united nations international children’s emergency …
TRANSCRIPT
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UNITED NATIONS INTERNATIONAL CHILDREN’S EMERGENCY FUND
(UNICEF) PROGRAM’S AND QUALITY OF CHILDREN’S EDUCATION
RIGHTS IN GALKIO SOMALIA
BY
ABDIKADIR HASSAN FARAH
1174-06246-14540
A RESEARCH REPORT SUBMITTED TO THE COLLEGE OF HUMANITIES
AND SOCIAL SCIENCES IN PARTIAL FULFILMENT FOR THE AWARD
OF A MASTERS’ DEGREE IN HUMAN RIGHTS
AND DEVELOPMENT OFKAMPALA
INTERNATIONAL
UNIVERSITY
JULY, 2020
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DECLARATION
I, ABDIKADIR HASSAN FARAH declare that this research report on “United nations
international children’s emergency fund (UNICEF) Program’s and children’s education
rights in Galkio, Somalia” is my original work and to the best of my knowledge, has not
been submitted for any award at any academic institution.
Student’s Name: ABDIKADIR HASSAN FARAH
Reg No: 1174-06246-14540
Signed: …………………………………… Date: ……………….……………
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APPROVAL
This research work on “United nations international children’s emergency fund (UNICEF)
Program’s and quality of education rights of children in Galkio, Somalia” has been done
under my guidance and Supervision as an academic Supervisor and is due for submission
to Kampala International University in Partial fulfillment of the requirements for the award
of Masters of Human Rights and Development.
Signature: …………………………………………….. Date: ……………………………………………
SUPERVISOR: DR. LUBAALE GRACE
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DEDICATION
This research is dedicated to my beloved parents, daddy and my sisters and brothers who
have contributed immeasurably to my studies.
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ACKNOWLEDGEMENT
The success in producing this work is attributed to such a number of people, to whom I
wish to acknowledge my thanks. The completion of this piece of work has been such a
task that would not have been a success when handled solely.
I first of all thank the Almighty Allah, who gave me abundant health, strength, and
courage to be able to complete this work. My sincere gratitude goes to my supervisor Dr.
Lubaale Grace whose commitment, patience and guidance, gave form to this piece of
work. By the same token, I wish to thank the lecturers and all staff in the Departments
of my study.
Finally, special thanks go to my family and relatives for their tolerance, patience,
encouragement, and sacrifice throughout my struggle for this academic achievement.
They have never lost hope in me.
I further take recognition of my friends, for their encouragement and support in my
academic endeavors.
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LIST OF ACRONYMS
AIDS Acquired Immune Deficiency Syndrome
CRC Convention on the rights of the child
CVI Content Validity Index
HIV Human Immune Virus
HRE Human Rights Education
NGOs Non Governmental Organizations
UK United Kingdom
UN United Nations
UNDP United Nations Development Program
UNESCO United Nations Extended Social Cultural Organization
UNHCR United Nations High Commission for Refugees
UNICEF United Nations International Children’s Education Fund
WHO World Health Organization
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TABLE OF CONTENTS DECLARATION ........................................................................................................... i
APPROVAL ................................................................................................................ ii
DEDICATION ........................................................................................................... iii
ACKNOWLEDGEMENT .............................................................................................. iv
ABSTRACT ............................................................................................................... ix
CHAPTER ONE .......................................................................................................... 1
INTRODUCTION ....................................................................................................... 1
1.0 Introduction ..................................................................................................... 1
1.1 Background of the Study ................................................................................... 1
1.1.1 Historical Perspective ..................................................................................... 1
1.1.2 Theoretical Perspective .................................................................................. 3
1.1.3 Conceptual Perspective .................................................................................. 3
1.1.4 Contextual Perspective ................................................................................... 4
1.2 Statement of the Problem ................................................................................. 5
1.3 Purpose of the Study ........................................................................................ 6
1.4 Specific Objectives ........................................................................................ 6
1.5 Research Questions .......................................................................................... 6
1.6 Scope of the Study ........................................................................................... 6
1.6.1 Geographical Scope ....................................................................................... 6
1.6.2 Content Scope ............................................................................................... 7
1.6.3 Time Scope ................................................................................................... 7
1.7 Significance of the Study ................................................................................... 7
1.8 Definition of Key terms ..................................................................................... 8
CHAPTER TWO ....................................................................................................... 10
LITERATURE REVIEW .............................................................................................. 10
2.0 Introduction ................................................................................................... 10
2.1 Theoretical Review ......................................................................................... 10
2.2 Conceptual review .......................................................................................... 12
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2.3 Literature review ............................................................................................ 13
2.3.1 Contribution of UNICEF on provision of education for children ........................ 13
2.3.2 Contribution of UNICEF’s on protection of children in education ...................... 18
2.3.3 Role of UNICEF on participation of children in education ................................ 21
