GOVERNMENT OF UGANDA

MINISTRY OF GENDER, LABOUR AND SOCIAL

DEVELOPMENT
FOREWORD

The National Child Policy is in fulfilment of the Government of Uganda’s

Constitutional mandate on the welfare of children and also a fulfilment of the
Ministry of Gender, Labour and Social Development Mission, “To Mobilize and
Empower Communities to harness their potential while, protecting the rights of
Vulnerable Population groups”.

The National Child Policy (NCP) demonstrates the commitment by the

Government of Uganda to ensure the well-being of all children. It is another big
stride in the Country’s efforts to uphold children rights and protect them from all
forms of abuse, neglect, exploitation and violence. The Government of Uganda
recognizes the critical importance of ensuring children’s four cardinal rights to
survival, development, protection and participation through a well-built and
coordinated protection system. In addition to focusing on the four cardinal rights,
the Policy also recognises the need for a strengthened protection system hence
the inclusion of the fifth priority area of system strengthening. The Policy,
therefore, provides a National Framework for Ministries, Departments and
Agencies (MDAs) to plan and deliver interventions that address children’s rights
holistically. The Policy has an Institutional mechanism to ensure it is
implemented in a multi-sectoral and multi-disciplinary manner.

The National Child Policy was developed through a highly participatory process
that involved a wide range of stakeholders with very vast knowledge on children
at National, Regional, district and community levels. In fulfilment of the right to
participation, children were also consulted separately at all levels.

I would like to thank all our partners who have supported the Policy development
process at all levels. Special thanks go to UNICEF for the tremendous technical
and financial support towards the development of this Policy.

This policy recognises the Para Social Workers as a critical community group to
work with other structures in reporting and responding to child abuses at
community level. I call upon partners to support and work with them at
community level

I, therefore, call upon all stakeholders including Government at all levels,

Development Partners, Civil Society Organisations, Private Sector, Religious and
Cultural Institutions, Academic and Research Institutions, Communities and
Families to embrace this Policy with renewed commitment to enable the children

i
of Uganda grow and develop to their full potential. Investing in children is a
cornerstone of Uganda’s Human Capital Development enshrined in the National
Development Plan III. Government cannot afford the cost of inaction.

For God and my Country,

Frank K. Tumwebaze, MP.

Minister for Gender, Labour and Social Development

ii
TABLE OF CONTENTS
FOREWORD ................................................................................................................ i
DEFINITIONS AND CONCEPTS ................................................................................. v
LIST OF ACRONYMS AND ABBREVIATIONS ........................................................... xii
1. INTRODUCTION .................................................................................................... 1
1.2 Problem Statement ................................................................................. 2
1.4 Policy Development Process................................................................... 5
2 SITUATIONAL ANALYSIS....................................................................................... 7
2.1. Child Survival ........................................................................................... 7
2.2. Child Development ................................................................................ 11
2.3. Child Protection ..................................................................................... 14
2.4. Child Participation ................................................................................. 23
2.5 Child Protection system ........................................................................ 24
3 POLICY DEVELOPMENT CONTEXT .................................................................... 27
4. POLICY VISION, MISSION, VALUES, GOAL AND GUIDING PRINCIPLES .......... 28
Vision…………………………………………………………………………………………………….28
Mission ............................................................................................................... 28
Values.…………………………………………………………………………………………………..28
Goal……………………………………………………………………………………………………….28
Specific Policy Objectives.................................................................................. 28
Guiding Principles.............................................................................................. 28
5. PRIORITY AREAS AND ACTIONS......................................................................... 31
5.1 Child Survival and Health...................................................................... 31
5.1.1 Strategies and priority actions.............................................................. 31
5.2 Education and Development ................................................................ 35
5.2.1 Priority Actions and strategies .............................................................. 35
5.3 Child Care and Protection ..................................................................... 38
5.3.1 Priority Actions and strategies .............................................................. 38
5.4 Child Participation ................................................................................. 43
5.4.1 Priority Actions and strategies ............................................................. 43
5.5 Systems Strengthening ......................................................................... 46

iii
 5.5.1 Priority Actions and Strategies.............................................................. 46
6. POLICY IMPLEMENTATION PLAN ...................................................................... 50
6.1 Implementation Approach .................................................................... 50
6.2 Leadership at National Level ................................................................ 50
6.3 Leadership at the Sub-national level.................................................... 51
6.4 Stakeholders, roles and responsibilities .............................................. 52
6.5 Funding Mechanism .............................................................................. 56
6.6 Communication and Dissemination ..................................................... 56
6.7 Monitoring and Evaluation .................................................................... 56
6.8 Reporting on Progress........................................................................... 57
6.9 Policy Review ........................................................................................ 57

iv
DEFINITIONS AND CONCEPTS

Alternative care: Alternative care is provided where the child’s own family is
unable, even with appropriate support, to provide adequate
care for the child, or abandons or relinquishes the child. It
may take the form of informal care or formal care. With
respect to the environment where it is provided, alternative
care may be: kinship care, foster care, other forms of family-
based or family-like care placements, residential care, or
supervised independent living arrangements. In all cases,
the family based alternative care is the most preferred to
small or large scale institutional care arrangements.

Best interest of Best interest of the child is a child rights principle, which
the child: derives from Article 3 of the UNCRC, which states; “in all
actions concerning children, whether undertaken by public
or private social welfare institutions, courts of law,
administrative authorities or legislative bodies, the best
interests of the child shall be a primary consideration”.
Assessing the best interests of a child means to evaluate
and balance “all the elements necessary to make a
decision in a specific situation for a specific individual child
or group of children”

Child: A ‘child’ is defined as any person under the age of 18 years,

in accordance with the United Nations Convention on the
Rights of the Child, Article 2 of the African Charter on the
Rights and Welfare of the Child, and Article 257 (1) (c) of
the 1995 Constitution of Uganda.

Child Entails the biological, psychological and emotional changes

development: that occur in human beings between birth and the
conclusion of adolescence, as the individual progresses
from dependency to increasing autonomy.

Child labour: Work that deprives children of their childhood, their

potential and/or their dignity, is harmful to physical and
mental development and/or interferes with schooling.
v
 Whilst child labour takes many different forms, a priority is
to eliminate without delay the worst forms of child labour
which as reflected in Article 3 of ILO Convention No. 182,
these include slavery, or practices similar to slavery such as
trafficking; procurement and use of children for
prostitution, pornography and illicit activities; and work
likely to harm the health, safety and morals of children.

Child Informed and willing involvement of all children, including

participation: the most marginalised and those of different ages and
abilities, in any matter concerning them directly or
indirectly, in accordance with Articles 12 and 13 of the
United Nations Convention on the Rights of the Child.

Child protection: Measures that are taken to prevent and respond to all
forms of abuse, neglect, exploitation and violence against
children and their rights.

Child protection Child protection systems seek to address the full spectrum
system: of risks faced by children and their families, and comprise
the related set of laws, policies, regulations and services
across all social sectors, particularly social welfare,
education, health, security and justice. A well-functioning
child welfare and protection system has the following:
• Strong leadership and governance, including strong
policies, legislation, and regulations
• Effective coordination and networking mechanisms
to ensure commitment and collaboration among
key stakeholders, leaders, sectors, and services
• Good service models and delivery mechanisms for
identifying vulnerable children, supporting child
well-being, and preventing and responding to
abuse, neglect, exploitation, violence, and family
separation
• Adequate financing to ensure continuity and
sustainability or services
• Effective information management and
accountability systems
• A well-performing workforce
vi
Child welfare The child welfare system is a group of public and
system: private services that are focused on ensuring that
all children live in safe, permanent and stable
environments that support their well-being. Child welfare
services may interact with entire families, or they may be
focused on direct intervention with children.

Child rights: The inherent fundamental entitlements and freedoms of

children, which they have merely by virtue of being human.
Child rights are fully defined in the United Nations
Convention on the Rights of the Child, the most widely
ratified human rights treaty in history, to which Uganda is a
signatory. The Convention on the Rights of the Child
contains 54 articles, each of which entails a different type
of right. These can be broken down into four broad
categories:
• Survival rights cover a child's right to life and the
needs that are most basic to existence; these
include an adequate living standard, shelter,
nutrition and access to medical services.
• Developmental rights include those things that
children require in order to reach their fullest
potential. Examples are the right to education, play
and leisure, cultural activities, access to
information, and freedom of thought, conscience
and religion.
• Protection rights require that children be
safeguarded against all forms of abuse, neglect and
exploitation. They cover issues such as special care
for refugee children, torture, abuses in the criminal
justice system, involvement in armed conflict, child
labour, drug abuse and sexual exploitation.
• Participation rights allow children to take an active
role in their communities and nations. These
encompass the freedom to express opinions, to
have a say in matters affecting their own lives, to
join associations and to assemble peacefully. As
their abilities develop, children are to have
increasing opportunities to participate in the

vii
 activities of their society, in preparation for
responsible adulthood.

Children in Children in adversity is a term used in reference to children

adversity: living in conditions of serious deprivation or danger. These
include children who experience violence or are exploited,
abandoned, abused, or severely neglected (in or out of
families) and also face significant threats to their survival
and well-being as well as profound life cycle risks that have
an impact on human, social, and economic development.

Children in The term is used to comprise: (a) children who depend on

street situations: the streets to live and/or work, whether alone, with peers
or with family; and (b) a wider population of children who
have formed strong connections with public spaces and for
whom the street plays a vital role in their everyday lives and
identities. This wider population includes children who
periodically, but not always, live and/or work on the streets
and children who do not live or work on the streets but
regularly accompany their peers, siblings or family in the
streets. Traditionally used terms; “street children”,
“children on the street”, “children of the street”, “runaway
children”, “throwaway children”, “children living and/or
working on the street”, “homeless children” and “street-
connected children”.
Children without All children not in the overnight care of at least one of their
parental care: parents, for whatever reason and under whatever
circumstances.

Compassion: The deep concern and acknowledgment of the suffering of

others and taking action to alleviate it.

Early Childhood Refers to programmes and provisions for children from

Care and prenatal to six years of age, which cater to needs of a child
Education: in all domains of development i.e. physical, motor,
language, cognitive, socio- emotional, and creative and
aesthetic appreciation; and ensure synergy with health and
nutrition aspects.

viii
Family: ‘Family’ is defined in its widest sense, including parents,
those acting in the place of parents (loco parentis), siblings,
grandparents and extended family members, foster and
adoptive parents.

Family-centred A way of working with families, both formally and

practice: informally, across service systems to enhance their
capacity to care for and protect their children. It focuses on
children's safety and needs within the context of their
families and communities and builds on families' strengths
to achieve optimal outcomes.

Foster care: A situation where children are placed by a competent

authority for the purpose of alternative care in the domestic
environment of a family other than the children’s own
family, that has been selected, qualified, approved and
supervised for providing such care.

Gatekeeping: A recognized and systematic procedure to ensure that

removal of children from their families including foster and
adoptive families and/or placement in alternative care is
used only when necessary and appropriate, and that the
child receives the most suitable support to meet their
individual needs.

Inclusive According to UNESCO, inclusive education is seen as, “a

Education: process of addressing and responding to the diversity of
needs of all learners through increasing participation
in learning, cultures and communities, and reducing
exclusion from education and from within education.”

Parents: ‘Parent’ or ‘parents’ are defined as a person or persons with

parental authority or responsibility. Parenting refers to all
roles undertaken by parents, or others acting in place of
parents (such as foster or adoptive parents) in caring for,
raising and protecting children.

ix
Pre-primary Pre-primary education is formalized early learning
education: immediately preceding primary school. Pre-primary schools
can be attached to primary schools or can be entirely
separate.

Primary The person(s) who is/are recognised by the State as being

caregiver(s): responsible for the care and upbringing of the child.

Psychosocial A continuum of care and support that addresses the social,

support: emotional, spiritual and psychological well-being of a
person, and influences both the individual and the social
environment in which people live.

Refugee Children who are outside of their country of nationality or

children: habitual residence and whose families are unable or
unwilling to return due to a well-founded fear of persecution
and/or having fled war or events that seriously disrupted
public order.

Special Needs Special Needs Education is education for students with

Education: disabilities, in consideration of their individual educational
needs, which aims at full development of their capabilities
and at their independence and social participation.

Vulnerable Children who face conditions of serious deprivation and

children: danger and/or likely to suffer any form of violence,
exploitation, abuse and neglect or other serious violations
of their rights.

Social A set of public policies, programmes and systems that help

protection: poor and vulnerable individuals and households to reduce
their economic and social vulnerabilities, improve their
ability to cope with risks and shocks, and enhance their
human rights and social and economic status.

x
Social service Paid and unpaid, governmental and nongovernmental
workforce: professionals and paraprofessionals working to ensure the
healthy development and well-being of children and
families. The social service workforce focuses on
preventative, responsive and promotive programs that
support families and children in our communities by
alleviating poverty, reducing discrimination, facilitating
access to needed services, promoting social justice and
preventing and responding to violence, abuse, exploitation,
neglect and family separation.

Social service A set of interventions, programs and benefits that are

system: provided by governmental, civil society and community
actors to address both the social welfare and protection of
vulnerable populations.

Transparency: A pillar of accountability that entails openness in terms of

budgetary allocations, expenditures, and service delivery.

Violence against Any form of physical, emotional or mental injury or abuse,

children: neglect, maltreatment and exploitation, including sexual
abuse, intentional use of physical force or power,
threatened or actual, against an individual which may result
in or has a high likelihood of resulting in injury, death,
psychological harm, mal-development or deprivation. This
includes online violence, which involves use of online digital
devices or services to engage in activities that result in
physical, psychological, and emotional self-harm or cause
harm to children.

