viol
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Children’s VoicesHow do you feel
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Children’s VoicesYou feel ashamed
Page 56 and 57: QUESTION 8What do you do when viole
Page 58 and 59: Children’s VoicesWhat do you do w
Page 60 and 61: QUESTION 9What, if anything, should
Page 62 and 63: Children’s VoicesWhat, if anythin
Page 64 and 65: Children’s VoicesSensitize elders
Page 66 and 67: KEY FINDINGSMore than 90 percent of
Page 69 and 70: PART THREEAdults’ Rationale for V
Page 71 and 72: QUESTION 1Are children punished in
Page 73 and 74: Adults’ VoicesCulturally, we watc
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Page 77 and 78: QUESTION 3How often do you punish c
Page 79 and 80: Adults’ VoicesHow often do you pu
Page 81 and 82: In what ways do you punish children
Page 83 and 84: Adults’ VoicesIn what ways do you
Page 89 and 90: In interviews, many teachers admitt
Page 91 and 92: Adults’ Voicestimes, I feel happy
Page 93 and 94: I know beating her has not changed
Page 95 and 96: QUESTION 7Are there ways in which a
Page 97 and 98: Adults’ VoicesAre there ways in w
Page 99 and 100: QUESTION 8What should be done when
Page 101 and 102: Adults’ VoicesWhat should be done
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Page 109 and 110: 3.6 RESEARCHCommission research tha
Page 111 and 112: 5.9 COMMUNITY SENSITISATIONIntroduc
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