Education in Uganda: High Dropout Rates

Dropout rates from school are an important issue for persons with disabilities (PWDs). Several blog posts in the DiSU blog have mentioned dropout rates:

• Poverty: Because of poverty, "Students from low-income families are 2.4 times more likely to drop out than middle-income kids, and over 10 times more likely than high-income peers to drop out".
• Education and Disability: Uganda and the World: In Uganda, dropout rates are lower among children with visual and physical impairments than among those with mental impairments.
• Education and Disability: An Alternative Report to the UNCRPD: The 2009 Foundation for Human Rights Initiative (FHRI) report cited rampant dropout rates of PWDs. It noted that many disabled children fall behind, and discouraged by repeated failure, dropout of school. 
• Education and Disability: Uganda: A lack of accessible information in schools has been indicated as one of the reasons for high dropouts in school and poor literacy rates for PWDs, resulting in limited employment opportunities.

What is the Ugandan perspective on children dropping out of school? In his 2014 thesis The realisation of human rights for disabled people in higher education in Uganda: a critical analysis drawing on the UN Convention on the Rights of Persons with Disabilities Paul Emong discusses the high rate of dropouts in relation to other statistics. Emong begins looking at over all statistics:

Uganda‘s population is estimated to be 34.1 million. 7.2% of it, according to Uganda National Household Survey (UNHS) 2005/2006, is disabled people. The UNHS statistics show a significant percentage increase of disabled people from the National Population Census Report 2002 which stated that disabled people were 3.45% of the population. The increasing proportion of disabled people appears to be a global development. The World Report on Disability 2011 indicates that 15% of world population is disabled people. This is more than the long known estimates that 10% of the world population is disabled people.

Arguably, with specific reference to Uganda, given that the major disabling diseases such as polio have almost been eradicated and majority of the population been young people, the percentage margin between the Survey and Census statistics does not necessarily mean an increase in the population of disabled people, but rather an indicator of positive developments regarding disability inclusion in the country. For example, it implies a growing awareness of what disability is and also people are willing declaring that they have a disability, a sign of possible reduction of stigma on disability. It also shows that, some human attributes that were not thought to be a disability are now being considered a disability in Uganda. The albinos and little people are classic examples. These groups gained recognition as disabled people around mind 2000s when National Union of Disabled Persons of Uganda (NUDIPU) accepted them to be disabled people. The albinos and little people demonstrated that they are facing stigma and social exclusion a similar way like any other category of disability. The recognition of albinos and little people as disabled people is example that disability as a diverse and as well as an evolving concept. Another significant development that can be associated to this statistics is that the data collection tools by the National Bureau of Statistics (UBOS) are now updated to capture disability as diverse concept. This may further imply that overall; there is growing disability awareness in the Ugandan public sector, a significant sign that, the country is moving forward to recognising disability as a social, a human rights and a development issue.

However, in Uganda, it appears that the increasing awareness about disability is not reflected in education. If it is reflected, then, what disability discrimination means in education is lacking. To support that observation, I draw statistics on two indicators in education, namely literacy levels and school dropout rate. On literacy levels, evidence form statistics suggests that, the illiteracy levels among disabled people are higher than those who are not disabled. Because, the overall literacy rate in Uganda among children aged 10 years and above were 73% in 2009/10,8 yet 50% of disabled people in Uganda have not attended primary and secondary school at all. Implying that, more than 50% of disabled people are illiterate. The second observation is that, the dropout rate of disabled pupils at every level of education is higher than those pupils without disabilities. This is illustrated by comparing the percentages of disabled pupils who progressed from primary seven (P.7) to secondary level of education with the overall percentage of pupils who also progressed from P.7 to join secondary, using education statistics presented by the UBOS Statistical Abstract 2006 to 2010. The percentages are my own computations.

• In 2006, there were 468,436 pupils in their last year of primary education (primary seven –P.7), in 2007, those who joined secondary one (S.1) were 277,95011 i.e. 59% progressed to S.1. Implying that, 41% of the pupils who were in P.7 did not join S.1. For disabled pupils, in 2006, there were 12,855 disabled pupils recorded in P.7;12 in 2007, those who joined S.1 were 2,99013 i.e. 23% progressed to S.1. This implies that, nearly 77% of disabled pupils did not progress to the secondary level of education.15
• In 2007, there were 470,272 pupils in P.7; in 2008, those who joined S.1 were 291,797 i.e. 62% progressed to S.1.16 Meaning that, 38% of pupils did not make it to S.1. For disabled pupils, in 2007 there were 11,632 in P.7; in 2008, those who joined S.1 were 2,83018 i.e. 24% progressed to S.1. Meaning that, 76% of disabled pupils did not join S.1.
• In 2008, there were 515,729 in P.7 and those who joined S.1 in 2009 were 296,400 i.e. 57% progressed to S.1. Meaning that 43% of the pupils did not make it to S.1. For the case of disabled pupils, in 2008, there were 12,000 in P.7; in 2009, those who joined S.1 were 3,275 i.e. 27 progressed to S.1%. Meaning that, 73% of the disabled pupils failed to join S.1.
• In 2009, there 546,505 pupils in P.7 and in 2010 those who joined S.1 were 324,48724 i.e. 59% progressed to S.1. Meaning that, 41% of the pupils did not make up to S.1. For the case of disabled pupils, in 2009, there were 13,302 in P.7; in 2010, those who joined S.1 were 3,20825 i.e. 24% progressed to S.1. Meaning that, 76% of disabled pupils did not join S.1.