xi
LIST OF ACRONYMS AND ABBREVIATIONS

ACRWC African Charter on the Rights and Welfare of the Child

ART Anti-Retroviral Therapy
CSAM Child Sexual Abuse Material
CSEM Child Sexual Exploitation Material
CSO Civil Society Organisation
CSS Children in Street Situations
CwDs Children with Disabilities
EAC East African Community
ECCE Early Childhood Care and Education
ECD Early Childhood Development
EID Early Infant Diagnosis
EMIS Education Sector Management Information System
EMTCT Elimination of Mother to Child Transmission of HIV/AIDS
EPRC Economic Policy Research Centre
FGM/C Female Genital Mutilation/Cutting
GBV Gender Based Violence
GDP Gross Domestic Product
GoU Government of Uganda
HIV Human Immunodeficiency Virus
HMIS Health Management Information System
ILO International Labour Organisation
IMR Infant Mortality Rate
JLOS Justice Law and Order Sector
KCCA Kampala Capital City Authority
M&E Monitoring and Evaluation
MDAs Ministries, Departments and Agencies
MGLSD Ministry of Gender, Labour and Social Development
MMR Maternal Mortality Rate
MoES Ministry of Education and Sports
MoH Ministry of Health
MTCT Mother to Child Transmission
NCA National Children Authority
NCP National Child Policy
NCPIU National Child Policy Implementation Unit
NGO Non-Governmental Organisation
NSC National Steering Committee
OAG Office of the Auditor General

xii
OCSE Online Child Sexual Exploitation
OPM Office of the Prime Minister
OVC Orphans and other Vulnerable Children
RMNCH Reproductive, Maternal, Newborn and Child Health
SDGs Sustainable Development Goals
TWG Technical Working Group
UAIS Uganda AIDS Indicator Survey
UBOS Ugandan Bureau of Statistics
UDHS Uganda Demographic Household Survey
UN United Nations
UNCRC United Nations Convention on the Rights of the Child
UNCRPD United Nations Convention on the Rights of Persons with
Disabilities
UNHCR United Nations High Commission for Refugees
UNHS Uganda National Health Survey
UNICEF United Nations Children’s Fund
UPE Universal Primary Education
UPHIA Uganda HIV Impact Assessment
USAID United States Agency for International Development
USE Universal Secondary Education
VAC Violence against children
VACiS Violence Against Children in Schools
WASH Water, Sanitation and Hygiene
WHO World Health Organisation

xiii
1. INTRODUCTION
Uganda has a young population with over 56 percent of its population under the
age of 18 and about half (48.7 percent) under the age of 15 years (UBOS, 2016).
According to the 2014 National Housing and Population Census Report, children
0 to 8 years constitute 30.9 percent, children 0 to 14 years constitute 50.3
percent and children 0 to 17 years constitute 55.1 percent of the 34.6 million
total population of Uganda. This amounts to an estimated 19.2 million children
below the age of 18 years. The report also indicated that 8.4 percent (2.9 million)
have been orphaned. Approximately 51 percent (8.1 million children) are either
critically or moderately vulnerable, while 63 percent live with caregivers other
than their biological parents. Estimates indicate that up to 96 percent of
Ugandan children experience some level of vulnerability. Of this number, 51
percent (more than 8 million children) are considered moderately or critically
vulnerable (OVC Situational Report, 2010).
Poverty is one of the leading causes of child vulnerability in Uganda and is
associated with many forms of child rights violations (MGLSD and UNICEF,
2015). The child poverty rate for children under five years of age is 55 percent
– with one in five children (24 percent), living in extreme poverty (MGLSD,
UNICEF and EPRC, 2014). In addition, children in Uganda face various risks at
different stages of childhood including malnutrition and stunting, disease,
inadequate access to education, inadequate access to HIV treatment and a
range of child protection violations (MGLSD and UNICEF, 2015; World Bank,
2016). Additionally, there are new and emerging challenges such as online
threats towards children including online child sexual exploitation, increasing
vulnerability of children due to climate-related hazards and urbanization
(Government of Uganda and UNICEF, 2017).
Over the past 20 years, Uganda has progressively passed various laws, policies,
and sector-specific strategies and initiatives intended to facilitate the transition
from poverty and vulnerability to prosperity and security for all of its citizens.
While this has led to notable achievements in poverty reduction, there are still
gaps in regards to reducing child mortality, improving access to HIV treatment
and preventing malaria, malnutrition and stunting, children’s literacy and
advancement to secondary school, and protection of children from abuse,
neglect, exploitation and violence. The cost of inaction has serious implications
including the current limited child protection services at all levels in the country,
increasing vulnerability of children. It leads to denial of children to access
essential services; education, primary health care, adequate nutrition, safe
water and sanitation and child protection services which not only violates
children’s human rights but also contributes to drawbacks on the human
development index and future social inequity and political instability
(UNICEF/UNIADS report (2004).

1
Furthermore, the Government of Uganda is committed to achieving the
Sustainable Development Goals (SDGs) by 2030. This will require the country to
optimally invest in children in order to achieve equitable, inclusive growth and
sustainable development. Government of Uganda, therefore, needs to
mainstream social protection interventions targeting children and families in all
its sectors and programs plans and budgets (MGLSD, Issues Paper No.1, 2011).

1.2 Problem Statement

A review of the Orphans and Other Vulnerable Children (OVC Policy, 2004) in
2016 revealed that there was increasing child vulnerability. The identified
causes of the increasing child vulnerability are; family breakdown due to mistrust
among couples, poor parenting practices, moral decadency, weakened extended
family and community system support, death of parents/orphan hood, low
household income due to unemployment, household and community poverty
leading to failure to provide basic needs, Gender Based Violence (GBV),
alcoholism/drug abuse, unemployment, catastrophes and chronic illnesses.
Child vulnerability is also caused by low holistic development and learning of
children as a result of limited access to Integrated Early Childhood Development
(ECD) and Early Childhood Care and Education (ECCE) services, limited access
to primary and secondary education, limited access to relevant trainings and
apprenticeship, poor education infrastructure, limited effectiveness of systems
and low involvement of children in decision making as a result of low value given
to children, cultural and religious norms and practices that violate rights of
children ignorance and low self-esteem that leads to children exclusion. These
has resulted in among others; Increased juvenile delinquency, increased
mortality rates, increased malnutrition, low productivity, illiteracy, poor
performance in class and increased school drop outs, physical and psychological
harm, increased cost on medical expenses, mental health problem featured by
stress, depression, post-traumatic stress disorder and death.
Child vulnerability is compounded by a weak institutional framework emanating
from a weak regulatory framework, poor implementation of policies and plans,
enforcement of laws, corruption, limited data on children, limited capacity of
staff and lack of knowledge/awareness on child human rights. This National
Child Policy has therefore been developed to coordinate the efforts of the
different sectors that have a direct and indirect mandate on children and deliver
a comprehensive package of services encompassing all the four cardinal rights
of the child in a multi-sectoral approach.

2
1.3 Legal and Policy Framework
This policy draws its context from the existing international, regional and national
instruments and frameworks that support the realization of the rights and
welfare of children.

1.3.1 International and Regional Frameworks

Uganda has ratified a number of international and regional treaties, minimum
rules, standards and guidelines, which uphold children’s rights and obligate that
all feasible measures to protect and realise those rights are taken. The
international and regional treaties include:
a) The International Labour Organisation (ILO) Convention on Minimum Age
of Admission to Employment (1973)
b) Convention on the Elimination of All Forms of Discrimination Against
Women (1979)
c) The UN Convention on the Rights of the Child (UN) (1989) ratified by
Uganda in 1990 and enacted in 1996 in a law for children, the Children
Statute, now Children Act (Cap 59).
d) The ILO Convention concerning the Prohibition and Immediate Action for
the Elimination of the Worst Forms of Child Labour 182 (1999)
e) The Geneva Convention on Adoption (1993)
f) The UN Convention for the Suppression of the Trafficking in Persons and
of the Exploitation of Prostitution of Others (1949) and The Palermo
Protocol (2000)
g) The Optional Protocol Prohibiting the Sale of Children, Child Prostitution
and Pornography (2000)
h) The Optional Protocol on Involvement of Children in Armed Conflict
(2000)
i) The UN Convention on the Rights of Persons with Disabilities (UNCRPD)
(2007)
j) The African Charter on the Rights and Welfare of the Child (ACRWC)
(1990)
k) The African Youth Charter (2006)
l) The East African Community (EAC) Child Policy (2016)
The policy is also inspired by the international minimum rules, standards and
guidelines adopted by the UN General Assembly, including:
a) The United Nations (UN) Standard Minimum Rules for the Administration
of Juvenile Justice (Beijing Rules) 1985
b) The UN Guidelines for Alternative Care of Children, 2010
c) The United Nations Rules for the Protection of Juveniles Deprived of their
3
 Liberty (Havana rules), 1990,
d) The United Nations Guidelines for the Prevention of Juvenile
Delinquency (The Riyadh Guidelines)
e) The United Nations Standard Minimum Rules for Non-Custodial
Measures (1990)

1.3.2 National Legal and Policy Frameworks

The Constitution of the Republic of Uganda (1995) is the overriding national legal
framework for ensuring that the rights of children and the general population are
protected. The Children’s Act, Cap 59 (Amended, 2016) provides the
overarching legal framework, articulating constitutional provisions on children
and emphasising the rights, protection, duties and responsibilities as contained
in the UNCRC and the ACRWC. Other legislation that relates and effects issues
of children includes:
a) The Divorce Act, Cap 249 (1904)
b) The Succession Act, Cap 162 (1906)
c) The Criminal Procedure Code Act, Cap 116 (1950)
d) The Witchcraft Act (1957)
e) The Births and Deaths Registration Act, Cap 309 (1973)
f) The Customary Marriage Act (1973)
g) The Employment Act (2006)
h) The Local Governments Act (Cap.243)
i) The Land Act (1998)
j) The Uganda People's Defence Forces Act (2005)
k) The Employment Act (2006)
l) The Persons with Disabilities Act (2006)
m) The Prisons Act (2006)
n) The Police Act (2006), as amended
o) Local Council Court Act (2006)
p) The Penal Code (Amendment) Act (2007)
q) The Education Act (2008)
r) The Prevention of Trafficking in Persons Act (2009)
s) The Domestic Violence Act (2010)
t) The Prohibition of Female Genital Mutilation Act (2010)
u) The Computer Misuse Act (2011)
v) The Children (Approved Homes) Rules (2013)
w) The Anti-Pornography Act (2014)
x) The Registration of Persons Act (2015)
y) The Children Act (2016), as amended

4
 z) The Immunisation Act (2016)
The National Child Policy has been developed within the context of, and builds
on existing policies, strategies and guidelines impacting on children. These
include:
a) National Social Protection Policy (2015)
b) Universal Primary Education (UPE) Policy (1997)
c) National Orphans and other Vulnerable Children Policy (2004)
d) National Child Labour Policy (2006)
e) National Adolescent Health Policy for Uganda (2004)
f) National Policy on Disability in Uganda (2006)
g) Universal Secondary Education (USE) Policy (2007)
h) The Second National Health Policy (2010)
i) The Special Needs and Inclusive Education Policy (2011)
j) The Special Needs Education and Non-Formal Education Policy 2013
k) National Framework for Alternative Care (2012)
l) The Uganda National Land Policy (2013)
m) The Integrated Early Childhood Development Policy (2016)
n) National Youth Policy and Action Plan (2016)
o) The National Ethical Values Policy (2013)
p) The National Culture Policy (2006)
q) Uganda National Gender Policy (2007)
r) The National Equal Opportunities Policy (2006)
s) Gender in education Sector Policy (2016)
t) The National Strategic Programme Plans of Interventions for Orphans
and Other Vulnerable Children (2005/6 -2009/10 and 2011/12—
2015/16)
u) The National Strategy to End Child Marriage and Teenage Pregnancy
2014/2015 – 2019/2020
v) The National Policy and Action Plan on the Elimination of Gender Based
Violence in Uganda (2016)
w) The National Action Plan for Child Well-being (2016-2021)
x) The National Disability Inclusive Planning Guidelines for Uganda (2017)
y) The National Child Participation Strategy 2017/18 - 2021/22
z) National Strategic Plan on the Elimination of Violence Against Children
in Schools (2015-2020).

1.4 Policy Development Process

The National Child Policy (NCP) is in line with Uganda Vision 2040, which
demonstrates the Government’s commitment to ensuring the well-being of all
children. The policy is structured around four broad categories of children's
rights; survival, development, protection, and participation plus system
strengthening to anchor and sustain its effective and coordinated
5
implementation in the short and long run. The National Child Policy provides for
all children in Uganda, including refugees in accordance with International laws
and National legislations. Thus, refugee children are provided for under
provisions of the policy unless otherwise stated.
The policy was informed by a comprehensive review of the National Orphans and
Other Vulnerable Children Policy (2004), the National Social Protection Policy
(2015), National Youth Policy and Action Plan (2016) and other various policies,
plans and strategies related to child welfare and protection domiciled in different
sectors of government such as the Universal Primary Education (UPE) Policy
(1997), National Adolescent Health Policy for Uganda (2004), National Policy on
Disability in Uganda (2006), Universal Secondary Education (USE) Policy (2007),
the Second National Health Policy (2010), the Special Needs and Inclusive
Education Policy (2011), the National Framework for Alternative Care (2012),
the EAC Child Policy and its accompanying strategic plan and reports relevant to
realisation of the four broad rights of a child.
In 2016, the Ministry of Gender, Labour and Social Development constituted a
multi-sectoral Technical Working Group (TWG) to oversee the National Child
Policy development process. The TWG steered a participatory process that
entailed extensive consultations with a wide range of stakeholders at national,
regional, district and community levels. Stakeholders including; technical and
political leaders from relevant Government Ministries, Departments and
Agencies (MDAs) and LGs, Development partners, Academic and Research
Institutions, Civil Society Organizations, cultural and religious leaders, Private
Sector and children.

6
2 SITUATIONAL ANALYSIS
This section presents the current situation of children in Uganda in relation to
the critical areas of child health and survival, education and development,
protection and participation and system strengthening. This analysis lays the
foundation for the policy.

2.1. Child Survival

Child survival is a field of public health concerned with reducing child mortality
especially in children under five years while child survival strategies are defined
as steps taken for children aged 0-3 years by individuals and communities to
reduce risk, duration or severity of an adverse health condition that detrimentally
affects the survival of infants and children. The interventions are designed to
address the most common causes of child deaths which include; diarrhoea,
pneumonia, malaria, and neonatal conditions.

2.1.1 Infant, Child and Maternal Mortality

Uganda has made substantial progress in child survival over the last decade.
There are several policies and programmatic measures in place to ensure the
survival and development of children into adulthood. These are implemented
from the health, nutrition, legal, and educational perspective under various
plans, strategies and policies in Uganda. The National Integrated Early Childhood
Development Policy Action Plan (2016-2021) articulates these aspects. It
targets all children, including the vulnerable and marginalized, from conception
to eight years of age, to provide holistic services for nutrition, health, nurturing,
protection, stimulation and training. Consequently, Under-five mortality rate has
reduced over the years from 90 deaths per 1,000 live births in 2011 to 64
deaths in 2016 (UDHS, 2016). The Infant Mortality Rate (IMR) reduced from 54
deaths per 1,000 live births in 2011 to 43 deaths in 2016 while the child
mortality rate declined from 38 deaths per 1,000 live births in 2011 to 22 deaths
in 2016, indicating improvements in child health care. Despite the progress,
thousands of children under five years of age continue to die, mostly from
preventable and treatable diseases including pneumonia, malaria and
diarrhoea. Some of the factors underlying high infant mortality rates (IMR) are
inequitable access to maternal health services, inadequate or delayed care-
seeking during pregnancy and childbirth, and poor household and child care
practices (MoH, 2013).
Maternal health has an impact on child survival prospects. According to the
2016 UDHS, maternal mortality ratio stands at 343 maternal deaths per

7
100,000 live births (UBOS and ICF, 2017). This equates to an estimated 5,595
maternal deaths each year due to complications of pregnancy and childbirth in
the first month, which inevitably jeopardizes the life of surviving children. The
major causes of maternal deaths are largely preventable conditions such as
haemorrhage/bleeding, obstructed or prolonged labour, hypertensive disorders,
complications from unsafe abortions and sepsis (MoH, 2013). It is imperative to
ensure equitable access to and provision of family planning (to reduce
unintended pregnancies), antenatal care, skilled care at birth, timely emergency
obstetric care, postnatal care, and post-abortion care (MoH 2014a).

2.1.2 Nutrition
Nutrition is a fundamental pillar of human life, health and development across
the entire life span. Optimal nutrition during childhood is critical for child growth
and development, both in the immediate and in the longer-term. While Child
nutrition indicators have improved slightly over the past 15 years, stunting,
severe wasting and intrauterine growth retardation cause half of all under-five
deaths in Uganda. According to the 2016 UDHS, 29 percent of children under
five are stunted (considered to be short for their age) and 4 percent are wasted
(UBOS and ICF, 2017), while in refugee settlements stunting ranged between 40
and 7 percent (Development Pathways, 2018). The prevalence of severe
stunting and wasting stands at 9 and 1 percent, respectively. Children in rural
areas and from poor households are disproportionately affected. Micronutrient
deficiencies are also common. Anaemia, iodine, zinc and Vitamin A deficiencies
are the most common micronutrient deficiencies in Ugandan children. More than
half of young children aged 6-59 months are anaemic (UBOS and ICF, 2017).
The major causes of malnutrition among children in Uganda are majorly
attributed to household food insecurity and these include; inadequate dietary
intake due to poor feeding frequency, poor feeding practices, insufficient diverse
diet and limited awareness about the problem of nutrition. In addition, childhood
obesity is a growing problem (at 4%) especially among the middle class income
households. This is attributed to unregulated eating and an alarming reduction
in physical activity.
According to the Uganda Nutrition Action Plan (2011-2016), malnutrition among
Uganda’s young children and mothers has significant economic costs for the
malnourished individuals, their households and communities and the nation as
a whole. These costs stem from the need to deal with its consequences in terms
of increased disease burden and other physical and mental problems related to
malnutrition and the enormous reductions in human potential and economic
productivity throughout life caused by hunger and malnutrition (UDH, 2011).
Addressing malnutrition is part of the Sustainable Development Goal 2 that

8
countries have committed to, with the aim of ending hunger, achieving food
security and improving nutrition by 2030.

