Circumstances affecting children who are not enrolled in school

The population of school-age children who are not enrolled in school is characterized by a range of interrelated factors.

1.      Poverty

Children who do not attend primary school or drop out at an early stage are overwhelmingly from poor households and communities especially in the rural areas. Girls being more affected basing on the tradition and culture of particular tribes and religion notwithstanding especially the Muslims. According to the statistics carried out by SACWI-UG in Bukanga Sub-county in Luuka District, it was found that an average home has eight (8) children and out of this only three (3) reach primary education level. Of these girls about 68% have no chance to continue with their education compared to boys with over 87%.

Therefore there is a big difference in the enrollment rate of children from' the richest and poorest households. And as a result, some have resorted to prostitution, child labour and end up being infected by HIV / AIDS pandemic. A study of Demographic and Health Surveys (DHS) in 38 countries shows that school enrolment and attendance is much lower in rural than urban areas. The imbalance is much greater for girls. Also distance of home from school is a key factor.

2.      Disability and Special Needs

Most children with disabilities are out of school where there is no inclusion of those with physical, emotional or learning impairments within the education system. Discrimination is a key factor.

3.      Living with Conflict

In North and Eastern part of Uganda conflicts and home violence have found that 98% of the children are affected by those factors. Many children have resorted to abandoning their homes and schools to become re gees m order to make their ends meet. That's why almost every street in and around Kampala are full of street kids.

These children are among the poorest in the world. One estimate suggests that 50% of children who do not attend school live in communities where there is crisis, violence or emerging from conflict. Data on the education of displaced children are weak but in 1997/8, UN High Commissioner for refugees (UNHCR) programmes provided education to an approximately 650,000 children

Needing to work

Worldwide 250 million children between the ages of five and 14 are estimated to be engaged in some form of work-part time or full time. In Luuka and Iganga Districts 48% of child labour is most prevalent because of poor economic growth rates, labour productivity; agri-climatic uncertainty, especially in remote communities, and where poverty combines with other forms of disadvantages such as prostitution, child' sacrifice, culture briefs and witch crafts.

Children who do not complete five years of primary education

As was noted at the beginning, school enrolment is vitally important but it is only part of the UPE equation. Many communities have relatively high initial enrolment figures but poor primary school completion rates. Completion rates are lower for girls, children from poor households and those living in rural areas. For example, Luuka district has a gross enrolment ratio of 98%, but only 38% of each first year group is reaching grade 5. Completion rates provide a much stronger test of UPE than enrolment alone.