Education as a Tool for Reintegrating Formerly Abducted Children of the Lord's Resistance Army in

103 Pages·2014·1.29 MB·English

by  Patrick Carta Mcgowan

Education as a Tool for Reintegrating
Formerly Abducted Children of the
Lord's Resistance Army in Northern
Uganda

A Comparative Case Study of Two
Educational Programs

Patrick Carta McGowan

Thesis for the Master of Philosophy in Comparative and
International Education

Department of Education

UNIVERSITETET I OSLO

June 2014
ii
Education as a Tool for Reintegrating
Formerly Abducted Children of the Lord's
Resistance Army in Northern Uganda

A Comparative Case Study of Two Educational
Programs

Patrick Carta McGowan

Thesis for the Master of Philosophy in Comparative and
International Education

Department of Education

UNIVERSITETET I OSLO
June 2014
iii
© Patrick Carta McGowan
2014
Education as a Tool for Reintegrating Formerly Abducted Children of the Lord's Resistance
Army in Northern Uganda: A Comparative Case Study of Two Educational Programs
Patrick Carta McGowan
http://www.uio.no
Print: Universitet i Oslo
iv
Abstract
This study focuses on educating formerly abducted children of the Lord’s Resistance Army in
northern Uganda. While in the bush, most did not attend school, and were seen as victims of
the conflict. If they survived, they often returned as villains, rejected by their families and
community. Academically behind peers their own age, many were unable to matriculate back
into their classroom, contributing even further to their social exclusion.
In the absence of government provisioning for education, many Non-Government
Organizations (NGOs) throughout the world, including northern Uganda, have begun to
provide formerly abducted children with the opportunity of obtaining an education with a
focus on human rights. For this study, two NGOs are in focus: the Friends of Orphans (FRO)
in Pader, and the Norwegian Refugee Council (NRC) Youth Education Pack (YEP) Center in
Wol. FRO is a locally established NGO, and the NRC YEP Center in Wol is Norwegian.
Using the right to education approach, the investigation intends to uncover and compare how
education has been provided to formerly abducted children as a means to overcome social
exclusion and reintegrate them into society.
Although FRO has fewer resources than the NRC YEP Center in Wol, this study finds that
both institutions use both similar and different methods when providing an education for this
particular group. Findings suggest that students at both institutions seem overall satisfied with
their educational experiences, yet many still struggle economically post completion of their
studies. Despite this, the study indicates that education plays a strategic role in enabling such
youth to reintegrate back into civil society. However, more research over time is needed to see
its full potential influence on the lives of both the students and their communities.

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Acknowledgements
This study could not have been completed without the endless support from those who have
pushed me to where I am today. The names and faces are endless, and I apologize in advance
if I have left you out.
First and foremost, I wish to extend my deepest gratitude to my supervisors, Professor Lene
Buchert and Helge Brochmann. Your keen ability to inspire me to go beyond my boundaries
and awaken a new thought process was at times intimidating yet very much needed. Your
guidance, patience, and faith invested in me are very much appreciated. Thank you for your
cooperation.
I also wish to extend my gratitude to the teachers and faculty members of the Friends of
Orphans School in Pader, Uganda, especially Mr. Richard Anywar. Without your acceptance
and knowledge, this study would not have been possible. Thank you.
I also wish to offer my gratitude to the Norwegian Refugee Council, particularly the teachers
and faculty members at the YEP Center in Wol, the office in Kitgum, and Katrine Wold at the
headquarters in Oslo. Jonah Rodich’s and Komakech Johnson’s dedication and hospitality
were comforting amidst the chaotic realities of conducting fieldwork in remote northern
Uganda. Thank you so much for your kind words of wisdom.
I also want to thank my parents and brothers for their relentless support prior to and during
this study. Thank you for being there for me.
Finally, my heart goes out to all the brave students I had the honor of meeting and observing
from afar. Your ability to persevere from such misfortune is not something I would be capable
of doing with such grace and determination. Although our time together was limited, you will
forever be in my heart. Thank you for sharing your stories.
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Table of Contents
Abstract……..………………………………………………………………………………….v
Acknowledgements……………………………………………………………………………vi
Table of Contents…………………………………………………………………………......vii
Figures, Photos, and Tables…………………………………………………………………....x
Acronyms……………………………………………………………………………………...xi

1 Introduction ........................................................................................................................ 1
1.1 Background .................................................................................................................. 1
1.2 Who is an Abducted Child? ......................................................................................... 3
1.3 Aim of the Study.......................................................................................................... 3
1.4 Research Questions...................................................................................................... 5
1.5 Structure of the Study .................................................................................................. 5

2 Uganda: The Pearl of Africa .............................................................................................. 7
2.1 The Emergence of Contemporary Uganda .................................................................. 7
2.1.1 Lord's Resistance Army .................................................................................... 9
2.2 The Education System in Uganda ............................................................................. 11
2.3 Northern Uganda ....................................................................................................... 12
2.3.1 Education in Northern Uganda ....................................................................... 14
2.3.2 Education of Formerly Abducted Children in Northern Uganda ................... 15