2.1.3 Immunisation
Uganda has registered big strives in regards to immunization since the
implemented of the National Expanded Programme on Immunisation (UNEPI)
from 2015- 2016 (World Bank, 2016; GoU and UNICEF 2017). Uganda’s
immunisation menu includes; tuberculosis, polio, measles, diphtheria, tetanus,
whooping cough, hepatitis B and haemophilus influenza type B (MoH, 2012a).
Albeit this, there has been stagnation in the national vaccine coverage rate. The
national immunisation coverage rate measured by percentage of children
receiving the third dose of the diphtheria-tetanus-pertussis vaccine (DTP3)
stagnated at 78 percent since 2012. This is below the Global Vaccination Action
Plan target of at least 90% coverage. Measles-containing-vaccine first-dose
(MCV1) coverage has stagnated at 82 percent since 2012, putting the country
at risk of missing the 2020 elimination target. Similarly, poor response to
vaccination against Human papillomavirus (HPV), especially after receiving the
first dose stagnated. While the coverage for the first dose stands at 80 percent,
the second dose has remained low at 23 percent (MoH 2019). In FY 2018/19,
DPT3 coverage increased by only 1% from 95% in FY 2017/18 to 96 percent.
Only 34 percent (43/128) of the districts achieved the HSD target of 97 percent.
Measles coverage for one year olds remained stagnant at 88% in FY 2018/19,
far below the target of 95 percent. Only 21 percent (27/128) of the districts met
the HSD target (MoH 2019). Some factors including maternal education
(especially at post-secondary level), exposure to media, maternal healthcare
utilization, maternal age, occupation type, immunization plan and regional and
local peculiarities have significant association with childhood immunization.

1.2.4 Children and HIV and AIDS

According to the 2016 Uganda HIV Impact Assessment (UPHIA), the prevalence
of HIV among children aged 0-14 years is 0.5 percent. This equates to
approximately 95,000 children living with HIV in Uganda (MoH, 2017a). Despite
a reduction in mother-to-child HIV transmission (MTCT) in the last five years,
there were still an estimated 3,500 new paediatric infections in 2015 (UAC,
2016). Moreover, just under half (47 percent) of the children (aged 0–14 years)
living with HIV are on treatment (UNAIDS, 2016). This indicates that a significant
proportion of children living with HIV and AIDs lack access to proper care and
treatment.
Children and adolescents living with HIV and AIDs and their families face
numerous psychological, social and physical challenges which impact on their

9
on their health. This underscores the need to ensure that all children have timely
access to Antiretroviral Therapy (ART) and are retained in care through
adolescence and into adulthood. Additionally Children and adolescents living
with HIV and AIDs need comprehensive support to ensure treatment, adherence,
as well as enjoy healthy relationships.

1.2.5 Adolescent Health and Well-being

Adolescents aged 10-19 years in Uganda face several challenges including
those related to sexual and/or reproductive health. According to the 2016 UDHS,
1 in every 4 adolescent girls aged 15-19 years has begun childbearing (is
pregnant with their first child or has had a live birth-UBOS and ICF, 2017). This
interferes with and undermines girls’ ability to achieve high standards of health,
education, and future economic well-being. Adolescent child bearing is strongly
associated with early marriages, which is largely attributed to household poverty
(UBOS and ICF, 2017). Adolescent child bearing contributes to maternal
morbidity by increasing the risk of complications such as obstetric fistula, new-
borns and infants, low birth weight and high risks to morbidity and mortality due
to poor pre-natal and child care practices (MoH, 2013).
Early sexual activity is a growing concern to adolescent development in Uganda.
In the National Cross Sectional Study of Adolescent Health Risk Behaviours in
Uganda, almost 22 percent of adolescents (girls and boys) reported some form
of sexual activity. Up to 10 percent of the sexually active adolescents aged 15-
19 years had their first sex encounter before the age of 15 years (MoH et al.,
2016). For many girls, first sexual intercourse happens as a result of coercion
or violence. According to the National Violence Against Children Survey report
(2018), nearly 1 in 4 girls aged 13-17 years who had ever had sex reported that
their first sexual intercourse was unwanted (defined as the adolescent having
been forced, pressured, tricked or threatened). Despite early onset of sexual
intercourse among adolescents, contraceptive use is low which is attributed to
gender roles, norms and practices among adolescents (USAID/ Pathfinder
International 2011). May adolescents also lack access to sexual and
reproductive health-care services, including family planning information, and
comprehensive sexuality education (MoGLSD and UNICEF, 2015).
Management of menstruation continues to present substantial challenges to
adolescent girls in Uganda; negatively impacting on girls’ school attendance and
engagement. Some adolescent girls miss school during menses and eventually
drop out because of menstruation-related issues such as lack of affordable
sanitary pads, lack of adequate or separate washrooms for males and females
and bullying by peers. In addition, taboos around the topic mean many
adolescent girls are unprepared for menarche and that management practices

10
are not discussed openly.
The HIV prevalence among adolescents aged 15-19 years currently stands at
1.1 percent with a slightly higher prevalence among adolescent girls (1.8
percent, MoH, 2017a). Recent data indicates that nearly two-thirds of all new
HIV infections occur among adolescent girls (MoH, 2017b). The continuing high
rates accentuate the need to prioritise adolescents in HIV prevention, treatment,
care and support programming. With demographic trends indicating that the
youth population is growing fast, the challenges posed by HIV will multiply if new
infections among 15–19 year olds are not halted.
Alcohol and substance abuse among adolescents in Uganda remains a major
concern. This is associated with risk-taking behaviours, which have implications
on the health and well-being of adolescents. In the National Cross Sectional
Study of Adolescent Health Risk Behaviours in Uganda, 17 percent of
adolescents aged 10-19 years reported ever drinking alcohol (18.8 percent male
and 15.4 percent female). The prevalence of current alcohol use is at 2.2
percent. The overall prevalence of ever/lifetime smoking (of any substance) was
at 1.6 percent. The prevalence of current smoking of any substance was at 0.5
percent (MoH et al, 2016).

1.2.6 Water, Sanitation and Hygiene

Safe water, sanitation and hygiene are some of the most basic requirements for
human health. Inadequate access to water, sanitation and hygiene (WASH)
remains a major threat to children’s rights to survival and quality education. One-
third of the children in Uganda do not have access to safe water, and 60 percent
live within at least a 30-minute walking distance from a water source (UNICEF,
2015). In addition, while evidence shows that hand washing with soap alone can
reduce waterborne and sanitation-related diseases by 43 percent in children.
However, the current coverage of WASH facilities is still very low. For example,
only 34 percent of the schools in Uganda have access to washing facilities
(Ministry of Water and Environment, 2016).

2.2. Child Development

Child development is a composite right that aims to ensure the child's abilities
to fulfil her or his human potential to the maximum during childhood and
adulthood alike. Article 29 of UNCRC stipulates;” States Parties agree that the
education of the child shall be directed to the development of respect for the
child's parents, his or her own cultural identity, language and values, for the
national values of the country in which the child is living, the country from which
he or she may originate, and for civilizations different from his or her own”.

11
2.2.1 Early Childhood Care and Education
Early Childhood Care and Education (ECCE) provides an indispensable
foundation for lifelong learning and development. The formative years of children
is very essential for survival and growth of a child, including the GDP returns in
later years as an adult. The quality of parenting and stimulation in infancy plays
an important role in enhancing child development and school readiness by
providing valuable educational and social experiences. However, very limited
attention is given to ensuring high quality childcare and only a few formal
interventions in Uganda focus on the development of children 0-3 years, for
example, through exercise and play.
In addition, while pre-primary education is considered to have the highest rate
of economic returns of all levels of education (World Bank, 2011); the enrolment
of children (ages 3 to 5 years) in pre-primary education remains very low in
Uganda, at 9 percent (MoES, 2015a). This is primarily due to lack of physical
infrastructures. The ECCE centres are annexed to government primary schools.
Public funding for early childhood care and education (ECCE) provision also
remains negligible. Overall, there is limited availability of pre-primary
programmes particularly in rural communities, and the predominance of
unaffordable private sector pre-primary education in urban areas.

2.2.2 Basic Education

Uganda has registered substantial improvement in primary and secondary
education enrolment with the introduction of Universal Primary Education (UPE)
in (1997) and Universal Secondary Education (USE) in (2007). However, up to
30 percent of children enrolled in primary school drop out before completing
Primary Seven (MoES, 2017). Furthermore, there are widespread concerns
about the quality of education-as reflected in the low literacy and numeracy
rates. The national achievement levels in primary school for literacy are currently
at 60.2 percent for P3 and 51.9 percent for P6. Numeracy rates are at 71.7
percent in P3 and 52.6 percent in P6. In both numeracy and literacy in English
at P3, approximately a third (30 percent) of the districts had over 75 percent of
their pupils rated as proficient. There are also vast differences between well-
performing and poorly performing districts with literacy rates at P3 varying
anywhere between 14.8 percent and 99.1 percent; and between 0.4 percent
and 79.7 percent at P6 level (MoES, 2015b).
The quality of education is largely affected by shortage of scholastic materials,
low levels of teacher competency, inadequate teacher training and school
infrastructure, ineffective inspection and condition of schools, high levels of
teacher and pupil absenteeism. In addition, majority of schools do not provide

12
safe and supportive learning environments. For example, according to the study
by UNICEF, Violence against Children in Schools (VACiS) is widespread and
children are subjected to different forms of violence. Corporal punishment is
common in schools. About 3 in 4 children in primary schools in Uganda are
subjected to caning by teachers under the pretext of “pushing” them to attain
higher academic grades while over 4 out of every 5 children are made to do
difficult work such as digging, slashing and collecting water at school as a
punishment to instil discipline. Bullying is also reported common in schools; for
example, the VACiS reported that more than 2 in every 5 children (46%) in
primary schools in Uganda experienced bullying and it affected children from
poor families and those with disabilities most. In the same study, 46.7% of
children surveyed experienced emotional abuse by teachers. Sexual violence
especially against girls was reported widespread with 77.7% of the primary
school children having experienced sexual violence (UNICEF, 2013).

2.2.3 Special Needs and Inclusive Education

Children with disabilities and special needs face significant hurdles in enrolling,
attending and completing school in Uganda: only 5 percent are able to access
education within an inclusive setting in regular schools, and only 10 percent
access education through special schools (MGLSD and UNICEF, 2015). This is
due to poor and inaccessible physical infrastructure, inadequate instructional
materials, and teachers with limited experience in handling learners with special
needs among others. In addition, many schools that are supposed to provide
inclusive education are poorly equipped to assess or meet the various needs of
children with disabilities, for example, specialised support services (e.g. sign
language interpreters, braille transcribes etc.), specialised teaching methods,
access to resource rooms and use of specialised technology to access
curriculum. In addition, children are often admitted to special schools without
proper assessment of their educational needs, and the resources are not
sufficient to provide them with an appropriate range of experiences.

2.2.4 Adolescent Development

About 25% (9 million) of the population of Uganda are adolescents. This
particular cohort of the population is faced with a set of vulnerabilities including:
poverty, HIV and AIDS, early marriage, teenage pregnancy, gender-based
violence and low participation in secondary education. The 2018 National VAC
survey findings revealed that of 18-24-year-old Ugandans, one in three girls
(35%) and one in six boys (17%) reported experiencing sexual violence during
their childhoods. This included 11% of girls experiencing pressured or forced sex.

13
Of Ugandans ages 13-17 years, one in four girls (25%) and one in ten boys (11%)
reported sexual violence in the past year. Of Ugandans ages 18-24 years, six in
ten females (59%) and seven in ten males (68%) reported experiencing physical
violence during their childhoods, while four in ten girls (44%) and six in ten boys
(59%) ages 13-17 experienced physical violence in the last year. One in three
18-24-year-old Ugandans reported suffering emotional violence during their
childhoods. More than one in five 13-17-year-old children reported experiencing
emotional abuse in the last year. These make it difficult for the young people to
fulfil their potential (MGLSD and UNICEF, 2018).

2.3. Child Protection

Child protection is about the protection of children from abuse, neglect, Violence
and exploitation. Article 19 of the UN Convention on the Rights of the Child
provides for the protection of children in and out of the home environment.

2.3.1 Children and Family Care

To grow up safe and well, all children need the security and support of a well-
functioning family. While family-centred care for children is ideal, millions of
children in Uganda are at risk of being separated from their parent and families;
with many families struggling to effectively care, protect, and provide for their
children, putting at risk their immediate well-being and long-term development.
Poverty is widely recognized as a major driver of family and child vulnerability to
a variety of risks and threats, including child-family separation-often in
interaction with other factors such as violence, abuse and neglect in the home;
family violence; parental drug and alcohol use; parental illness or loss; physical
or mental ill health of caregivers or children and other stressors.
In Uganda, there is a declining extended family and community support system.
As a result, there is a growing number of children who continue to live outside of
protective families. These include mainly children in residential childcare
facilities, children living and/working on the streets, and children in prisons and
detention centres (including children of incarcerated mothers). For instance,
estimates indicate that between 40,000 to 50,000 children in Uganda live in
residential childcare facilities (MGLSD, 2015). While the residential facilities are
often called orphanages, research shows that more than two-thirds of the
children in residential care facilities have at least one living parent and many
more have a contactable relative
Children living outside of family care typically lack adequate adult protection and
are highly vulnerable to abuse, exploitation, and are more likely to engage in
higher-risk activities that lead to HIV. They also do not receive the adult care that

14
is critically needed for developing social competencies, psychological and
emotional development that would eventually affect behaviour that fosters
positive relationships with others.

2.3.2 Child Birth Registration

Birth registration is a key step towards protecting children and ensuring that they
receive the services they need to survive and thrive. The right of every child to
be registered at birth is provided for in both international and Ugandan law, with
neither making a distinction between children born to refugees or asylum
seekers, and those born to citizens of Uganda. Albeit this, two-thirds of children
under age 5 have never had their births registered with the civil authority (UBOS
and ICF, 2017). Similarly, only one in three refugee children in Uganda (aged 0-
17 years) have a birth registration certificate (UNICEF and EPRC, 2018). Major
barriers to birth registration include: political, legislative, administrative,
economic, neglect of cultural and community realities, and geographic, as well
as lack of awareness of the parents.
There are serious future repercussions for children who are not documented as
they may be denied access to health, education, justice and child protection
services, and may be more vulnerable to abuse, violence and discrimination. As
adults, they may face challenges in obtaining a job, accessing higher education,
buying properties and inheritance. Registration can also contribute to the
protection of human rights because it provides important data for policy makers
and humanitarian actors. Birth registration can also play an important role in
the prevention of statelessness, especially in the case of refugees, as lack of
documentation makes it harder for individuals later on in their lives to prove their
nationality or, at least, to prove where they were born and to whom. It should
also be noted that the current National registration is targeting those aged 16
years and above leaving out the majority of the children.

