Challenges Of Protecting The Right Of The Girl-Child Education In Uganda: A Case Study Of St. Agnes Primary School In Entebbe Municipsl Council

ABSTRACT

This study was carried out with an aim of establishing the challenges of promoting the

right to education of the girl child under Universal Primary Education (UPE) in Entebbe

Municipal Council. The study objectively sought; to identify and review relevant human

rights instruments that protect the right to education, to find out how the home

environment affects the girl-child's right to education under Universal Primary Education,

to establish the School environment factors that are a barrier to the girl-child's right to

education under Universal Primary Education.

Data were collected mainly through the use, questionnaires. The study involved a total of

50 respondents that is; Head teachers, female teachers, male teachers, parents, Municipal

leaders and Pupils were sampled, these were all involved in the school's activities at

different levels.

The study found that, there are many children in UPE schools in the country, but to a

greater extent girls are viewed as failures to a greater extent because of negligence of the

government to sponsor the programme in time and ensuring the right to girl child

education is given a special attention in primary schools. Because in order to understand

the challenges of protecting and promoting the right to education of the girl-child under

Universal Primary.

In conclusion, it was asserted that the teaching of learners in schools under UPE

programme is not being caiTied out as it should be in many schools. It is proved beyond

reasonable doubt that teachers face a lot of challenges while handling these children.

Finally, a number of recommendations were suggested that; teachers should constantly be

encouraged to be prepai·ed for the good of the pupil they teach, not for pleasing the head

teachers, they should, therefore, envisage the various procedures as valuable. So, regular

boost courses and workshops should be planned, organized and conducted for teachers

regardless of their experience and inspectors of schools at the district and national levels

should update their knowledge, teaching methods and practice were suggested as presented in chapter five.