The right to education: Stakeholders' perspectives in urban informal settlements in Uganda.

• In Event: Education Reform, Activism and Social Change

Proposal

Introduction

Education is a human right that should be upheld and protected by governments through institutionalising measures to ensure access to equitable education for all without any form of discrimination. However, in 2021 globally, 244 Million children and youth were out of school due to myriad reasons ranging from limited access to social cultural dynamics. Nearly 100 (one in every three) Million cases of Out of School Youth and Children (OOSCY) are in Sub-Saharan Africa, making it the continent contributing to the highest burden of OOSCY (GEM; & IUS, 2022). The Right to Education (RTE) particularly for those in marginalised communities is yet to be realised.
It is projected that by 2050 more than half of the world's population will be living in urban areas; with Africa significantly contributing to this shift. As a result, more people will move into the cities for better opportunities spurring the population living in the urban informal settlements commonly known as slums. The urban informal settlements experience many challenges including inadequate provision of public services such as education, health, Water Sanitation, and Hygiene (WASH), hence increased inequalities. The exponential trends in urbanisation are likely to enhance the inequalities in accessing public services(Oranga, 2022).In education, particularly in sub-Saharan Africa(SSA) there are observable inequalities in access to education for those living in urban informal settlements where there are inadequate public schools to cater for the demand of schooling(Mutisya, Muchira, & Abuya, 2021). This is despite the implementation of the Universal primary and secondary education policies in most SSA countries, Uganda included. Furthermore this has led to the growth and utilisation of Low Cost Private schools (LCPS) among those living in urban informal settlements. In Uganda just like many SSA countries, children from poor backgrounds have higher chances of being out of school compared to their counterparts who are wealthier.
Despite the government being the duty bearer in providing education, other key stakeholders play a significant role in ensuring that children have access to quality education. Parents, community leaders, and policy actors, all play a critical role in upholding the right to education (Nishimura, 2017). Children whose parents are involved in their education have better attendance patterns, better behaviour and perform better than those whose parents are not involved (Abuya et al., 2018).Parents as well as stakeholders are willing to get involved in their children's education, however competing demands may limit their engagement. Moreover, reporting mechanisms may be available for the utilisation of the community when this right is violated. Therefore, the role of the community advocating for the right to education and holding the government accountable can’t be underscored.
This research paper will explore the understanding of the Right to Education (RTE) by different stakeholders (parents, community leaders and policy makers), how parents uphold RTE and the existing reporting mechanisms by these stakeholders in Uganda.

Methodology:
A mixed methodology was used to explore the community and parental understanding of RTE in selected urban informal settlements in Kampala and Mukono in Uganda. The study was conducted in collaboration with the Ministry of Education and Kampala Capital City Authority. Data was analysed for 1102 households. Both descriptive and inferential analysis were applied using Stata. 5 key informant interviews (KIIs) with policy makers within the basic education sector, 12 in-depth interviews (IDIs) with community leaders (chiefs, and village elders), and 8 Focus Group Discussions with parents (FGDs) were conducted. The data were transcribed verbatim, and content analysis employing both deductive and inductive coding of the data was done.

Results:
Stakeholders had a clear understanding on the right to education. However, there were observable differences in their level of awareness. Policy makers and community leaders' awareness was portrayed by the consistent mention of the existing government policies. Parents' awareness was exhibited by highlighting examples of how they uphold RTE as well as indicators of violations. Both formal and informal known ways to report violations of the Right to Education existed from the national to local level. Regarding the protection and upholding of the right to education by parents, overall 62.3 % of the parents encouraged their fellow parents to allow their children to go to school. However, only 17.9 % reported cases of children not attending school. Similarly, only about 5% reported through a known channel. Notably more parents in Mukono (9%) reported violations of RTE through a known channel compared to Kampala (3%). Further, parents demonstrated a good understanding of their responsibilities in upholding the RTE. However, there were indications of challenges such as negative peer influence and poverty which were a hindrance in upholding RTE. Regarding the stakeholder’s knowledge of the government’s protection of RTE, it was clear that despite the government being the duty bearer in protecting this right, they also impede this right.75 % of parents who sought enrolment for their children in government schools were turned away for lack of school fees. Most learners could not access public schools due to lack of space. However, the effectiveness of these mechanisms in addressing violations of RTE fully were questioned.

Conclusion
Understanding RTE is important, particularly in an era where the community and their responsibilities are held in high regard in protecting and advocating for children’s rights in the community.

Policy implications.
The paper will contribute to the understanding and perceptions of the right to education by beneficiaries and the mitigation measures they have put in place to advocate for the right - if any. This is central to the theme of the conference - protest - and the power of communities advocating and or speaking for themselves - as a powerful approach for advocacy, accountability and empowerment in accessing quality education more so for the most marginalised.

Keywords: Right to Education, urban informal settlements, Africa.

Authors

• Caroline Thiongo, RELI Africa

• Brenda Aromu Wawire, African Population and Health Research Center

• Maurice Mutisya, Zizi Afrique Foundation