2.3.3 Violence, Abuse and Exploitation

The Uganda Constitution (1995) expressly states that ‘No person shall be
subjected to any form of torture or cruel, inhuman or degrading treatment or
punishment.’ The Prevention and Prohibition of Torture Act 2012 prohibits acts
of torture carried out in official or private capacity, and torture of a child can lead
to a sentence of life imprisonment. This is further augmented by the Children Act
as amended (2016) that prohibits any employment of children that can be
deemed torturous or abusive in any way. Thus, Government has invested
resources in sensitization of the public against child abuse and the torture of
children. A national toll-free Child Helpline (116) was established by MGLSD in

15
2014 to facilitate the reporting of cases of child abuse by victims and community
members.
In spite of the Constitutional provision, thousands of children in Uganda continue
to experience violations of their rights to care and protection, while many more
children are inadequately protected against risks. According to UDHS 2016,
44% girls and 59% boys aged 13-17 years had experienced physical violence in
the year preceding the survey. Efforts to effectively protect children from
violence, abuse, exploitation and neglect continue to be undermined by the weak
implementation and enforcement of existing policies and laws, inadequate safe
guards and weak enforcement for instance during planning and implementation
of infrastructure development projects (roads, railways dams etc construction)
poverty, limited capacity of a proactive and responsive statutory workforce and
the weak family structures (MGLSD and UNICEF, 2018). Results from the
National Violence Against Children (VAC) survey indicate a high prevalence of all
forms of violence—physical, sexual, and emotional. Among 13 to17-year-olds, 4
in 10 girls and 6 in 10 boys reported physical violence in the year preceding the
survey. In addition, 1 in 4 girls (25 percent) and 1 in 10 boys (11 percent)
reported sexual violence in the past year. The lifetime prevalence of sexual
abuse in childhood was 35 percent and 17 percent for girls and boys,
respectively (MGLSD et al., 2018). Also, about 3 in 4 children in primary schools
are subjected to Corporal punishment, 2 in every 5 children (46%) in primary
schools experienced bullying while 46.7% of children surveyed experienced
emotional abuse by teachers (UNICEF, 2012).
Furthermore, while children from all cultural and socio-economic backgrounds
are vulnerable to violence, children infected and/or affected by HIV and AIDS,
children with disabilities, children outside family care and children from socio-
economically disadvantaged families are at increased risk of violence compared
to their peers. Children affected by armed conflict, and children in contact with
the law are also exposed to a wide range of child rights violations including
exposure to violence, abuse, and exploitation. (Human Rights Watch, 2014; OAG,
2013). These children require special care and protection.
Exposure to violence has far-reaching health and development consequences.
For instance, it can affect children's physical and mental health, impair their
ability to learn and socialize, and undermine their development-- leading to
emotional, social, and behavioural problems (UNICEF, 2014). The exposure to
violence in childhood may also result in greater susceptibility to health-risk
behaviours such as substance abuse and early sexual activity during
adolescence and adulthood (UNICEF, 2014). Further, children subjected to
violence are at risk of disability and death, HIV infection, homelessness and
interpersonal/ Gender Based Violence in future. Children exposed to violence
are more likely to drop out of school, and are at heightened risk for later

16
victimization and/or perpetration of violence.

2.3.4 Orphan-hood
According to the Uganda National Household Survey (UNHS) 2016, at least 11
percent of the children under the age 18 years have lost one or both parents;
about half of them are orphaned as a result of AIDS. On the other hand, it is
estimated that 18.7 percent of the refugees are orphaned children
(UNICEF/EPRC, 2018). Orphan-hood reduces the network of care and protection
available to children, and is associated with multiple deprivations with far
reaching implications for child survival, growth and development. While most
orphaned children continue to live in families – typically with a surviving parent
or sibling or members of their extended family – a considerable number, fall
through the cracks of regular familial support networks. Consequently, a large
number of children in Uganda are living outside of protective family care. If not
supported, these children are prone to exploitative work and or abuse as means
of survival.

2.3.5 Child-Headed Households (CHHs)

According to the UNHS 2016, about 0.3% of the households in Uganda are
headed by children. Therefore, it is estimated that over 24,063 children are
heading households in Uganda. Children living in child headed households are
more vulnerable to deprivation, abuse and exploitation, miss education, have
limited access to health services, food security and nutritional support, lack
parental love, care, guidance and psychological support.

2.3.6 Children in the Justice system

The Children Act as amended (2016) provides for children to access justice
through the Criminal and Civil Justice Systems, whether as witnesses, victims or
in conflict with the law. It provides for state-funded legal aid to be availed to
children who are charged with committing capital offences. Section 89 provides
12 years as the minimum age of criminal responsibility. While children are one
of the categories of people that come into contact or conflict with the law, the
current criminal justice and social welfare systems in Uganda do not have a
coordinated case management process that can support survivors in receiving
the required services such as legal, shelter, trauma support, information, and
protection from perpetrators and hostile family members.
In 2017, 14,567 cases of defilement were reported to Uganda Police Force, up
from 7,690 in 2011. Among the reported defilement cases, suspects are

17
arrested in less than half of the cases. Furthermore, according to statistics from
the Office of Director of Public Prosecutions (ODPP), out of 1,594 new rape and
defilement cases referred by Uganda Police Force to the ODPP in 2015/16, only
57% were sanctioned. It is evident that there are many cases involving children
within the legal system, some of which do not even make it through to a
successful conclusion. In the period of 2017/2018, there were 21,520 cases of
children in the High Court and only 9,156 (42.5%) were concluded. Although this
is an improvement from 40.9% in 2016/2017, there are still a high number
(57.5%) of children’s cases within the system. This backlog immensely reduces
access to justice for children because they experience prolonged trauma and
continued difficulties. Similarly victims and witness give up and in the end the
perpetrators go free due to backlog of cases in the system.
Further, while evidence is clear that institutionalization and deprivation of liberty
for children is harmful, ineffective, costly, and carries a high risk of violence
against these children, children are arrested and detained for not only allegedly
committing capital offences such as defilement, robbery, and murder, but also
other offences, including theft, assault, child-to-child sex (JLOS, 2017). The
Kampiringisa National Rehabilitation Centre, where many children in contact
with the law are committed to, is under resourced and has limited provisions for
counselling and reintegration of children back to their communities. Refugee
children in contact with the law face additional challenges, including lack of
translation services or fear of discrimination in the justice system. It is therefore
important to strengthen systems that will provide child friendly services, effective
child justice duty bearers and institutions and to ensure the speedy disposal of
child related cases at all levels of the justice chain.

2.3.7 Children of Prisoners

The 2015, Foundation for Human Rights Initiative report estimated that
200,000 children in Uganda have a parent in prison at any one time. Children of
prisoners in Uganda and across Africa face many violations of their rights when
their parents or primary caregivers are arrested and detained. They are
confronted with the trauma of separation but also have to contend with subtle
stigma and discrimination because of their parent’s involvement with the
criminal justice system. Similarly, children living in prison with their mothers
often live in intolerable conditions with inadequate access to nutrition, play and
education. According to a study by Public Interest Law Clinic (PILAC), as of August
2016, there were 237 children detained with their mothers and by the same
time 2017, this number had increased to 256 children. This means that about
11 percent of the female prison population is being detained with a child. The
children suffer from stigma and discrimination, they are deprived of care and

18
protection, as the arrest of the mother (in situations where she is a single
caregiver) does not take this into consideration to prepare for alternative care;
and in the case where they have to live with their mothers in prison, the
conditions should be adequate and appropriate to provide a safe and caring
environment.

2.3.8 Children with disabilities and other special needs

Estimates suggest that there are at least 2.5 (13%) million children with
disabilities in Uganda (MGLSD, 2015). However only 9 percent of CwDs at school
going age attend primary school, compared with a National average of 92
percent, and only 6% of them continue studying in secondary schools compared
to the National average of 25percent (UNHS 2016). Further, while children with
disabilities have the potential to lead fulfilling lives and to contribute to the
social, cultural and economic vitality of their communities, surviving and thriving
can be especially difficult for them. Discrimination against and exclusion of
children with disabilities renders them disproportionately vulnerable to violence,
neglect and abuse. In addition, many children with disabilities are
disproportionately denied their right to education and have challenges accessing
health services and other services essential for their optimal growth and
development.

2.3.9 Refugee and internally displaced Children

UNHCR indicate that Uganda has 1.42million (April, 2020) refugees mainly from
South Sudan, DR Congo, Burundi, Somalia and Rwanda. Over 60% of all refugees
in Uganda are children and nearly 10% of child refugees are unaccompanied
and/ or separated. During and after displacement, these children face a range
of child protection risks including; violence, abuse, neglect, and exploitation,
including sexual and physical violence. This is partly due to lack of first line of
protection. Additionally, they face psychological and psychosocial distress since
they experience and / or witness violence, disturbing events, or separation from
parents and families, which puts them at greater risk of severe and longer-term
mental health concerns. Often their education is also disrupted. Therefore,
responding to their specific protection needs and supporting their families and
communities remains a key priority for the Government of Uganda.
Currently, the refugee children do not optimally benefit from the existing
childcare and protection services provided by local governments (districts) due
to limited capacity of the district Community Based Services department in the
refugee hosting districts and to some extent limited access to refugee settings.
Even Uganda Police to some extent are limited to handle cases of abuse and

19
other rights violations in refugee settings. Providing for refugee populations
remains a mandate of Office of the Prime Minister (OPM) with support from
UNHCR, although there are efforts to make refugee response an integrated
multi-sectoral response. There is therefore need for a comprehensive Child
Policy that integrates refugee children in the national legal framework.

2.3.10 Children affected by other emergencies

Children are particularly vulnerable during natural disasters and
hydrometeorological impacts like epidemics, droughts, flooding and landslides
among others. In such situations, children are at increased risk of violence,
exploitation, stigma, isolation, abandonment, neglect, separation from their
parents and families, distress due to displacement, loss of family members or
friends, lack of care and disruption of their daily life including access to routine
activities like schooling. This requires early identification of protection concerns
and the provision of adequate response services for children and their families
affected by natural disasters and disease outbreaks. Consider the example of
the COVID-19 pandemic, which led to closure of schools, places of worship,
entertainment places and above all the lockdown where people including
children confined to their homes some with even insufficient basic necessities.
With a span of two months, the country recorded a surge of GBV and VAC cases.

2.3.11 Child Labour

Child labour violates children’s rights and remains a serious issue in Uganda.
According the 2016/17 Uganda National Household Survey, more than 2 million
children are engaged in child labour. Of these more than 1,000,0000 children
(age 14-17 years) are involved in the worst forms of child labour doing work in
hazardous conditions— including working in extractive industries (including
mines), working with chemicals and pesticides in agriculture or with dangerous
machinery. Some are toiling as domestic servants in homes. The proportion of
children in hazardous work was more than double in urban areas as compared
to the rural (Urbanization: Emerging Global Challenges, 2018). Child labour
negatively impacts on child health and education—impairing their opportunities
for normal growth and development.

2.3.12 Child Trafficking

Uganda remains a source, transit and destination country for children trafficked
for various exploitive purposes, including labour and sexual exploitation. Internal
child trafficking is estimated to be the most significant form of trafficking in the

20
country; typically characterized by trafficking of children, especially girls, from
poor rural areas to urban areas. The Ugandan Police Force 2017 Annual Crime
Report cited 154 cases of child victims of trafficking (down from 200 in 2016).
Although, it is not possible to tell, the number of trafficked children for sexual
purposes specifically, traffickers target girls and women aged 13-24 years for
domestic sex trafficking to be exploited in the vicinity of sports tournaments and
road construction projects, bars, restaurant, nightclubs, but also as street
vendors, or commercial sex workers (CSWs). Majority of the reported cases of
internal child trafficking are Karamojong.

2.3.13 Sexual Exploitation

Ugandan children who come from very poor households and lack adequate
education experience higher vulnerability to sexual exploitation (UNICEF, 2015).
This includes the approximately 10,000 children in Uganda who are in street
situations (UNICEF, 2015). An estimated 23% of girls in Uganda drop out of
school due to pregnancy (The World Bank Group, 2016). Among girls aged 15-
19 years in Uganda who become pregnant, 45% have no education and 34% are
among the poorest fifth of the population (UNICEF. (2015). The Uganda Violence
Against Children survey (2018) revealed that approximately 25% of girls and
boys who experienced sexual abuse in childhood, the first incident of sexual
abuse occurred at or before age 13. Both boys and girls experienced violence in
a range of settings, including in the street, in their homes and in school (MGLSD,
et al, 2018). More girls than boys face higher risk of sexual exploitation and
abuse in schools (school (MGLSD, et al, 2018), hence making staying at home
or getting married safer alternatives (VSO, 2016). Nearly 1 in 5 girls and 1 in 7
boys in the VAC survey reported that they had previously exchanged sex for
material support or other form of help in the year preceding the survey (VAC
2018).
With the increased access and use of internet, there is an increase in the
prevalence of online child sexual exploitation (OCSE) which includes child sexual
abuse/exploitation material (CSAM/CSEM). The corona virus (COVID 19)
pandemic has further accelerated the use of internet among children and
adolescent for purposes of promoting home schooling. A study conducted by
Centre for Justice and Crime Prevention in 2016 on child sexual abuse, including
online abuse in Uganda revealed that children can easily access pornography
and that images of children are shared without permission. The report affirms
that cases of CSAM and trafficking, sex extortion, were reported on internet and
social media platforms. Unfortunately, children do not report what occurs online.
In 2015, the Government of Uganda launched a portal for Ugandan citizens to
report child sexual abuse materials/ child sexual exploitation materials
(CSAM/CSEM). Other cases of commercial sexual exploitation have been
reported with the tourism sector, fishing sector as well as along transport

21
corridors.
Lack of responsible parental care is one of the major factors that have rendered
children susceptible to CSEC. Other factors pushing children into CSEC include
migration of children from small towns to big towns looking for employment
opportunities mainly as domestic workers, peer pressure, early school dropout.

2.3.14 Harmful Traditional Practices

The 2016 UDHS indicate that up to 20 percent of adolescent girls and young
women (AGYW) aged 15-19 years are married or in union. Child marriage occurs
more frequently among girls who are the least educated, poorest and living in
rural areas. A number of social and economic drivers for child marriage, range
from poverty to gendered social norms that place high value on girls’
reproductive capabilities. Girls who marry early are more likely to have lower
earning capacity than their peers, earlier and more frequent childbearing and
complications in pregnancy, higher maternal mortality, increased risk of HIV
infection, and higher infant mortality. One percent (1%) of girls age 15-19 have
experienced obstetric fistula. In addition, girls who marry before the age of 18
are more likely to suffer domestic violence, including sexual violence at the
hands of their partners. Additionally, due to social and cultural norms combined
with hardship of life in refugee settlements, refugee communities continue to
marry children before adulthood, exposing them to additional protection
concerns. Besides, 95 percent of adolescent girls in Pokot community in Amudat
district (Karamoja), are still faced with female genital mutilation/cutting (FGM/C)
to make them more ‘marriageable’. Both practices have devastating and lasting
physical and psychological effects on the girls (UBOS and ICF, 2017).
Furthermore, while the Penal Code Act (Cap 120), the Children Act (Amendment,
2016) criminalizes the act of murder and all rituals that result in child sacrifice;
the practice of ritual killing and child sacrifice continues to take place in Uganda.
Children disappear frequently, murdered or mutilated by witch doctors as part of
ceremonial rituals. The practice is rooted in the belief that blood sacrifice can
bring fortune, wealth and happiness.

2.3.15 Children in Street Situations

The phenomenon of children in street situations has been an increasing concern
over the past decade. “Push” and “pull factors” including poverty, war, HIV/AIDS,
poor parenting, GBV, mistreatment and parental death among others have
caused the numbers of children in street situations to rise sharply in the past
few years. UNICEF estimates more than 10,000 children to be living and working
streets, which is a 70% increase in the number of children on the streets since
1993, with approximately 16 new children coming to the Kampala streets every
22
day. These children face many difficulties including lack of shelter, malnutrition,
health challenges, physical, sexual and mental abuse as well as, stigmatisation,
mistreated by law enforcement agencies and hostile communities. A significant
number of the children take alcohol and drugs to help them deal with the harsh
conditions on the street. Life on the streets also leads to the vicious circle of
vulnerability whereby children on the streets give birth to children and raise them
on the streets hence living the same lives just like their ‘parents’.
In 2008, Government developed a Strategy that guides planning, advocacy and
decision making at National and District level to address the challenge of street
children. However, the street children challenge still persists which necessitates
Government to invest in addressing the root causes in addition to withdraw,
rehabilitation and resettlement of street connected children.

