| dc.description.abstract | Uganda's population is predominantly young; 37% of the total population being of school going age (6 to 19 years) while 32% are teenagers (13 to 19 years) (UNPHC, 2016). Schooling children and teenagers spend over 80% of their time at the learning institutions, thus learning institutions have an extraordinary opportunity to help millions of young people acquire health-supportive knowledge, values, attitudes and behaviour patterns that are beneficial to themselves, other children, their families and community members. In particular, learning institutions can help young people to acquire positive sexual and reproductive health knowledge and practices and to manage conflicting cultural norms and practices. Directly related to sexual and reproductive health knowledge and practices is unintended pregnancy among school girls.
Currently, teenage pregnancy (pregnancy in girls below the age of 19 years) remains a great challenge in Uganda. In 2011, over 24% of teenagers reported to have started child bearing (UDHS, 2016). In addition to the associated health challenges, teenage pregnancy often leads to school dropout, hence loss of potential productivity which in the long run contributes to poverty. Of the 28% girls (n=609) who were sexually active while still at school, 80.1% (488) got pregnant. Of this, 97% dropped out of school because of the pregnancy (MOES 2015). Thus, pregnancy is one of the main causes of girls dropping out of school. However, in some studies on re-entry of adolescent girls to school, majority of teachers and students were against retention of pregnant girls in school but supported the option of re- entry of girls into school after giving birth. This study also showed that adolescent mothers encounter "ridicule and discriminatory language" from both teachers and other students when they return to school. Further, the way schools manage teenage pregnancy varies from school to school with little (if any) oversight. Most schools expel pregnant girls; however this is on moralistic ground and not backed by any government policy, guideline or directive. Nonetheless, many affected adolescents are willing to continue with schooling till they complete the school cycle or even attain their excepted academic qualifications. Bearing on the principle of the right to education, the schools have to support these adolescents optimally till they complete the school cycles. | en_US |
