Situation analySiS

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Situation analySiS of Children in uganda 20154.2.6 Education in emergencies and conflictDespite relative stability, regional and community-level conflicts continue to undermineand/or disrupt education service delivery in Uganda. The country is prone to severalnatural and human-induced disasters. These include: drought, floods, human and epizooticepidermic disease outbreaks, landslides, fires, hailstorms, lightening, episodic hungeracross many communities, terrorism acts and events of civil strife, ethnic/tribal tensions,and land wrangles that result in violent conflict.Conflict and disasters have resulted in extensive destruction of infrastructure, loss of lifeand disruption of education activities. The Child-focused Vulnerability Capacity Assessment(OPM and UNICEF, 2014) revealed that schools are often used as evacuation centres duringdisasters. Education facilities continue to face incidents of lightening and pupils and teacherslack disaster risk reduction (DRR) skills, yet school safety plans seldom exist. During disastertimes in flood-prone areas, there is increased absenteeism as schools become inaccessibleand school latrines fill with water. The MoESTS has launched guidelines for mainstreamingDRR in the National Curriculum.These guidelines seek to strengthen understanding andbest practice in assessing and managing all risks (e.g. climate, disaster, conflict) througheducation and peacebuilding.A qualitative conflict analysis of the education sectors of the 28 focus districts of UNICEF’sPeacebuilding, Education and Advocacy programme (PBEA) points to conflicts betweenlocal authorities, education institutions and communities as undermining access, qualityand constructive community engagement in education. The study also reveals that in manyareas of Uganda, education services are disrupted by prevalent community-level landdisputes that pitch communities against school management over land claims and allegedencroachment (IPSS, 2014).Creating a conflict-sensitive and disaster-free environment in school communities andeducation institutions for the safety of learners and teachers, and creating safe learningenvironments is crucial (MoESTS, 2014b). Inadequate preparedness by local educationauthorities and the MoESTS to respond to these crises has emphasised the need tomainstream conflict/crisis-sensitive approaches in education sector planning. Despitethese ongoing setbacks, education in emergencies is not budgeted for, making the successfuldelivery of these services heavily dependent on donors and stakeholders. There is a needto ensure that education is systematically included in inter-agency and national emergencypreparedness and response planning, policies and budgets. Moreover emphasis should beplaced on strengthening systems to provide multiple and alternative pathways to accessingand completing education for disadvantaged and marginalised children.56 thE rIGht to EDUCatIoN aND othEr DEvELoPMENtaL rIGhtS
Situation analySiS of Children in uganda 20154.2.7 Violence and sexual exploitation in schoolsViolence at school is widespread in different forms and is an important contributor todropout and poor performance. High numbers of pupils in primary schools continue toreport having been emotionally abused by a teacher or bullied in school (MoESTS, 2012b).Although corporal punishment in schools was banned by the MoESTS in 1997, caning by anadult remains common. In a 2005 report by Raising Voices, over 60.4% of in-school childrenreported routinely being beaten and humiliated (Naker, 2005).A report by UNICEF found that, among study participants, 77.7% of primary school childrenand 82% of secondary school students reported having experienced sexual abuse at school(UNICEF Uganda, 2013). In the case of primary schools, 67% of this sexual exploitation hadbeen perpetrated by male teachers. Of those children who participated in a MoESTS study(MoESTS, 2012b), 60% of girls and 61% of boys indicated that they had never reported,partly for fear of being victimised by perpetrators. Boys felt ashamed to report acts ofsexual abuse for fear of being stigmatised as ‘not being man enough’. The Ministry of Gender,Labour and Social Development has acknowledged these findings and stated that ‘maleteachers sexually harass girls, sometimes confiscating their books, and demanding that theyindividually pick up their books from the teacher’s house’ (MoGLSD, 2009: 52).4.2.8 Water, sanitation and hygiene (WASH) in schoolsWhen the government introduced UPE in 1997, enrolment in primary schools increaseddrasticacally, without a corresponding increase in school infrastructure such as newclassrooms and sanitation and hygiene facilities. As a result, many schools far exceed thenational standard student/pupil latrine stance ratio of 1:40. The current pupil latrinestance ratio is at 1:70, while access to (and using) handwashing facilities in schoolshas slightly improved from 29% in 2013 to 32.8% in 2014 (MWE, 2014). UNICEF hassupported government efforts to increase WASH interventions in primary schools with theconstruction of ventilated improved pit (VIP) latrines. However, pit latrines produce highlevels of odour and fill up quickly, so have to be replaced frequently. Although a number ofpartners are are now supporting the Government in developing innovative and affordableWASH solutions through effective micro-organisms (EMO) and bio-latrine technology, onlya small proportion of schools countrywide have so far been covered.Other initiatives include the School Sanitation and Health Education programme whichfocuses on building separate toilets for girls and boys and providing hygiene education inUganda and several other countries in east and southern Africa. SNV Uganda, a non-profitinternational development organisation, finds that lack of access to good and affordablesanitary pads is contributing to low attendance rates for girls. As a result, a number ofinnovative low-cost solutions such as AFRIpads and Makapads have been developed andorganisations – including SNV, ASB and Plan Uganda – are starting to train girls to makereusable menstrual pads using locally available materials (SNV and IRC, 2013).thE rIGht to EDUCatIoN aND othEr DEvELoPMENtaL rIGhtS57
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Situation analySiS

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