2.4. Child Participation

Children’s right to participate is clearly articulated in international instruments,
to which Uganda is a signatory, as well as in several national legal frameworks
and policy documents. Article 12 of the UNCRC states that “every child has the
right to express their views, feelings and wishes in all matters affecting them,
and to have their views considered and taken seriously. Article 13 provides for
the right to of every child to freely express their thoughts and opinions and to
access appropriate information, as long as it is within the law. Article 14 states
that, “every child has the right to think and believe what they choose and also to
practice their religion, as long as they are not stopping other people from
enjoying their rights. Article 15 asserts that, “every child has the right to meet
with other children and to join groups and organizations, as long as this does not
stop other people from enjoying their rights”.

Article 36 of the Constitution of the Republic of Uganda, affirms that, minorities

have a right to participate in decision-making processes, and their views and
interests shall be taken into account in the making of national plans and
programmes. The Children Act Cap.59 (as amended) entails various provisions
aimed at upholding the right of children to participate in all issues that affect
their survival and development. Similarly, Section 8 of the third schedule of The
Local Government Act (Cap.243) provides for the right of children to play an
active role within their local communities. The National Child Participation
Strategy 2017 provides a clear framework for engaging children at all levels. This
includes participation in child-led initiatives and spaces created by adults for
purposes of allowing children the opportunity to voice their views in decision-
making.
However, ensuring meaningful child participation in Uganda is still a challenge.
Key barriers to child participation include: a lack of understanding of what
23
comprises meaningful child participation, introducing a foreign language to
young children who have been taught in their mother tongue negatively affects
their participation, unequal power relations between children, caregivers and
other adults, and entrenched attitudes regarding child participation rooted in
cultural and normative beliefs. For example, in some cultures, it is a deeply
rooted belief that children should be silent in the presence of adults, considering
that they lack the competence and that such participation encourages bad
behaviour. Failure to allow children to participate often has negative
consequences. Moreover, there are no actual penalties or forcible measures
imposed on the various actors who do not engage children in meaningful
participation pertaining the issues and decisions affecting them.
There are also limitations with regard to the capacity of government and civil
society officials to facilitate children’s participation, which requires capacity and
a wide range of skills and experience. The existing participation initiatives have
limited coverage as they are typically associated with specific programmes
funded and implemented by International and Local NGOs. There is a concern
that many participatory initiatives do not reach the most disadvantaged or
excluded children and, as such, can potentially contribute to further social
exclusion (MGLSD and UNICEF, 2015).
Overall, the cost of failure to allow children to participate leads to young people
with negative attitudes towards participation in national affairs, governance;
youth that are disrespectful, rude and limited in critical thinking at family,
community and institutional levels.

2.5 Child Protection system

Child Protection System includes the set of laws, policies, regulations, services,
capacities, monitoring, and oversight across all social sectors especially
social welfare, education, health, security and justice organised around the goal
of preventing and responding to protection risks such as abuse, neglect,
abandonment, violence and exploitation. These systems are part of social
protection, and extend beyond it. At the level of prevention, their aim is to support
and strengthen families to reduce social exclusion, and to lower the risk of
separation, violence and exploitation. The Ministry of Gender, Labour and Social
Development (MGLSD) is the pivotal institution in child protection in the country.
Outside the MGLSD, there other ministries that share the mandate for child
protection. These include the Ministry of Internal Affairs, Ministry of Justice and
Constitutional Affairs, Ministry of Education and Sports, Ministry of Health,
Ministry of Local Government, Office of the Prime Minister (particularly for
refugee children).
At the district level, the mandate for child protection is within the Community

24
Based Services Department (CBSD) under the Probation and Social Welfare
Office (PWO) that is responsible for the day-today childcare and protection work.
At the Lower Local Government level, day –today child protection work is
entrusted with a Community Development Officer (CDO. Furthermore, Article
17(c) of the 1995 Constitution of Republic of Uganda (as amended), enjoins
every Citizen a responsibility to protect children and vulnerable persons against
any form of abuse, harassment or ill-treatment. In this regard, therefore, the
government recognises the role of community level child protection structures
such as Para-Social Workers (PSWs), Village Health Teams(VHTs), Child
Protection Committees (CPCs, Village Case Management Committees(VCMCs),
Parish and Village Local Councils and others as essential formal and informal
structures for ensuring an effective child protection prevention and response.
Therefore, a multiplicity of Ministries, Departments and Agencies at National and
Sub-National levels plus community level structures involved in child protection
indicates a need for coordination if effective child care and protection services
are to be provided to children.
Unfortunately, despite the numerous coordination mechanisms in place, some
of which are cross-sectoral in nature, current coordination efforts are not
delivering concrete outcomes for children. In addition, human resource and
logistical challenges (such as lack of transport, low funding, and even staffing
gaps) constrain the ability of key institutions, both at the national and district
level, to fulfil their statutory responsibilities. In addition, there is also lack of clear
child protection standards for measuring performance; limited involvement of
children; and, weak coordination and quality assurance mechanisms for CSO
and other non-state actors-led interventions, as well as limited knowledge and
skills to provide effective child protection services among, the Community
Development Officers, Probation and Welfare Officers, Police, Prisons, Teachers,
Health workers and community formal and informal structures.
A child protection systems mapping study in Uganda undertaken in 2013,
revealed that most of the weaknesses and gaps in the functionality of the child
protection system in Uganda were attributed to inadequate public resourcing of
child protection structures, institutions and programmes. Apart from salaries of
government child protection staff, most of the funding for child protection
programmes was donor dependent. The study partly attributed this to the failure
of the sector to package and communicate child protection services in a manner
that makes them amenable to increased public financing as well as the fact that
the bulk of donor support was provided outside the government budget
framework. This does not create obligations for government to invest in child
protection, as well as effective mechanisms for tracking and monitoring the use
of resources allocated to institutions with a child protection mandate and CSOs
that receive direct funding from development partners and donors to deliver

25
services.
Furthermore, one other major challenge to building an effective child protection
system is the limited availability of reliable, up-to-date, nationally representative
and well disaggregated data on key child protection indicators. The capacity
gaps in regard to funding and staffing of the MGLSD and its linked department
of CBDSD at District and Lower Local Government levels are echoed in the
MGLSD Issues Paper I (2011), Issues Paper II (2018) and MGLSD Functional
Review (2018).

26
3 POLICY DEVELOPMENT CONTEXT
Children need an enabling environment to ensure their survival, development,
care and protection, as well as their full participation in matters affecting them.
Despite the progress that has been made in recent years, the lives and futures
of thousands of children in Uganda are in jeopardy. Ensuring child survival,
positive child development and protection remain critical challenges, given that
nearly all children in the country can be classified as “vulnerable”. The situation
has been exacerbated by a lack of a coherent policy framework; one that
articulates broad areas where we as a country collectively work to ensure our
children are safe, healthy, educated, developed to their full potential, and are
able to participate in matters affecting and important to them.
The National Child Policy, therefore, seeks to provide a framework for addressing
issues related to children’s rights and well-being in a holistic and coordinated
manner. The policy is also intended to create an enabling environment for duty
bearers and ensure that sufficient resources are mobilised and efficiently
utilised towards delivering appropriate interventions for children in a
coordinated, transparent, and accountable manner.
The National Child Policy effectively replaces the National OVC policy (NOP) 2004
that focused narrowly on Orphans and other Vulnerable Children (OVC) rather
than all children in the last 16 years. The NCP reflects a paradigm shift from a
“need-based” to a “rights-based” approach. Specifically, the policy is structured
around four basic children's rights: survival, development, protection, and
participation. In addition, the policy takes into account the recent changes in
legal and normative framework (including the recent amendment of the
Children’s Act, Cap 59) and new and emerging challenges that impact children
such as online child sexual abuse and exploitations. The NCP further reflects
recent national and international priorities for children, reflected in the National
Development Plan III (2019/20 -2023/24) and Sustainable Development Goals,
respectively. Notably, National Development Plan III identifies human capital
development (HCD) as one of the fundamental pillars poised to drive Uganda’s
socio-economic development and structural transformation.

27
4. POLICY VISION, MISSION, VALUES, GOAL AND GUIDING PRINCIPLES
Vision
A Uganda where the rights of all children are respected, promoted, protected and
fulfilled.
Mission
To promote the realisation of all children’s rights to survival, education and
development, protection and participation through a coordinated,
comprehensive interdisciplinary and multi-sectoral approach.
Values
Care, respect, equity, rights-based, transparency and accountability.
Goal
Improved realization and enjoyment of all children’s rights to survival,
development, protection, and participation by all children in Uganda.

Specific Policy Objectives

a) To prevent child mortality and promote children’s health, including
refugee children
b) To promote nurturing, care, stimulation and holistic development and
learning for all children
c) To prevent, respond to, and protect children from all forms of violence,
abuse, neglect and exploitation
d) To promote the right of all children to be heard and express their
opinions in all matters that affect their lives according to their
developing capacities
e) To strengthen systems for planning, programming and delivery of
quality child care and protection services

Guiding Principles
The policy was developed in accordance with key principles that underpin and
guide the implementation and monitoring of the rights-based policy.
Rights and Responsibility based approach: This is based on recognition that all
human beings, adults and children, have rights and responsibilities. Children by
virtue of their age and needs are entitled to specific rights, including education,
health, survival, development, protection and participation. However, children
also have their age appropriate responsibilities to accomplish, thus, the rights
should not override the responsibilities

28
Best interest of the child: this must be the primary consideration in all actions
that directly or indirectly affect children. In addition, the policy recognises that
children have responsibilities in accordance with their evolving capacities in line
with Article 31 of ACRWC and Article 29 of the UNCRC as well as Article 17 of the
Constitution of Uganda (Duties of a Citizen).
Family-centred: Children’s well-being is largely dependent on the ability of
families to effectively care for and protect them. Children need a secure and
nurturing environment to ensure their survival, development, protection and
participation. Families must be adequately supported and resourced to care for
their children and ensure the fulfilment of their rights. When parents are not able
to care for their children, the policy prioritises a commitment to family-based
alternatives and community environments for the care and protection of all
children. Children should only be taken out of their families as a last resort.
Child-centred: Uganda is a signatory to and has ratified the UNCRC which
provides a child-centred framework provision of services to children, protection
of their rights and their (children) participation in matters and decisions that
affect their lives.
Non-discrimination: This policy is for all children in Uganda without exception,
and no part of the policy excludes children based on sex, gender, disability,
ethnicity, religion, circumstances, age, nationality, status of residency or political
orientation of the family. That notwithstanding, most vulnerable children (such
as children infected and affected by HIV and AIDS, children with disability and
special needs, children out of school, orphans, sexually abused children and
children outside family care) may require additional and tailored support.
Child participation: All measures will be undertaken to support the rights of all
boys and girls to participate and express their views in all matters affecting them
in accordance with their gender, age, maturity, and capability. In addition, the
views of children shall be given due respect in decision- making processes at all
levels of programs that affect them.
Strengths and resilience-based approach: The Policy shifts the focus from
delivery systems that mitigate the manifestations of specific problems to
approaches that identify and address root causes of vulnerability and risk, build
resilience, recognize individual strengths, and empower children and families.
Interventions should take into account the specific risks children face,
depending on factors such as age, gender, and specific needs.
Multi-sectoral: Children’s needs are multi-sectoral and interconnected, requiring
coordinated and collective action and partnership across sectors (e.g. health,
education, social development) and among stakeholders, including individuals,
families, local communities, government, NGOs, civil society, faith-based

29
organisations, media, and the private sector. The active involvement and
participation of stakeholders in securing and ensuring fulfilment of the rights of
the child.
Life-cycle approach: The policy will ensure that a life-cycle approach is taken and
that all ages and stages of development, children’s evolving capacities, and
sensitive periods and key windows of development are considered in
implementation and assessment.
Prioritize prevention and early intervention: Prevention and early interventions
should be prioritised in order to improve child outcomes across the five priority
intervention areas. This means focusing more resources on prevention,
intervening at a young age, early in the onset of difficulties, or at points of known
increased vulnerability such as school transitions, adolescence, among others.

30
5. PRIORITY AREAS AND ACTIONS
The National Child Policy development process identified five core priority areas
that have informed the Policy objectives, strategies and interventions. The four
priority areas are hinged on four cardinal rights of a child: Survival, Development,
Protection and Participation. The fifth priority area is System Strengthening that
is cross cutting/supporting nature.
5.1 Child Survival and Health
The objective of this policy is to support programmes aimed at preventing child
mortality and promoting children’s health, including for refugee children. The
government will therefore work with development partners to develop and
implement programmes and strategies aimed at enhancing access to user-
friendly: maternal and new-born healthcare; appropriate care and treatment of
major childhood diseases; vaccination against preventable diseases; nutrition
interventions; malaria prevention and treatment; HIV prevention and treatment;
water and sanitation interventions.

5.1.1 Strategies and priority actions

Strategy 1: Increase access to and improve provision of reproductive and
maternal health care services
a) Strengthen and expand programs to reduce unmet need for
reproductive health and increase opportunities for healthy timing and
spacing of pregnancies (family planning)
b) Eliminate all harmful practices such as female genital mutilation, child
marriages, early sexual initiation and associated challenges such as
teenage pregnancy, fistula,
c) Promote sexual reproductive health among young people
d) Support and promote safe delivery of all new-borns by skilled health
personnel
e) Ensure universal access to quality antenatal and postnatal care services
to improve perinatal and maternal outcomes
f) Improve emergency obstetric care coverage and quality to reduce
maternal mortality and morbidity and other child birth related challenges
such as fistula
g) Improve early diagnosis of maternal mental health problems and
provision of psychosocial support (PSS) in maternal and child health
services, particularly during the sensitive postnatal period
h) Strengthen family and community based support for women seeking
appropriate care before and during pregnancy, delivery, and postpartum
period

31
 i) Promote male involvement in positive social norm change, maternal and
child health service planning and delivery
j) Advance community mobilization efforts to build capacity of women,
families, and communities to actively engage with each other and with
health providers and managers to improve the quality of services, and to
hold health systems accountable.
k) Improve capacities of health service providers to provide quality,
respectful, gender-responsive healthcare to women – including through
training on new-born care and safe motherhood.
Strategy 2: Promote essential new-born care practices in the home, and health
facility level
a) Provide on-going training for health workers on Integrated Management
of Neonatal Childhood Illnesses (IMNCI)
b) Promote evidence-based behaviour change and communication efforts
to improve essential new-born practices at family and community levels.

