The education of the world’s children is high on the global agenda. In the context of Education for All (EFA), all children should receive free, good quality educatioin. The reality is that millions of the world’s children are too poor ot benefit from the declaratioin, unless there are special interventions taht target their development. unfortunately, such children do not from a special social category in povert eradicatioin intervention programmes. Thus, their inclusion in the3 achievement of EFA appears to be a hit-or -miss
phenomenon. There is need to recognise the cantral role o f poverty eradication in wider global agendas and acknowledging the need to reach out to the poorest children with the objective to break the poverty cycle for them.
Since Uganda instated Universal Privary Education (UPE) by removing primary school fees in 1996, enrollment has drastically increased, but many classrooms now have 200 students in one room with one teacher. Teachers are often forced to hold classes outdoors because of the lack of sufficient facilities, and many observers are skeptical about the relative quality of the education. Furthermore, there is stil a large discrepancy in the education received by girls and boys. There are also a large number of orphaned children-usually due to HIV/AIDS – being cared for by other relatives, thus putting strain on the pocketboks of extended family to support each child’s learning and care.
In addition to UPE, the governmentj of Uganda is committed to improving secondary education opportunities. Increased numbers of secondary school combined with their expansion into more rural areas helped improve access and was thought to raise attendance exponentially. However, secondary schools in Uganda require fees for books and starionary. Although some bursaries exist for poor chldren, these costs remain an insurmountabel hurdle for poor families who must already pay the opportunity cost of allowing their child to sutdy rather than work. The result is that many children never receive secondary education and are therefore stuck in the poverty trap of basic labor.
The Project aims at solving the problems hidden by the fact thal children in Uganda especially the orphans and vulnerable children are invisible; yet by the very cet article nature of their tituation, they are included among those that are classified as disadvantaged and poor in Uganda. Children are subsumed within the poverty categories most often referred to such as houuseholds, communities,people-which means that there is a high tendency to focus on adult-related povery while child problems are ignored, pertly because children have little power and influence within a group that contains adultd.