2.4 Related Literature ........................................................................................... 24
2.5 Research Gap ................................................................................................. 27
CHAPTER THREE .................................................................................................... 28
METHODOLOGY ...................................................................................................... 28
3.1 Introduction ................................................................................................... 28
3.2 Research Design ............................................................................................. 28
3.3 Study Population ............................................................................................ 28
3.4 Sample Size ................................................................................................... 29
3.5 Sampling Selection Techniques and Procedure ................................................. 30
3.6 Data Sources .................................................................................................. 30
3.6 Data Collection instruments ............................................................................. 31
3.6.1 Questionnaires ............................................................................................ 31
3.6.2 Interview Guide ........................................................................................... 31
3.7 Pre-testing Validity and Reliability of Instruments ............................................. 32
3.7.1. Validity ....................................................................................................... 32
3.7.2 Reliability .................................................................................................... 33
3.8 Data Collection Procedures .............................................................................. 33
3.9 Data Analysis ................................................................................................. 33
3.10 Ethical Considerations ................................................................................... 34
CHAPTER FOUR ...................................................................................................... 35
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA ................................... 35
4.0 Introduction ................................................................................................... 35
4.1 Demography of respondents ........................................................................... 35
4.2 Effect of UNICEF on provision of education for children in Galkio, Somalia. ........ 36
4.2.2 Education rights of children in Galkio Somalia ................................................ 40
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4.2.3 Regression (Effect of UNICEF on provision of education for children in Galkio,
Somalia). ............................................................................................................. 43
4.3 Effect of UNICEF on the protection of children education in Galkio, Somalia ....... 45
4.4 Effect of UNICEF on children’s participation in education in Galkio, Somalia ........ 48
CHAPTER FIVE ........................................................................................................ 52
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS ......................................... 52
5.0 Introduction ................................................................................................... 52
5.1 Discussion of Findings ..................................................................................... 52
5.2 Conclusion ..................................................................................................... 54
5.3 Recommendations .......................................................................................... 55
5.4 Areas of further study ..................................................................................... 56
REFERENCES .......................................................................................................... 56
APPENDICES........................................................................................................... 63
APPENDIX I: QUESTIONNAIRE ................................................................................ 63
APPENDIX II: INTERVIEW GUIDE ............................................................................ 67
APPENDIX III: TIME FRAME .................................................................................... 68
APPENDIX IV: STUDY BUDGET ................................................................................ 69
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ABSTRACT
The study was set to examine the effect of UNICEF Program on children education right’s
in Galkio, Somalia. The study objectives were to examine the effect of UNICEF on
provision of education for children, to assess the effect of UNICEF on the protection of
children education and to examine the effect of UNICEF on children’s participation in
education in Galkio, Somalia. The data was collected 292 quantitative questionnaires and
qualitatively from 17 key informant Interview. The study adopted a cross-sectional
research design were the data collected was presented in the form of percentages,
means, standard deviation, regression analysis and qualitative analysis from both the
questionnaires and interview responses. The study results based on the data collected
revealed that there was a significant effect of UNICEF on provision rights of children
(Sig=0.000). On the study objective there exist no significant effect of UNICEF on
protection rights of children (Sig=.694), The third objective reveal that there was no
significant effect of UNICEF on participation rights of children in Galkio Somalia, the study
results indicate that the mode of provided avenues of the study point that UNICEF has
had a low effect on rights of children. The study conclude that UNICEF provide some
contribution to provision of children education though limited avenues are still being cited
in the manner of contributions, secondly limited effort has been established to enhance
the functioning of the children rights regarding the protection in the education rights
Finally UNICEF has further more had a low effect on the children participation in
education. The study recommend for enhancements in the provisions of scholastic
materials to children, development of a fund that can generate shelter and food
requirements, there is need for ensuring education protection of children through provide
legal security and educating the schools and parents on the need for developing the
protection to the children in the schools and finally the study recommend that there is
need for the development of children in line with the participation for the children.