Strategy 3: Prevention and better management of childhood

illnesses/conditions
a) Strengthen access to and ensure optimal utilization of immunization and
other preventive services
b) Develop support mechanisms within communities for disease
prevention, early detection and health seeking for childhood illness
c) Scaling-up the Integrated Community Case Management (ICCM) of
childhood illness approach
d) Improving the quality of child health services provided at the facility and
community levels
e) Strengthen the capacity of families, community health workers and
primary health care providers to promote health, prevent disease and
manage common childhood illnesses.
f) Improve the quality off child health services provided at the facility and
community levels
g) Develop and strengthen child-centred programmes to deliver specialized
services to infants and young children with developmental delays,
disabilities and complex medical challenges.
h) Provide children with disabilities with assistive devices based on their
needs
i) Encourage those intending to have babies to first go for HIV, sickle cell
and other transmittable diseases from parents before engaging into
marriages.
j) Promote nutrition
k) Promote health seeking behaviours

32
Strategy 4: Increase effectiveness of health systems to improve maternal,
neonatal and child health
a) Strengthen supply chain management to improve the availability of life-
saving reproductive, Maternal, New-born and Child Health Commodities
b) Address human resource for health gaps and constraints outlined in the
Reproductive
Maternal, New-born and Child Health Sharpened Plan for Uganda) and
National Child Survival Strategy
c) Strengthen the capacity of the health system to prevent and respond to
violence against children, including capacity to identify, refer and provide
appropriate treatment and support to children and adolescents who
have been sexually abused
d) Strengthen early identification, diagnosis, referral, treatment and
support for children with special needs, including, but not limited to
physical and/or mental health disabilities, and provide an appropriate
continuum of care.
e) Ensure that refugee children benefit from provision of integrated basic
health services provided by national authorities in refugee hosting
districts
f) Develop, test and refine metrics that assess norms and behaviours,
service availability, equity and quality of maternal and prenatal care,
coverage of key interventions, and maternal morbidities
g) Strengthen M&E and information systems to improve maternal and child
health outcomes.
Strategy 5: Improve provision of and access to Adolescent-Friendly Health
Services (AFHS)
a) Review and implement a minimum package of Adolescent Health (ADH)
services for all levels of the health system
b) Build the capacity of health service providers to deliver adolescent
responsive services
c) Promote behaviour change among adolescents through comprehensive
sexual and reproductive health education, and life skills education
through school and community-based interventions
d) Ensure equitable access to mental health, services for all adolescents,
and strengthen rehabilitation services for all adolescents with addictive
behaviours.
e) Train medical personnel (especially working in district and lower health
centres) in the correct approaches, procedures and protocols for
handling cases of sexual violence against children and associated
trauma
f) Provide psychosocial support among pregnant women and girls and
nursing mothers

33
Strategy 6: Improve access to SRHR education, HIV prevention, care and
treatment services for children and adolescents
a) Strengthen the integration of elimination of Mother to Child Transmission
(eMTCT) into Reproductive, Maternal, New-born and Child Health
(RMNCH) services
b) Provide accessible and comprehensive HIV services for children and
adolescents (early infant diagnosis, prevention, HTS, linkage to
treatment, adherence and viral suppression)
c) Strengthen structures that support positive health outcomes for children
and adolescents on SRHR and HIV treatment
d) Mitigating the impact of STIs including HIV/AIDS on families and children

Strategy 7: Develop and promote evidence-based interventions to improve food

security and nutrition at national, community and household levels
a) Promote sustainable food production and implement resilient
agricultural practices to increase productivity in a socially, economically
and environmentally sustainable manner
b) Promote and support adoption of post-harvest handling and storage
technologies at the household and community levels
c) Strengthen early warning information systems to provide accurate and
timely information on the food and nutrition situation, at national and
district level
d) Design and implement comprehensive and context-sensitive social
protection systems for food security and nutrition
e) Support the establishment of emergency food reserves at national and
district level
f) Engage communities to promote the adoption of healthy nutrition
behaviours, community-based growth monitoring and linkage of
malnourished cases to care
g) Integrate management of severe and moderate acute malnutrition into
routine health services and improve scale and quality of community-
based management of acute malnutrition.
h) Support local production of ready-to-use therapeutic and complementary
foods.
Strategy 8: Increase access to and improve provision WASH services and
facilities.
a) Scale up evidence-based WASH interventions in schools, communities
and health facilities.
b) Build capacity in menstrual health management and education
c) Promote public-private partnerships for innovative sanitation
technologies and maintenance of WASH facilities.
d) Support and strengthen the participation of local communities in

34
 improving water and sanitation management.

5.2 Education and Development

The Government of Uganda already has in place a number of policies and
strategies that addresses the need for timely reach of essential ECD services
and support for all children 0-8 years, responding to diversity, engagement of
parents and families as partners, and harmonizing and maximizing investment
across the respective ECD sectors; access to free, universal and equitable
primary, secondary education and vocational training. The existing policy also
promotes access to special needs and inclusive education. The objective of the
Child Policy is therefore to promote nurturing care, stimulation and holistic
development and learning for all children.

5.2.1 Priority Actions and strategies

Strategy 1: Ensure equitable access to quality Early Childhood Care and
Education (ECCE) for holistic development
a) Promote positive child development through culturally relevant parenting
education and support; with focus on infant stimulation, parental care
and early relationships
b) Promote and scale-up family based/ community based ECCE service
delivery models and pre-school programmes
c) Provide for comprehensive early assessment of children to establish and
provide for their special learning needs
d) Provide for in-service training for all ECCE teachers inclusive ECCE
provision
e) Promote inclusive and equitable play opportunities for all children
f) Establish early learning centres at all existing primary schools to
facilitate access and ease transitions for young children
g) Provide and promote crèche and day care facilities for children of
working mothers and single parents.
h) Develop and implement support systems that address delayed social,
cognitive and emotional development through primary caregiver support,
education, counselling
i) Develop a national curriculum framework for ECCE to promote play
based, experiential and child friendly ECCE provision
j) Develop quality standards and specifications for all types of ECCE
provision
k) Strengthen quality assurance of informal and formal early education and
care programs and services
l) Provide professional development opportunities, and rewards and
incentives for ECCE service providers at all levels
m) Promote and support research and innovations in Early Childhood care

35
 and Education
n) Support ECCE centres to harness ICT potential to enhance ECCE service
provision
o) Develop mechanisms for regular collection, compilation and analysis of
the data on ECCE.

Strategy 2: Improve access to and strengthen the provision of equitable,

inclusive and quality primary and secondary education
a) Ensure access to education facilities within the reach of the children
b) Ensure that all children of school-going age, including the orphans and
other Vulnerable Children are enrolled, transition and complete their
education cycles
c) Provide for early and comprehensive assessment of enrolled children to
identify and provide for children special learning needs within the
inclusive class
d) Ensure that children with special education needs are provided for with
appropriate learning aids, devices and equipment such as hearing aids,
reading glasses, Braille materials, and appropriate ICT equipment and
software, as well as for co-curricular activities
e) Provide for in-service training for all head teachers and classroom
teachers to manage and effectively teach inclusive classes
f) Ensure equitable safe, secure, inclusive and effective learning
environments for all children— in both public and private schools
g) Design and roll out an education system which is not primarily based on
standardized and test-based approaches; which take into consideration
continuous assessment, participation and creativity
h) Improve the relevance and quality of education by regularly revising and
adapting curricula to comply with the recognized international standards
(as adopted by MoES) as well as children’s individual needs
i) Improve the quality of teaching through targeted in-service training for
teachers, regular school inspection, and teacher monitoring
j) Promote and support innovations for inclusive education (e.g.
innovations and technology to produce learning materials in formats
accessible to children with special needs) and technology-based
learning.
k) Strengthen efforts to eliminate gender disparities and promote equitable
education and learning opportunities, including promoting the increased
uptake of Science, Technology, Engineering and Mathematics subjects
by girls
l) Promote programmes for supporting to children from extremely poor
households to meet their direct and indirect schooling costs such as
school fees, school uniforms, textbooks, transportation to school,
feeding, special equipment for children with disabilities such as wheel
chairs, hearing aids, laptops with appropriate software, etc.

36
 m) Expansion of the school-based feeding program (SBFP) to all schools
/Promote in-kind transfer schemes, including food for education
schemes for critically vulnerable children and young people in schools
n) Ensure access to quality education for children residing in institutional
settings such as detention centres.
o) Develop and implement school re-entry programs for young mothers and
school drop-outs
p) Promotion of appropriate and child friendly physical education (games,
sports) and other types of recreational as well as cultural and scientific
activities in schools, community centres and other institutions
q) Ensure proper menstrual health management for adolescent girls
including access to appropriate sanitary and other relevant sexual
reproductive and health education, services and facilities that can be
provided at school level
r) Ensure that refugee children benefit from provision of integrated
education services provided by national authorities in refugee hosting
districts

Strategy 3: Increase access to and improve provision of relevant training and

quality apprenticeship, technical, vocational and tertiary education
a) Promote and expand Apprenticeship, vocational and technical and
alternative skills training, giving priority to out-of-school youth, drop-outs,
over-age children and children in street situations, young people with
disabilities, as well as young people and youths in hard-to-reach areas
such as refugee settlements, marginalised communities like
mountainous areas, pastoral communities, fishing communities on
lakeshore areas and islands.
b) Provide educational opportunities to develop relevant skills for
employment, decent jobs and entrepreneurship.
c) Develop and implement a model of vocational and skill-oriented training
for children and young people with disabilities.
d) Provide start-up kits to orphans and other Vulnerable children who
benefit from these training to enable them to have a good starting
e) Promote technology based education and training

Strategy 4: Increase effectiveness of education systems to improve planning and

delivery of quality and relevant age appropriate education outcomes
a) Strengthen M&E and information systems to improve learning outcomes.
b) Undertake periodic research, reviews and assessments to inform
curriculum revisions
c) Design and operationalize systems for early detection and management
of any form of violence against children for appropriate

37
5.3 Child Care and Protection
The objective of this policy is to provide a coordinated national framework to
prevent, respond to, and protect children from all forms of violence, exploitation,
abuse and neglect. At the core of this policy is strengthening the capacity of
families to care for children and prevent unnecessary child-family separation,
and where not possible to improve the permanency planning through quality of
alternative care options for children deprived of family care.

5.3.1 Priority Actions and strategies

Strategy 1: Scale up the provision and improve access to family strengthening
and support services to families especially the vulnerable families
a) Expand household economic strengthening (HES) programs for
vulnerable families that are appropriate to their unique situations and
context, with a focus on improving caregiving environments and ability to
provide for children’s basic needs
b) Develop and implement programmes that mitigate economic
vulnerabilities associated with child exploitation
c) Develop and implement child-sensitive social protection programmes to
support and protect families at-risk
d) Develop and implement parenting education and support programs
e) Expand provision of social and specialized services for families at risk or
in need, including preventative, supportive and rehabilitative services
f) Provide specialised support for families whose children require special
attention due to certain conditions (e.g. mental health, addiction,
disability, etc.) and/or situations (e.g. early pregnancy, children in street
situations, children of incarcerated parents etc.).
g) Promote and sensitize the general public about the right to maternity and
paternity leave for working mothers and fathers.

Strategy 2: Improve permanency planning for children including those who are
deprived of family care through quality alternative care services for children
living outside family care
a) Strengthen the capacity of the National Alternative Care Implementation
Unit (ACIU) to better lead, plan, implement and monitor childcare reform
in Uganda
b) Establish Alternative Care Panels in all districts to ensure functionality of
gate keeping
c) Development of basic minimum standards for alternative care service
provision for children
d) Develop and enforce a comprehensive deinstitutionalization strategy
and clear guidelines and protocols for closure and/or transformation of
residential care institutions to assure and ensure effective community

38
 based care for children deprived of family care
e) Ensure that licensing, regulation, monitoring and inspection processes
are in place to ensure the quality of alternative care services and foster
care
f) Review the National Framework for Alternative Care to ensure it is
consistent with the UN Guidelines on Alternative Care
g) Ratify The Hague Convention on Protection of Children and Cooperation
in Respect of Inter-Country Adoption, and strengthen efforts to regulate
and track intercountry and domestic adoption
h) Promote and support measures to improve the collection, analysis, and
use of data relating to alternative care
i) Support permanency planning of care including identification,
documentation, tracing, and sustainable reintegration of children into
their family from alternative care settings
j) Support the development of a national system for identifying,
enumerating, and documenting children deprived of family care,
including approaches that can be used rapidly in emergencies.
k) Encourage able parents/caregiver to buy insurance policies for their
children that will help them in case of any calamities

Strategy 3: Strengthen capacity of the national childcare and protection sector

for effective response to prevent, and protect all children against all forms of
violence, exploitation, abuse and neglect
a) Support the development and strengthening of civil registration system,
to ensure universal birth registration.
b) Develop and roll out a national case management system, with protocols
on the support of children in adversity to ensure a coherent and
coordinated service delivery approach.
c) Develop and implement institutionalized in-service training mechanisms
for relevant professionals involved in provision of child protection
services.
d) Ensure sufficient resources are available to social service and justice
workforce to carry out their mandatory functions.
e) Strengthen mechanisms and services for early identification, diagnosis,
referral, treatment and support for all children exposed to any form of
violence, exploitation, abuse and/or neglect including children affected
by emergencies
f) Strengthen the capacity of the justice law and order sector institutions
to enforce GBV/VAC-related laws and eliminate impunity for violence
against children
g) Develop and implement interventions to address cyber-crimes, including
online child sexual abuse and other internet-based child protection risks
and violations.
h) Develop and implement rehabilitation programs targeting perpetrators

39
 of violence with the aim of reducing recidivism.
i) Develop measures to prevent children from coming into contact with the
law, and promote rehabilitative and restorative approaches for children
in contact with the law, including diversion and alternatives to detention.
j) Promote a child-friendly and gender-sensitive justice system for child
victims and witnesses, and children in conflict with the law.
k) Prevent trafficking of children and implement specific measures for
rescue and rehabilitation, re-integration of children and prosecution of
traffickers.
l) Ensure that refugee children and their families benefit from provision of
integrated child protection services provided by national authorities in
refugee hosting districts
m) Support the use of technology to improve child protection responses and
systems.
n) Strengthen networking and coordination across all sectors and
government and non-governmental actors to foster commitment towards
child protection.
o) Support and implement measures to address cross-border child rights
violations in line with the East African Community (EAC) Child Policy,
2016.
p) Develop a mechanism for assessment of district performance on child
care and protection service delivery
q) Build a partnership with the media to develop and roll out a sustained
nation-wide campaign to increase awareness on, and a call to action to
stop violence against children
r) Strengthen the National Toll Free Child help line “SAUTI” 116 for
reporting and responding to child abuse cases.

Strategy 4: Strengthen the capacity of the local government and community

childcare and protection structures for effective response to prevent, and
protect all children against all forms of violence, exploitation, abuse and
neglect
a) Strengthen capacity of all child care and protection personnel through
regular in-service practice training and/or induction on effective child
care and protection
b) Provide support for each district to have safe alternative care spaces for
temporary safe-guarding of children in emergency need such as lost
children, rescued children from offenders, children being processed in
the crime justice system, and others
c) Strengthen capacity of relevant local government staff especially (CDOs,
Labour Officers, Police, Inspectors of Schools, etc) to effectively carry out
monitoring and inspections for enforcement of government policies,
regulations and compliance of service providers to set guidelines

40
 d) Promote the use of, and strengthen the capacity of para-social workers,
community health extension workers and other community-based child
protection structures to promote and provide child protection services.
e) Strengthen the capacity of families and communities to care for and
protect their most vulnerable children, including children with
disabilities.
f) Support families and communities to identify child protection risks and
provide appropriate responses.
g) Improve the functionality and community use of the national helpline for
reporting and referral to all districts.
h) Promote formation of community based child led VAC monitoring
committees to monitor and report all acts of violence, exploitation and
abuse against children within the community
i) Support programs especially for out-of-school youth that promote
behaviour change and positively impact cultural and social norms to
reduce violence against, and exploitation and abuse of children.
j) Promote behaviour change to eliminate harmful practices, including
early and forced marriages, female genital mutilation, child abuse, child
neglect and child labour.
k) Raise awareness at all levels and in all settings on the impact of violence,
on the safety, well-being and development of children, and develop
programmes to help children understand risks and their right to
protection.
l) Engage men, youth, and boys as allies in interventions to prevent
violence against, and exploitation and abuse of children.

