Assessing Child Protection / Safety and Security Issues for Children in Ugandan Primary and Secondary Schools

Abstract

EXECUTIVE SUMMARY P resented in this report are research findings on child protection/safety and security issues for children in Ugandan primary and secondary Schools. The study was commissioned in November 2011 by the Ugandan Ministry of Education and Sports with support from UNICEF. The study covered a sample of 50 schools selected countrywide (40 primary schools and 10 secondary schools). The study was informed by the Ministry of Education and Sports ( MOES 2008) recognition that lack of a safe school environment in Uganda is one of the key factors contributing to low levels of enrolment, learning achievement, retention and completion in primary education, especially for girls. The study found that in spite of existing initiatives and measures by the MOES and its development partners such as Guidance and Counselling, Issuing of guidelines, publication and dissemination of information and communication materials such as Basic Requirements and Minimum Standards for schools (BRMS), children in Ugandan schools continue to be abused sexually, emotionally, and physically. While Uganda has a hierarchy of laws, and policies, that are expected to promote children safety in homes and institutions, there exist a number of gaps that cripple this effort. These include; stiff procedures for enforcing constitutional provisions; limited budgets for departments responsible for children affairs: inability of village level councils to handle children affairs: regressive cultures that breed early marriages, inconsistences in planning and resource allocation at decentralized government level. 81 per cent (3136) of children understood the various forms of violence experienced at school to include sexual violence, physical, and psychological abuse. Findings indicate that majority of children (68%) said, teachers were the main perpetrators of violence in schools followed by fellow pupils (30.4%). This study pursues the WHO (1999)' definition of child sexual abuse-the involvement of a child in a sexual activity that he or she does not fully comprehend, is unable to give informed consent to, or for which the child is not developmentally prepared and cannot give consent. or that violate the laws or social taboos of society. Based on the above definition, the forms of child sexual abuse considered in this study are; i) indecent exposure to sexual objects, ii) physical sexual contact with a child such as sexual touching, kissing, and penetrative sex, commonly referred to as defilement in Uganda, iii) engaging in sex in front of a child. iv) showing children pornography/ pornographic materials, and v) encouraging children to engage in prostitution. Study findings indicate that 77.7 per cent of primary school children surveyed experienced sexual abuse at school. A thirteen year old girl in Nakasongola district was quoted verbatim during a focus group discussion saying that: "Male teachers indecently touch us when we go to their houses during break time. They send us to their houses to pick something for them and then they follow us there. Our fellow children also do bad touches on us". In the 10 secondary schools surveyed, 82 percent of students said they were sexually abused. The child sexual abuse discussed in this study encompasses all forms of sexual abuse including defilement which was established at 5.9 Per cent by this study. Study results reveal that there were more children in private schools who experienced sexual abuse by their male teachers (69.1%) than in government school (66%). Sexual abuse by fellow students was more in government schools (24.5%) than in private schools (16.3%). The study also revealed that out of the total children that experienced sexual abuse, 67 per cent (2010) were perpetrated by male teachers. 51 per cent (1025) were in the age category of 10-13, followed by those aged 14-17 years (40.6%). 60 per cent (69%) of girls and 61 per cent (717) of the boys said that they never reported sexual abuse. Study findings from key informant interviews and focus group discussions reveal that poor reporting of sexual abuses in school was due to fear of being victimized by perpetrators. Boys felt ashamed to report acts of sexual abuse due to fear of being stigmatized as "not being man enough." The emotional child abuse considered in this study covers forms of insults such as name-calling. ignoring, isolation, rejection, threats of emotional indifference and belittlement of a child by adult or fellow children. Study findings revealed that 46 per cent of children reported to have experienced emotional abuse by a teacher. Fifty (50%) and Forty four (44%) per cent of boys and girls respectively, reported to have been emotionally abused by a teacher. Fifty three (53%) per cent of children in secondary school and forty five (45%) said they were emotionally abused. A fifteen year old boy in Bushenyi District revealed to the research team as follows: "Our teachers treat us as like we are animals. They are inhumane and lack awareness of children's' rights. They use all sorts of abusive words and beat us as if we are thieves. This makes some of us start hating school. Our disciplinary committees do not handle teachers' issues". The study found that there were more children 56 per cent in primary schools that reported emotional abuse, than their counterparts, 31 per cent, in secondary school. A total of 43 per cent (1556) of children