Although Uganda has made progress in reducing poverty, education quality, accessibility, and completion remain a challenge, particularly in rural areas. Just over half (52%) of school aged children complete primary school and only 35% of children who start primary school graduate through levels of education to complete primary school (World Development Indicators 2017).
In Ugandan schools, there are high rates of absenteeism, children dropping out of school and not transitioning through education cycles. Children are disengaged with learning and many teachers are under-qualified or lack the appropriate qualifications to teach. There is also a shortage of teachers in classrooms, furthering straining the education system and impacting the quality of teaching. Children with disabiltiies and girls face huge barriers in accessing education.
Children living in poverty and or rural areas, children with disabilities and girls face great barriers to accessing education. Children with disabilities and girls, largely due to menstruation, experience stigmatisation and exclusion in education.
Children with disabilities
(Based on a study carried out by our local partner, Kabukye Trust, in 2018, through which they mapped out disability among children and identified the barriers and risks they face).
Menstrual stigma experiences by rural schoolgirls:
Girls are faced with period poverty and stigmatisation, preventing them from attending and enjoying school.
(Based on a study conducted during 2016 in Uganda’s Kamuli district, Hennegan J, et al. BMJ Open 2016).
Kabukye Trust was founded in 2011 by educators from Kamuli district in Uganda to address the declining teaching standards in rural schools.
It co-creates services and experiences with children who are affected by disability, sexual abuse, and barriers to education, to improve the lives of children and young people living in poor and vulnerable rural communities. The team has over 40 years’ experience in teacher training, disability, safeguarding and project management.
Improve inclusion of disabled children and girls facing menstrual stigma in the benefits of improved maths teaching, learning, assessment and co-curricular activities designed at a newly-established Happy Maths Hub.
Strengthen skills of caregivers of disabled children for quality self/assisted care, sanitation and hygiene to facilitate effective participation in hub activities.
Improve skills of girls affected by menstrual poverty and stigma, their parents and teachers in managing menstrual hygiene at homes and schools creatively and prudently (within available resources).
This is a 18-months project funded by the British and Foreign School Society (BFSS) and the Government of the Faroe Islands, which started in March 2021. The total budget for the project is £90,643.
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