Strategy 5: Develop and implement measures for prevention and protection of

all children in and out of school from all forms of violence, exploitation and abuse
a) Foster positive and progressive attitudes and behaviour towards the
protection of children against violence in schools in all its forms
b) Promote formation of school based child led VAC monitoring committees
to monitor and report all acts of violence, exploitation and abuse against
children
c) Promote child participation and empowerment to prevent and report
cases of violence in school and seek appropriate support for recovery
and effective re-integration into the school system.
d) Strengthen the capacity of key institutions to provide appropriate
prevention and response services that address the needs and interests
of children.
e) Strengthen research and knowledge management for evidence based
policy advocacy on violence against children in schools in Uganda
f) Strengthening coordination, collaboration and partnerships among
actors in the prevention and response to violence against children in
schools.

41
 g) Implement the INSPIRE (Implementation of laws and Policies, Norms and
Values change, Safe Environments, Parenting and care giver support
Income and Economic Strengthening, Response and support services
and Education and Life Skills).
Strategy 6: Develop and implement a national response for prevention of and
resettling of all children in crises, disasters and emergencies including street
situations
a) Establish a permanent desk at the Ministry of Gender Labour and Social
Development to sustainably handle issues of rehabilitation and
resettlement of children in street situations
b) Establish and strengthen the existing transitional homes for the
rehabilitation of children in street situations
c) Support a nation-wide awareness campaign on issue of children in street
situations
d) Constitute and operationalise a permanent task force from MGLSD,
OPM, Ministry of Justice and constitutional Affairs, Ministry of Internal
Affairs (Police), UNICEF, KCCA and Ministry of Local Government whose
role is to monitor and ensure that children in street situations are
effectively withdrawn, rehabilitated and reintegrated
e) Establish and support Alternative Care Panels to support the
reintegration of children in street situations
f) Roll out an operation for removal, screening, rehabilitation and
resettlement of all children in street situations in Kampala and other
towns of Uganda.
g) Address the factors that attract or push children to be on the streets
h) Develop a National Plan and District Plans to rescue, provide emergency
support and resettle children with their parents/guardians/ care givers
during emergency situations
i) Develop a National mechanism to mobilise resources and tract
utilisation at National and Sub-national level for interventions targeting
children in crises, disasters and emergencies including street situations

Strategy 7: Strengthen economic livelihoods of young people

a) Promote and expand alternative market-led approaches for financial
inclusion for youth ensuring household economic resilience
b) Strengthen youth participatory agro-enterprise approaches for
household economic resilience with relevant value chain systems.
c) Establish (in partnership with the private sector) Business/Enterprise
Incubation Centres in every district to support young entrepreneurs in
management training, office space, capital, mentorship, networking
connections and solutions.
d) Provide accessible and affordable credit schemes for funding economic
enterprises for young people

42
Strategy 8: Strengthen capacity of the child protection structures at all levels to
provide effective and appropriate child-child friendly services to victims of
violence against children
a) Ensure there are safe shelters in every district to provide suitable
temporary alternative care for abused children; as well as those in
contact with the law
b) Train social service workforce on appropriate approaches, protocols,
knowledge, skills for case management of children in various situations,
such as sexually abused children, children in contact with the law,
children with disabilities and other disabling conditions, refugee
children, children rescued from child traffickers, internally displaced
children etc
c) Ensure that child victims of sexual abuse have access to appropriate
services such as emergency medical care, forensic medical examination,
HIV post-exposure prophylaxis (PEP) services and other basic necessities
at least within 72 hours of the abuse
d) Advocate for establishment of child-friendly spaces at police stations and
courts of law for interviewing victims of child abuse, recording their
statements, and giving testimonies during trial

5.4 Child Participation

The aim of this policy is therefore to promote the right of all children to be heard
and express their opinions in all matters involving and affecting them, according
to their developing capacities The government will work with partners to ensure
that child participation is more systematically practiced in child rights
governance mechanisms as a contribution towards the realization of their rights,
but also all sectors and processes.

5.4.1 Priority Actions and strategies

Strategy 1: Ensure observance and implementation of the domesticated
international and regional standards on child participation
a) Review all the laws and applicable policies to identify what needs to be
added or removed
b) Remove legal and policy barriers to the full recognition of child's right to
be heard
c) Involve children in law reform processes through ensuring their
participation
d) Ensure that national law provides for access to justice for children where
their rights are violated
e) Enact national legislation to domesticate all international standards that

43
 have been ratified
f) Submit regular State Party reports to the treaty monitoring bodies
g) Involve children in reporting to treaty bodies, including in the validation
of State party and CSO reports
h) Ensuring that children are able to give evidence to the widest possible
extent in justice processes
i) Translate laws into local languages and disseminate to children

Strategy 2: Ensure that children are valued as key stakeholders and members
of society, without discrimination
a) Develop programs to raise awareness and develop understanding about
children’s views, their rights and participation in society.
b) Build capacity of stakeholders at all levels, including families and
communities on child rights and meaningful child participation, to help
children express their views in a safe and supportive environment where
they feel valued and respected
c) Develop mechanisms to promote and amplify children’s voices through
formal and informal, sustainable and influential, local, national and
international structures; utilizing media, technology and advocacy
related to matters that concern children.
d) Support inclusive child-led initiatives, processes and programmes to
build children’s confidence to participate and link with other children and
their communities on matters that concern them.

Strategy 3: Put in place nationally recognized governance processes, guidelines

and mechanisms that enable child participation to be deliberate, systematic and
accountable
a) Develop national child participation guidelines and an implementation
manual
b) Ensure that Children’s Platforms that promote their participation and
influence are institutionalised e.g. through giving them a legislative basis
c) Promote and incorporate child participation as a standard practice into
all government processes affecting children e.g. education and health
policy design and implementation
d) Ensure that children’s views are taken into account in the development
of all, policies, and programmes e.g. in Constitutional reform, legal
developments, national plans of action and poverty reduction strategies
e) Establish/strengthen formal and informal structures to enable
systematic participation of children (Child School Committees, Child
Rights Clubs, students Councils/Associations. Children Parliaments
etc.).
f) Ensure mechanisms are put in place to monitor and evaluate the
processes and the outcomes of child participation
g) Ensure the National Human Rights Institutions have mechanisms in
place to facilitate access to children, including channels for them to

44
 lodge complaints and receive feedback

Strategy 4: Ensure inclusion of especially vulnerable children in child

participation mechanisms through targeted measures
a) Ensure processes and mechanisms of governance are accessible to
children with special needs such as children with disabilities, nomadic
children or children in rural or remote areas, and children in street
situations and refugee children in refugee settings
b) Strengthen the understanding of the views and capacities of vulnerable
children
c) Develop systems to ensure the fair, transparent and representative
participation of all children in all processes
d) Strengthen capacity of children’s leaders at all levels to understand and
appreciate the need for universal child participation of all children

Strategy 5: Ensure that children and children’s issues are visible and heard in
local and national government processes
a) Develop mechanisms at different levels in communities, faith-based
settings, schools and government offices, to ensure children’s views are
taken into account by the formal, political and policy-making processes,
and that timely feedback to the children is always provided.
b) Ensure that children are provided with the opportunity to be heard in all
legal and administrative proceedings; either directly or through a
representative.
c) Strengthen and promote children’s meaningful participation in local
government decisions related to children’s services across sectors,
including planning, reviewing, budgeting and programming.
d) Ensure all government departments and public entities to have a link for
children on their websites, which provides them with child-friendly
information on policies, legislation and programmes.

Strategy 6: Combat negative attitudes and beliefs on child participation and

promoting positive cultures, practices and beliefs
a) Increase children's visibility in civic engagement by openly endorsing and
reinforcing their status as citizens and active members of society
capable of and entitled to civic engagement e.g, calling for children to
express views on laws or constitutional reforms through schools, clubs
or other settings where they often find themselves
b) Ensure that administrative and civil law processes are fully compliant
with child participation principles, and that decisions makers regularly
listen to and reflect children’s views in their decisions
c) Engage with cultural and traditional leaders to influence their attitudes
to child participation
d) Encourage children’s participation in cultural, artistic, recreational and

45
 leisure activities at community and Institution levels
e) Support parents to promote teaching of language, religion and
socialization through artistic, leisure and recreation activities
Strategy 7: Creating an evidence-based and enabling learning environment to
facilitate and inform effective child participation processes, with data collection
and evaluation as a basis for future initiatives
a) Document and share good practices of effective child participation
b) Ensure that research tools and methodologies systematically create
opportunities for children’s perspectives to be considered
c) Establish national benchmarks and targets against which to measure
the extent of children’s participation, such as the number of policy and
legal provisions directly attributable to children’s participation
d) Develop impact assessment tools for evaluation of children's
participation in both formal and informal child participation structures
e) Ensure data collection on child participation, and ensure that such data
is disaggregated by age, sex and socio-economic situation
f) Ensure that ethical considerations are fully accounted for in research
processes that involve children
g) Ensure that child participation is reported on in the sector specific
reports.

5.5 Systems Strengthening

The aim of this policy is to strengthen systems for planning, programming and
delivery of quality child rights friendly and comprehensive services to children to
ensure their growth and development to full potential. The Government will,
therefore, work with partners to build and strengthen holistic and integrated
systems and models to promote the best interests of the child as well as devote
all efforts and work with all partners to build and maintain a strong evidence
base on which all future child targeted interventions and programmes can be
effectively planned, implemented, monitored and evaluated.

5.5.1 Priority Actions and Strategies

Strategy 1: Strengthen leadership and governance structures
a) Conduct reviews of all relevant policies, laws, guidelines and standards
to ensure that they address the rights, needs and concerns for all
categories of children
b) Strengthen treaty reporting and compliance on the UNCRC, CRPD,
ACRWC
c) Support processes for ratification, adoption, amendment and
development of laws and policies including bye laws for the protection of
children

46
 d) Promote development of workforce-supportive strategies and guidelines
e) Strengthen organizational and leadership capacity of central and local
governments to plan and deliver effective social welfare and child
protection services
f) Develop and enforce accountability and ethical codes of practice for all
agencies, institutions, CSOs, private sector companies doing business in
Uganda as a standard norm for their commitment to protecting children
from exploitation and abuse

Strategy 2: Strengthen social services workforce

a) Systematically assess and address social service workforce gaps at
national and sub-national levels
a) Ensure recruitment and placement of adequate frontline social service
staff at local governments, alternative care institutions, police and other
critical service points
b) Support on on-going and continuing opportunities for staff training and
professional development of formal and informal frontline workforce
such as para-social workers and VHTs
c) Support orientation of Local Councillors at every level on their mandates
and roles in child protection
d) Improve the remuneration, career pathways, and training of the formal
social service workforce to improve performance, job satisfaction,
advancement and retention
e) Streamline social service workers’ caseload and roles
f) Ensure adequate resources for social service workers to engage with
communities and families so as to effectively identify children’s needs
and make appropriate referrals
g) Strengthen capacity of social work training institutions - in carrying out
client satisfaction assessment, curriculum reviews, development and
adaptations to keep their training relevant to the current needs
h) Strengthen the National Association of Professional Social Workers so
as to play an active role in facilitation, certification and regulation of the
training of social service workers in the country
i) Develop/strengthen a gatekeeping system to prevent unnecessary
separation.

Strategy 3: Increase financing

a) Assess funding and financing status for local governments and
alternative care institutions to determine funding gaps
b) Support Local Governments and Child Care and Protection Institutions

47
 to develop Resource Mobilisation Strategies for child protection services
c) Ensure that all local governments and child care institutions have
comprehensive, functional financial management systems, financial
controls, procedures and processes for budgeting and spending
resources for child care and protection work
d) Provide adequate financing to ensure continuity and sustainability of
services

Strategy 4: Strengthen coordination and networking mechanism

a) Review mandates of Probation and Social Welfare Officers and the Police
in view of their roles and responsibilities as officers of court in the
administration of juvenile justice
b) Establish a coordination mechanism for all actors in child protection at
national and subnational levels to implement policy, share information,
network, and coordinate services
c) Develop a referral mechanism for effective identification of vulnerable
children, referral and provision of services
d) Support joint comprehensive mapping and needs assessments
e) Support joint support supervision and quality assurance
f) Support periodic joint programme reviews and sharing of lessons and
good practices.

Strategy 5: Improve social service delivery models and mechanisms

a) Review and ensure a comprehensive package of child sensitive social
protection services that addresses social, health, education, nutrition,
psychosocial and economic vulnerabilities that children face in Uganda
b) Map and assess the national child protection system
c) Support legal documentation and birth registration of all children in
Uganda
d) Promote citizens’ engagement
e) Organise community groups to protect children and promote positive
social norms
f) Promote the use of para-professionals to improve case management
and/or augment the delivery of services to children and families.

Strategy 6: Promote evidence based planning and programming for children

a) Update and upgrade the existing OVC MIS to a comprehensive Child
Wellbeing Information System (CWIS) to improve access to and

48
 availability of quality data, information-sharing and national tracking of
outcomes;
b) Improve the interoperability of existing management information
systems, including the Health Management Information System (HMIS),
Education Management Information systems (EMIS), Local Government
Information Communication System, and other child welfare-related
management information systems such as the Remand Homes
Management Information system and the Alternative Care Management
Information System, and the Child Helpline Case Management and MIS,
GBV MIS.
c) Invest in rigorous research based on the priorities identified in the
National Child-Focused Policy Research Agenda.
d) Develop a robust M&E system that drives systematic research and
analysis and dissemination of data on child protection at both national
and subnational levels
e) Ensure that evidence is used to inform and improve policies
f) Strengthen the capacity of the social service workforce to use the data
in planning, coordination, and service delivery.
g) Improve the consistency between the national level key performance
indicators for child policy and data collected by the MIS.
h) Invest in systems for data protection (including data collection, data
storage, processing and sharing)

49
6. POLICY IMPLEMENTATION PLAN

6.1 Implementation Approach

The implementation of the policy will be underpinned by a “whole-of-government’
approach. Taking such an integrated approach will ensure that children’s issues
are integrated in and across government Ministries, Departments and Agencies
at National and Sub-National levels. The policy will be implemented in the
context of decentralization. Furthermore, the policy is aligned to Uganda’s
commitment to the SDG agenda through 2030, and the NDP III. To
operationalize the policy, five-year implementation plans will be developed,
identifying specific actions, responsibilities and timeframes for action. From
each 5-year Implementation Plan, an Annual Costed Work Plan will be developed
and funded by government through MDAs Ministerial Policy Statements plus
support from Development Partners. District Local Governments will be provided
with technical support by line MDAs to integrate/ mainstream policy
implementation interventions into their 5-year rolling plans and annual work
plans and budgets across responsible sectors. The first 5-year Implementation
Plan covers the period FY 2020/2021 – FY 2025/2016.

6.2 Leadership at National Level

The Ministry responsible for overseeing and coordinating the implementation of
the policy will be the Ministry of Gender, Labour and Social Development
(MGLSD). Within the MGLSD, the Department of Youth and Children Affairs under
the Social Protection Directorate that is the responsible for child care and
protection will take lead in coordinating the implementation of the policy.
The policy envisages the establishment of a National Child Policy
Implementation Unit (NCPIU) to replace the OVC National Implementation Unit
(OVC-NIU) under the Department of Children and Youth Affairs. The unit shall
coordinate and oversee the development of five-year implementation plans,
resource mobilisation, coordination with MDAs, partners and District Local
Governments, monitor implementation at all levels and report on progress
among others key roles. The NCPIU will also work in collaboration with the
Children’s Authority has a mandate to provide advice, monitor and supervise all
activities, programmes, policies, strategies and plans relating to the promotion,
protection and realization of children’s rights.