experienced bullying in schools, 46 per cent (1358 out of 2969) of primary school children reported to have experienced bullying. In secondary schools, 31 per cent of the students said they were bullied. Study findings indicate that whereas caning was banned by the MOES, as many as 74.3 per cent of children surveyed reported to have experienced caning by an adult in school. "We have a teacher who beats and hits anywhere he finds. He does this as a way of punishing us even when the school asked him to stop this act he has not changed. We are powerless and have nothing to do." 11 year old girl in Mbale district, Eastern Uganda. Continued child physical abuse in schools was, inter alia, attributed, inadequate investigation, poor coordination and follow up of physical abuse cases in schools by duty holders such as local government probation officers, District Inspectors of Schools, Police, SMCs, PTAs, and local leaders at Local Council one level. The research team found that District Inspectors of Schools do not adequately monitor compliance to the corporal punishment ban. Some of the DIS were reported to send prior messages to schools before inspection to alert school administrators to organise bribes. On children's safety and security, study findings revealed that forty six (46%) per cent of children felt that toilets were the most insecure followed by classrooms. Girls felt more insecure in toilets than boys due to fear of sexual assault -school toilets lacked proper shutters and doors. 97% of pupils/students reported that their school buildings did not have emergency exits. When asked whether their schools had first aid boxes, 76% of the children said they did not. Study findings revealed that a number of schools had buildings with cracks, broken windows, poor door locks and leaking roofs. Whenever it rains all of us from this side of the window have to go to the other side of the class because wind blows the rain inside our class. A 15 year old boy in Moroto -Eastern region. Sixty one (61%) of children who said their schools had leaking rooms were in Government schools. This study observes that implementation of child focused laws and creating the necessary awareness for both rights claimers and duty holders were critical in the effort to stop Violence Against Children in schools. The study recommends as follows; 1. Undertake critical national and local government level actions geared towards prevention and mitigation of Violence Against Children in schools. These include but not limited to; drawing the attention of parliamentarians on VAC, rejuvenating the role of local councilors to take an active role in preventing and reporting VAC, and establishing a system for data collection on Violence Against Children in schools. 2. Build capacity of duty holders to effectively handle children safeguarding in schools. Study findings from focus group discussions with children revealed that when they reveal information on sexual abuse to their senior women teacher. "the matter becomes public ass are called to staff room together with the perpetrator (teacher, or sur non-teaching staff)". This indicates inadequate skills in handling child sex abuse and exploitation in Ugandan schools. 3. The Ministry of Education and Sports should establish a reporting and referral mechanism for violence against children in school. Study findings revealed that there were no clear reporting mechanisms for violence against children in schools as presented in table 2 of this report. For example 41 per cent of the primary school children surveyed said they reported to their class teacher, 27 per cent to the head teacher, 13 per cent to the senior woman teacher and 5 per cent to the deputy head teacher. Five (5) per cent of children in primary schools and 15 per cent in secondary schools reported violence to their parents. Eight per cent (8) of primary school children and 11 per cent of secondary school children reported to police. Of those who experienced sexual abuse at school only 40 per cent of girls and 39 per cent of boys reported it and the rest did not. This study calls for action from the Ugandan Ministry of Education and Sports to establish a clear reporting and referral mechanism for Violence in schools. 4. Prepare abridged versions of existing laws including provisions of the CRC, policy guidelines, and regulations for child protection in schools. Focus group discussions with children revealed that they lacked awareness on child rights in schools and this inhibited them from reporting the violence experienced. 5. Step up awareness on fires in schools. Study findings revealed that Fifty six (56%) per cent of the children lived in fear that their schools may catch fire one day because school authorities did not consider fire mitigation a priority. Findings also indicate that as many as sixty five (65%) per cent of primary school children and sixty (60%) per cent of secondary school children surveyed did not know how to use fire extinguishers. 6. Review teacher orientation in service. The study revealed that teachers were the major perpetrators of child abuse. For example 67 per cent of children said that they have been sexually abused by male teachers amidst existing child protection laws and guidelines. 7. Document, share and learn from past and existing child protection initiatives in schools by MOES and its development partners, including NGOs. 8. Support a process for future research on violence against children in primary and secondary schools.