3 Overcoming Social Exclusion via Education ................................................................... 16
3.1 Social Exclusion ........................................................................................................ 17
3.2 Critical Consciousness-raising .................................................................................. 18
3.3 The Rights-Based Approach to Education ................................................................ 20
3.3.1 Human Rights to Education ............................................................................ 21
3.3.2 Human Rights in and through Education ....................................................... 21

4 Research Strategy and Methods ....................................................................................... 23
4.1 Research Sites ............................................................................................................ 23
4.1.1 Friends of Orphans (FRO) .............................................................................. 24
4.1.2 NRC YEP Center in Wol ................................................................................ 25
4.2 Data Collection Methods ........................................................................................... 26
4.2.1 Sampling ......................................................................................................... 26
4.2.2 Interviews ....................................................................................................... 28
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4.2.3 Non-Participant Observation .......................................................................... 29
4.2.4 Document Analysis ........................................................................................ 30
4.3 Sorting and Analyzing the Data ................................................................................. 30
4.4 Ethics ......................................................................................................................... 31
4.5 Reliability and Validity ............................................................................................. 31
4.6 Limitations ................................................................................................................. 32

5 Provision of Education at FRO and the NRC YEP Center in Wol .................................. 34
5.1 The Right to Education: Availability and Accessibility ............................................ 34
5.1.1 Public Funding for Private Schools ................................................................ 34
5.1.2 Criteria for Teacher Recruitment and Professional Responsibilities ............. 36
5.1.3 Academic Freedom ......................................................................................... 37
5.1.4 Elimination of Financial Obstacles ................................................................ 39
5.1.5 Elimination of Discriminatory Denials of Access .......................................... 40
5.1.6 Elimination of Obstacles to Schooling, Preferential Access and Criteria
for Admission ................................................................................................. 42
5.1.7 Summary ......................................................................................................... 46
5.2 The Right in and through Education: Acceptability and Adaptability ...................... 47
5.2.1 Language of Instruction .................................................................................. 47
5.2.2 Method of Instruction ..................................................................................... 48
5.2.3 School Discipline ............................................................................................ 49
5.2.4 Minimum Standards ....................................................................................... 50
5.2.5 Orientation of Contents .................................................................................. 51
5.2.6 Rights of Learners .......................................................................................... 57
5.2.7 Elimination of Child Labor ............................................................................ 58
5.2.8 Elimination of Gender Disparities .................................................................. 59
5.2.9 Minority Children ........................................................................................... 60
5.2.10 Prevention of Child Soldiering ....................................................................... 60
5.2.11 Summary ......................................................................................................... 60
5.3 Student Opinions of their Learning Experience and its Importance for their Lives .. 62
5.3.1 Summary ......................................................................................................... 65

6 Discussion and Concluding Remarks ............................................................................... 68
6.1 Education for Formerly Abducted Children at the Two Institutions ......................... 68
6.1.1 The Right to Education ................................................................................... 68
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6.1.2 The Right in and through Education .............................................................. 70
6.1.3 Future prospects .............................................................................................. 71
6.2 Students Views on their Learning Experience and its Importance ............................ 72
6.3 Concluding Remarks ................................................................................................. 73

References ................................................................................................................................ 75
Appendix I ................................................................................................................................ 84
Appendix II .............................................................................................................................. 85
Appendix III ............................................................................................................................. 86
Appendix IV ............................................................................................................................. 87
Appendix V .............................................................................................................................. 88
Appendix VI ............................................................................................................................. 89
Appendix VII ............................................................................................................................ 90
Appendix VIII .......................................................................................................................... 91
Appendix IX ............................................................................................................................. 92

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Figures, Photos, and Tables
Figures
Figure 2.1: Map of Uganda…………………………………………………………………….7
Figure 2.2: Map of Northern Uganda……………………………….…………………….......13
Figure 3.1: A Visual Presentation of the Analytical Framework……………………………..16
Figure 3.2: The Right to Education and the 4As……………………………...……………....20

Photos
Photo 4.1: Friends of Orphans Classroom…………………………………………………....25
Photo 4.2: NRC YEP Center in Wol Classroom……………………………………………...26

Tables
Table 2.1: Education Quality Indicators in Uganda, 2004 - 2006……………………………14
Table 4.1: Number and Categories of Interviewees at FRO and NRC YEP Center in Wol …27
Table 4.2: Formerly Abducted Male and Female Interviewees at FRO and NRC YEP Center
in Wol…………………………………………………………...………………....28
Table 5.1: The Right to Education: Availability and Accessibility………………..…………35
Table 5.2: The Right in and through Education: Acceptability and Adaptability……………47
Table 5.3: Skills and Academic Courses at FRO and the NRC YEP Center in Wol………....51

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