From the comparisons above, it can be concluded that less than 25% of disabled pupils in P.7 will join S.1. And, overall, about 60% of pupils in P.7 will join S.1. This means that, there is high school dropout rate among disabled pupils as compared to rest of the pupils and reflects the extent to which Uganda fails to ensure non-discrimination of disabled pupils in education.

To put the exclusion of disabled pupils in education in context, it is important to view it within the larger contextual factors surrounding the realisation of education as a right in Uganda as that helps to examine the extent to which the educational facilities can be made accessible and adaptable for every category of disabled people. In Uganda, it can be stated that about 70% of pupils that start primary education do not complete it (do not reach P.7). For the case of disabled pupils, it is about 75% of those who enrol in P.1 do not complete primary level o education. The tables below illustrate it.

Table 1: Showing the overall number of pupils recorded in primary one from 2001 to 2006 compared to those who completed primary education.

Year registered in P1	Number of Pupils	Expected Year of Completion of P7	Number of Pupils who sat P7	Percentage Dropout Rate
2001	1,704,766	2007	470,272	72
2002	1,847,160	2008	515,729	72
2003	1,914,893	2009	509,640	73
2004	1,837,277	2010	544,531	70
2005	1,712,420	2011	535,933	69
2006	1,763,284	2012	564,804	68

Table 2: Showing the number of disabled pupils recorded in primary one from 2002 to 2004 compared to those who reached primary seven.

P1	Number Children with Disability	P7	Number of Pupils with Disability	Percentage Dropout Rate
2002	48,063	2008	12,000	75
2003	51,965	2009	13,302	74
2004	44,866	2010	12,871	71

There is no authoritative empirical evidence from government why there is high school dropout rate at primary. What exist are reports by NGOs and government inquiries on the running of primary education providing some explanations on this matter. According to these reports, the causes of high school dropout rate in the country include: Inflation of enrolment figures by schools with a view of getting more government funding, this means that the number of ghost pupils is highest in P1 and lowest in P7; pupils study on empty stomachs as no provision for food on government budget and parents also do not fill this gap and this makes some dropout of school; early marriages, a common practice in Uganda; some are repeating some classes along the way and lack of adequate sitting space. But these also appear to be providing hypothetical reasons, thus, calling for a major government inquiry into the matter.

To disabled pupils, additional factors such as attitudes and knowledge, different opinions about disability inclusion and accessibility requirements also affect their education. This could explain the fact that, in Uganda, despite the emphasis of education policies on inclusive education and an established structure for training teachers in special needs, attaining inclusive education has remained a challenge. Because of such tangle of factors in education, Uganda is unable to meet the educational needs for disabled people so as to provide them education without discrimination and on the basis of equal opportunities.
In broader perspective, this situation is not only limited to Uganda, but it is seen across many developing countries. Globally, despite general increasing enrolment in schools i.e. 86% of children get primary education, disabled people are still largely excluded. It is therefore, feared that fewer than 5% of disabled children are believed to reach the Education For All (EFA) goal of primary school completion and 40 million out of 115 million children (35%) out of school are disabled children. The most excluded are those with intellectual disabilities as they have not gained access to higher education.

Youth with Physical Disabilities Development Forum (YPDDF) trains parents on the importance of educatiing children with disabilities in an inclusive environment

Why do children dropout of school? Consider this article, consider the attitudes of these parents. To dropout these CWDs need to get to school. Despite there being laws and policies in place for the protection of the vulnerable, CWDs still face woeful inadequacies this 2013 article Denied a right to play reports:

Orphans and Vulnerable Children’s policy a mixed Grill: When Gorreti Kisa caught malaria one evening in 2005, her parents instinctively rushed her to a clinic near their home in the city suburb of Kalerwe. But a well-intended move turned into a nightmare as she has since been condemned to spend the rest of her life disabled.

“The clinic attendant gave her an injection, but it seems it wasn’t the right prescription,” says George Bizimana, Kisa’s father. “Her left buttock got swollen and the problem spread to the leg.”

For over half a year, Kisa was taken to almost all hospitals around Kampala, but it all came to nothing. Even when she healed from malaria, the leg remained unstable. It slimed and Kisa could only walk with the help of a stick.

Eight years later, Kisa, 13, sits at the verandah, looking down as she plays about with her walking stick. When I attempt to take her picture, her father sternly refuses, saying we would be subjecting her to ridicule from readers.