In addition, a National Child Well-being Steering Committee (NCWC) shall be

established to operate under the stewardship of the Minister responsible for
Children and in liaison with the Children Authority to ensure cross-government
commitment and accountability for shared actions. The NCWC will serve as the
apex coordinating committee to which all other technical working groups,

50
coordinating meetings, working and sub-working groups will report to. The
Committee shall monitor progress and ensure that the principles of this policy
are respected in all sectors and at all levels in the formulation and
implementation of laws, policies, and programmes affecting children. The
committee shall consist of representatives from relevant government ministries
and departments, appointed by their respective Permanent Secretaries or
Directors. The committee will also include representatives from Development
Partners, Academic and Research Institutions, Cultural and Religious leaders,
Civil Society Organisations and the Private Sector. The committee shall meet at
least twice a year, and more often as when required. The Committee shall
operate on a clearly outlined terms of reference (TOR), which will be developed
by the MGLSD. The NC WC will be answerable to the Minister responsible for
Children.

6.3 Leadership at the Sub-national level

At the sub-national level, a District Child Well-being Committee (DCWC) and City
Child Well-being Committee(CCWC) will be constituted to coordinate policy
implementation within the district, and or City authorities as per the terms of
reference developed by the NCWC. Like the NCWC, the DCWC and CCWC will
monitor progress and ensure that the principles of this policy are respected in
all sectors within their jurisdiction during formulation and implementation of
work plans and budgets, enactment and enforcement of ordinances and bye-
laws, and generally in the implementation of laws, policies, and programmes
affecting children. The committees shall consist of representatives from relevant
departments, and some select members of the political wing (LC V and City
Councils, particularly those holding executive positions responsible for
Children’s affairs).
The committees will also include representatives from Development partners,
Academic and Research institutions, Cultural and Religious leaders, Civil Society
Organisations and the Private Sector operating within their areas of jurisdiction.
The committee shall meet on quarterly basis and more often as when required.
The committees will report to the District Council / City Council through the
Standing Committee of Council responsible for Children’s welfare. The
Committee will provide a copy of the quarterly report to the NCWC and the
Minister responsible for Children. Child Well-being Committee will be constituted
and operationalized at Lower Local Government levels, Paris/Ward and
Village/Cell levels based on guidelines provided by the MGLSD. The functionality
of Child Well-being Committees will be financially and logistically supported
from funds leveraged for coordination of child-wellbeing in the MGLSD
Ministerial Statement, KCCA and Sub-District work plans and Budgets
complemented by resources mobilised from development partners and other

51
child well- being promoters at all levels.

6.4 Stakeholders, roles and responsibilities

Policy implementation shall involve different government Ministries,
Departments and Agencies (MDAs), District Local governments, Private sector,
Civil Society Organizations, Academic and Research Institutions, Development
partners, Cultural Institutions, Religious Institutions, communities, families and
children. Coordination mechanisms and structures established at all levels
under 6.3 will oversee inter-sectoral collaboration and alignment to other
existing government structures. A summary of key stakeholders and their roles
in policy implementation is presented in the table below.
Key actors and their responsibilities in the implementation of the National Child
Policy
Key Actors Roles and Responsibilities
Ministry of Gender, • Provide leadership and oversight in coordinating
Labour and Social the implementation of this policy.
Development
• Lobby for adequate funding for policy
implementation from Government and
development partners
• Coordinates other MDAs to ensure smooth
policy implementation
• Ensure that systems are in place and functional
for effective implementation of the policy at
national and sub-national levels. The key system
is a National Child Well-being System to replace
the OVC-MIS system at National and Sub-
National levels
Ministry of Local • Ensuring that District Local Governments
Government integrate/mainstream interventions that
contribute to improving child-wellbeing in regard
to survival and Health, Education and
Development, Care and Protection and
Participation and Systems strengthening in their
5 year and annual Work Plans and Budgets.
• Ensure that LG annual performance
assessments include child care and protection
performance indicators
• Liaise with Ministry of Public Service and District
Service commissions to ensure that District
52
 Local Governments recruit and employ the
social service workforce decentralised personnel
Other Government • Ensure implementation of the policy in their
Ministries, Agencies respective sectors. The roles and
and Departments responsibilities shall vary according to their
mandates and functions. This calls for planning
and budgeting for interventions in the policy
implementation plan in their Sector Plans and
Ministerial Policy Statements/ Annual Work
Plans and Budgets.
• Mobilise resources
Local governments • Deliver a range of services to children, and
and City Authorities engage children and their families in the delivery
of services.

• Coordinate, supervise, monitor, mobilise and

account for resources mobilised to implement
interventions in the policy implementation plan.

• Disseminate the policy at district and lower

levels

• Enact Ordinances and Bye-laws to protect and

promote child well-being
National Children • Advise Government on formulation of policies,
Authority strategies and plans relating to the promotion,
protection and realization of children’s rights

• Monitor the enforcement and implementation of

Child related laws, policies and programmes by
different actors including Government
Ministries, MDAs, International agencies and
NGOs
Support MGLSD and UBOS to undertake studies
on child well-being and effectiveness of policy
interventions implemented
Development • Provide funding for child-related programs and
Partners activities at national and local government level

• Provide technical support and build capacity of

all stakeholders to implement the policy

• Build and strengthen linkages and

53
 collaborations and partnership at international,
national and local governments

Civil Society • Build partnerships and networks with

Organizations (CSOs) government, other agencies, and communities
in the implementation of this policy.
.
• Deliver services (including on behalf of
governments), contribute to the development of
policy, evidence-based programs, and actively
promote child safety, protection, rights, and
wellbeing.

Business and • Support parents to raise their children through

corporate sector family-friendly policies.

• Support programs and initiatives to directly

assist children and families; including direct
financial assistance, pro bono activities of their
staff or professional support to community
organisations.

• Design and implement work place policies that

protect children from exploitation and abuse;
and

• Collaborate with government and other actors to

implement this policy.

Academic and • Undertake and promote research to facilitate

Research Institutions evidence-based programming
• Workforce development through pre-service and
in-service training
• Integrate community based interventions that
foster child well-being in the curriculum

Cultural and religious • Promote values and norms that support healthy
institutions growth and development of all children,
including children with special needs

• Mobilise families and community members to

provide cash and in-kind support to vulnerable
children, care givers /vulnerable households

• Support government to denounce and contain

54
 harmful practices that violate rights of a child

• Enact bye-laws that promote parenting and

citizenry responsibility to promote child well-
being at family and community levels
Local Communities • Support and protect all their members, and
support families to raise their children,
particularly vulnerable families.

• Mobilize resources to improve the care and

support for children.

• Support government to enforce laws, ordinances

and bye-laws that protect children and promote
child well-being

• Mobilise households and Community members

to mobilise cash and in-kind support for
vulnerable children and vulnerable households

Families/Households/ • Provide quality parenting to children through

Alternative Care fulfilling parental responsibilities in view of
Institutions children’s rights

• Impart productive and life skills to children

Educate children on their cultural /moral values
and norms

• Educate children on their responsibilities to

foster harmony in the family

• Guide and control children with access to

computers –for education and leisure under
guidance of responsible adults.

• Trace and resettle children in their communities

(Alternative Care Institutions)
Children • Participate in identifying factors that cause their
vulnerability.
• Participate in identifying and planning initiatives
that improve their welfare.

• Participate in monitoring the implementation of

this policy.
55
 • Participate in consultation, monitoring and
implementation of the national polices and
plans.

• Fulfil child responsibilities based on age and

ability to foster a harmonious relationship in the
family

6.5 Funding Mechanism

Financing the policy will require a concerted effort from the Government of
Uganda (GoU), Development Partners and non-state actors including the Private
sector, Civil Society and Local Communities. The primary funding mechanisms
shall be: (i) GoU funding from both domestic revenues and, (ii) development
support through the budget support.

6.6 Communication and Dissemination

The MGLSD shall take lead in communicating and disseminating the policy to
ensure that children’s best interests and rights are accorded the highest priority
in areas of policy, planning, resource allocation, governance, monitoring and
evaluation at all levels. An advocacy and communication strategy shall be
developed to guide the communication and dissemination efforts. In addition,
simplified version of the policy shall also be developed. Resources shall also be
committed towards translating the policy in several languages.

6.7 Monitoring and Evaluation

The Government of Uganda shall assess the effectiveness of implementation
through monitoring and reporting on progress over time. Monitoring and
Evaluation of the policy shall be anchored on Results Based Management and
aligned to the National Integrated Monitoring and Evaluation System under the
Prime Minister’s Office.
Five-year implementation plans will be developed to provide a roadmap and a
common agenda of action to operationalise the National Child Policy. The plans
will specify the activities, timeframes, key responsibility bearers at the village,
parish, sub-county, district and national levels, and key indicators for measuring
progress. A monitoring and evaluation framework will be developed to monitor
progress on the key indicators identified.
The National OVC MIS shall be updated and upgraded to a comprehensive
National Child Well-being Welfare Information System (CWIS) to improve access

56
to and availability of quality data, information-sharing and national tracking of
outcomes. Measures will also be undertaken to strengthen administrative data
sources and improve interoperability of existing management information
systems across the different sectors.

6.8 Reporting on Progress

The NCPIU shall, in consultation with other ministries, departments and agencies
and other stakeholders, prepare and submit an annual report to the Minister of
Gender, Labour and Social Development on the progress made with
implementation of the National Child Policy and its implementation plan. This
report shall be made available to the other ministries, as well as the public and
shall also be available in a child-friendly version that can be easily accessed by
children of different ages.

6.9 Policy Review

The implementation of the new policy will be reviewed every five years. Periodic
appraisals will also be made to assess progress of implementation and make
mid - term course corrections, if and when required.

57
REFERENCES
Centre for Justice and Crime Prevention. (2016). Uganda Child Online
Protection Scoping Study

Development Pathways. (2018). Analysis of Refugee Vulnerability in Uganda

and Recommendations for Improved targeting for Food Assistance.

Human Rights Watch (2014) “Where Do You Want Us to Go?” Abuses against
Street Children in Uganda, Human Rights Watch (HRW)

Justice Law and Order Sector (2017) Annual Performance Report 2016/17.
Kampala: Justice Law and
Order Sector.

Kalibala, S., & Lynne, E. (2010) Protecting hope: Situation analysis of vulnerable
children in Uganda 2009. Final Report. New York: Population Council.

MoGLSD, UNICEF, The AfriChild Centre for Excellence, USAID, and the U.S
Centers for Disease Control and Prevention (2017). Violence against Children
in Uganda: Findings from a National Survey, 2015. Kampala, Uganda: UNICEF,
2018.

MoGLSD & UNICEF (2015) Situation analysis of children in Uganda, 2015.

Kampala: Ministry of Gender, Labour and Social Development and UNICEF
Uganda.

MoGLSD, UNICEF, & EPRC (2014) Situation Analysis of Child Poverty and
Deprivation in Uganda. Kampala: Ministry of Gender, Labour and Social
Development, Uganda; UNICEF, Uganda, Economic Policy Research Center,
Uganda.

Ministry of Water and Environment (2016). Water and Environment Sector

Performance Report 2016. Kampala: Ministry of Water and Environment

MoES (2015a) Education Statistical Abstract 2015. Kampala: Ministry of

Education, Science, Technology and Sports.

MoES (2015b) Achievement of primary school pupils in Uganda in numeracy and

literacy in English. National Assessment for Progress in Education report.

58
Uganda National Examination Board, Kampala Uganda

MoES (2017) The Education and Sports Sector Annual Performance Report
2016/2017. Kampala: Education Planning and Policy Analysis Department,
Ministry of Education & Sports.

MoH(2017a). Uganda Population-Based HIV Impact Assessment (UPHIA), 2016–

2017. Preliminary Findings. Summary Sheet, August 2017. Kampala: Ministry
of Health.

MoH (2017b) AID Control Program ART Report for March 2017. Kampala:
Ministry of Health.

MoH (2016). Adolescent Health Risk Behaviors in Uganda: A National Cross-

sectional Survey, 2016. Kampala: Ministry of Health (MoH), United Nations
Children’s Fund (UNICEF), World Health Organisation (WHO), The United Nations
Entity for Gender Equality and the Empowerment of Women (UN WOMEN), United
Nations Population Fund (UNFPA) and The Joint United Nations Programme on
HIV/AIDS (UNAIDS), Uganda.

MoH (2015) Paediatric and adolescent HIV care and treatment: Where to focus.
Power point presentation by Katureebe Cordelia. M. STD/AIDS Control Program,
Ministry of Health, Kampala.

MoH (2013) Reproductive, Maternal, New-born and Child Health Sharpened

Plan for Uganda. Committing to Maternal and Child Survival: A promise
Renewed. Ministry of Health. Republic of Uganda, Kampala.

Office of the Auditor General (OAG) (2013) Annual Report of the Auditor General
for the Year Ended 30th June 2013,” vol. 2 Kampala. Office of the Auditor
General, Republic of Uganda.

PILAC (2017) Policy Brief: Falling through the Cracks: the Plight of Women
Incarcerated with Children, August 2017

Reporting.unhcr.org. (2018). Uganda | Global Focus. [online] Available at:

http://reporting.unhcr.org/node/5129 [Accessed 30 Apr. 2018]

Republic of Uganda. (2011). National Policy On Public Sector Monitoring and

Evaluation. Office of the Prime Minister

59
Republic of Uganda. (1995). The Constitution of the Republic of Uganda

Republic of Uganda. (2011) Uganda Nutritional Action Plan 2011-2016:

Government of Uganda.

Republic of Uganda and UNICEF (2017). Emerging Global Challenges: Climate

Related Hazards and Urbanization. Protecting Uganda’s Children. Kampala:
UNICEF

The World Bank Group. (2016). Global Partnership for Education. (2016, October
13). Fighting for girls’ education in Northern Uganda.

UAC (2016). The Uganda HIV and AID Country Progress Report, July 2015-June
2016. Kampala: Uganda AIDS Commission.

Uganda Bureau of Statistics and ICF International Inc. (2017) Uganda

Demographic and Health Survey 2017. Kampala, Uganda: UBoS and Calverton,
Maryland: ICF International Inc.

Uganda Bureau of Statistics (2016). The National Population and Housing

Census 2014 – Main Report, Kampala. Uganda

Uganda Bureau of Statistics (2017). Uganda National Household Survey,

2016/17. Kampala: Uganda Bureau of Statistics

Uganda Police Force (2013) Uganda Police Annual Crime and Traffic Road Safety
Reports, 2013. Kampala: Uganda Police Force.

UNAIDS (2016). Uganda Country Fact Sheet. Available at:

http://www.unaids.org/en/regionscountries/countries/uganda [Access
November 2017]

UNICEF. (2014). Hidden in plain sight: A statistical analysis of violence against

children. New York:
United Nations Children’s Fund.

UNICEF (2012) Assessing Child Protection, Safety & Security Issues for Children
in Ugandan Primary and Secondary Schools. Research Briefing. Kampala:
UNICEF Uganda.
60
UNICEF. (2019). Situational Analysis of Children in Uganda

UNICEF and EPRC. (2018) Child Poverty and Deprivation in Refugee-Hosting Areas
Evidence from Uganda.

UNHCR Uganda Factsheet Child Protection, December 2018.

United Nations Economic and Social Council. (2008). UNICEF Child Protection
Strategy

USAID/Pathfinder International. (2011). Gender Roles Equality and

Transformation (GREAT) Report.
Urbanization, C. (2018). EMERGING GLOBAL CHALLENGES. [online] Available
at: https://www.unicef.org/uganda/Climate_change_and_urbanisation-
FINALMAIL.pdf [Accessed 30 Apr. 2018].

VSO. (2016). ‘From the ground up’ A report on the challenges and
opportunities for girls’ education in Karamoja region, Uganda.

World Bank (2016) The Uganda Poverty Assessment Report 2016 available at
http://pubdocs.worldbank.org/en/381951474255092375/pdf/Uganda-
Poverty-Assessment-Report-2016.pdf

World Bank (2011). Why Invest in ECD. Research Brief. Washington DC: World
Bank.

61
 GOVERNMENT OF UGANDA

MINISTRY OF GENDER, LABOUR AND SOCIAL

DEVELOPMENT