“People have seen her enough and scorned her enough. I will not allow you to take her picture,” says Bizimana.

Perhaps the father is right; neighbourhood parents have already made their verdict.

“Even people here don’t allow their children to play with her,” Bizimana says.

Kisa is a portrait of thousands of Children with Disabilities (CWDs) who live in isolation, denial and scorn from those around them. Daily Monitor recently reported about Lisa, a 14-year-old who spends her entire day tied to a tree. Lisa’s ‘crime’ is that she is deaf and can’t feed herself.

Lisa and Kisa are disabled, isolated and have had their share of the public ridicule. Ben Waburokho, an official at the Uganda Child NGO Network (UCRNN), says it is not just these two. He says thousands of CWDs are being hidden in bedrooms, regarded as a source of shame.

“Those who hide them say they (CWDs) cause shame to the family and a solution is to keep them away from public,” says Waburokho.

But all this is against the UN Convention on the Rights of People with disabilities, to which Uganda is signatory. Article 7 of the convention urges state parties to take all necessary measures to ensure that children with disabilities fully enjoy all human rights and fundamental freedoms on an equal basis with others.

Indeed, when the 2004 Orphans and Other Vulnerable Children (OVC) policy was adopted, many thought that challenges affecting vulnerable children would disappear.

That optimism was understandable. While the policy doesn’t mention CWDs but categorises them in general under the vulnerable children, its provisions appeared strong.

Vulnerable children should have access to education and health; should not be discriminated, impoverished, or regarded not as helpless victims. They should be treated as actors in their own right.

While a number of policies, like the Special Needs and Inclusive Education policy (2011) and the Universal Primary Education policy, have been put in place to supplement the 2004 OVC policy, progress is scanty.

Edson Ngirabakunzi, executive director of the National Union of Disabled persons of Uganda (Nudipu), says that there is commendable progress in areas like access to education and the health of persons with disabilities.

“We must accept that at least the government has done something. And we must agree that a lot needs to be done as well,” says Ngirabakunzi.

But issues such as discrimination, poverty, abuse and neglect have remained a baffling factor. Research shows that many CWDs have been abused sexually – with underage girls being impregnated while the perpetrators remain at large.

Official figures from Nudipu show that people with developmental disabilities are four to 10 times more likely to be victims of crime than able bodied people. Worse still, the vast majority of abuse toward those with disabilities is perpetrated by family members, peers or professional caregivers.

“There is still a long way to go, especially in terms of empowering the PWDs to fight perpetuators of crime on them,” says Ngirabakunzi. “They don’t have the ability to defend themselves. They just remain at the mercy of the abusers and it is unfortunate that the abusers walk free.”

He adds that Uganda’s biggest problem is not policies and laws, many of which are good, compared to other countries; the problem is implementation. CWDs face multiple suffering given the additional costs they have to incur to meet their needs. For instance, if CWDs are going to school they have to incur an additional cost for special scholastic materials. Many can’t afford these, which explains why the school dropout rates for CWDs are very high.

Official figures show that 90% of the PWDs don’t go beyond primary education, with only 2.2% said to have attained post-secondary level of education.According to Martin Kiiza, the secretary general of the National Council for Children, government achievements in protecting vulnerable children shouldn’t be underestimated. Kiiza says the government is a signatory to international conventions committing it to protect children sends a clear signal that there are inherent efforts to protect children.

“First, the 2004 policy is a guiding tool for advocacy. It is a guiding document that is supposed to inform laws and what should be implemented,” says Kiiza.

“The government has very much done some work. It ratified the UN convention, put in place institutions like National Council for Children (NCC), ministry of Gender and Labour Development – all advocating for children rights and protection in whatever state they are in,” Kiiza argues.

Paper tiger: Yet when pressed, Kiiza concedes that there is a problem when it comes to implementing child friendly policies.

“Implementation is still our biggest challenge. The benefits of all these policies have not trickled down to the local people that these policies are supposed to benefit.
“That’s why for instance materials that the disabled children use are still so expensive and many can’t continue with school. As NCC, we are determined to see that all materials used by the CWDs in school are subsidized this year,” says Kiiza.

Led by NCC, about 150 disabled children presented a petition to the speaker of Parliament last year asking the government to address their issues. They protested the violation of their fundamental rights.

Among other issues, they cited the lack of respect for them from the family, communities and fellow children – as a result, the disabled children do get the care and protection they are entitled to like children.

All this happens despite the existence of the 2004 OVC policy. With the petition to Parliament, the children were telling the powers that be that “you are letting us down”. It remains to be seen if MPs can do something to more effectively help children like Lisa and Kisa to come out of their isolation and discrimination.

In Uganda, around 70% of pupils starting primary school will not complete their education. This alone is an enormous problem. Figures for children with disabilities (CWDs) are scanty. It is questionable whether all CWDs entitled to education start P1. Emong estimates that the number of CWDs attending school may be as low as 10-20%. This surely is a scandal and a vast human rights crime.