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CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter introduces the background of the study, statement of the problem, and
purpose of the study, objectives of the study, research questions, scope of the study, and
significance of the study.
1.1 Background of the Study
This section encompasses four perspectives namely historical, theoretical, conceptual and
contextual perspectives.
1.1.1 Historical Perspective
Across the globe, the history of children’s rights dates from the 19th century. Prior to
that, there were no particular mechanisms in place to protect children. In ancient times
and up to the Middle Ages, in some parts of the world parents even had the power of life
or death over their children (UNICEF, 2014). The 19th century marked the start of
children’s rights. The child began to be considered as a being in need of protection. For
the first time in Europe, laws were passed governing child labour. Different legal texts
progressively encouraged or made education obligatory for young children, and society
recognized the fact that the child could not be dealt with in the same way as an adult.
The history of children’s rights accelerated in the 20th century. With its focus on the
needs and rights of the child, the United Nations Children's Fund (UNICEF) devotes as
much as 80 percent of its funds to programs that can be classified under the broad
umbrella of public health (Perry-Hazan, 2014). Working in partnership with governments
as well as health-related organizations, notably the World Health Organization (WHO),
UNICEF is active in programs ranging from immunization and oral rehydration campaigns
to water and sanitation projects, and from the fight against acute respiratory infections
to the elimination of polio and micronutrient deficiencies. Its contribution to international
public health, particularly for children and
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mothers, has been significant and extensive. Indeed, in the last two decades of the
twentieth century, UNICEF, with its activist leadership, helped shape the agenda of
international health.
Throughout recent history, UNICEF has been instrumental in protection of children’s
rights in Africa. There have been impressive gains as a result of UNICEF's contribution to
various public health programs. About 7 million young lives are now saved each year as
a result of immunization and oral rehydration. Polio has been eliminated from the
Americas. Guinea worm cases in Africa have been reduced by 97 percent. An estimated
90 million infants worldwide are protected from a significant loss of intelligence quotient
and learning ability because their families use iodized salt that stops iodine deficiency
(Mangold, 2012). In spite of the gains, the review of the year 2014 goals scheduled to
take place in September 2011 is likely to show that the majority of the targets have not
been met. HIV/AIDS (human immunodeficiency virus/acquired immunodeficiency
syndrome) has become a major killer of children in Africa. The gap between countries
and within countries has continued to widen (Mason, 2015). Few countries have paid
heed to the Summit For Children call for 20 percent of national development investment
in the social sector and 20 percent of international development assistance in the social
field.
UNICEF has been working in Somalia since 2014, and has developed a nation-wide
network of partnerships with over 100 international and national NGOs and community
based organizations to deliver programs and services in the areas of water, education,
health, nutrition and child protection in Somalia. The program encompasses emergency
response operations as well as and early recovery and development approaches. UNICEF
program is implemented and monitored through presence of over 190 staff based inside
Somalia including in Mogadishu, Baidoa, Hargeisa and Garowe.
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1.1.2 Theoretical Perspective
The study was also based on the interest’s theory approach by Finnis (1980). The
Advocates of the interest’s theory approach argue that the principal function of human
rights is to protect and promote certain essential human interests. Securing human
beings' essential interests is the principal ground upon which human rights may be
morally justified. The interests approach is thus primarily concerned to identify the social
and biological prerequisites for human beings leading a minimally good life. The
universality of human rights is grounded in what are considered to be some basic,
indispensable, attributes for human well-being, which all of us are deemed necessarily to
share. Take, for example, an interest each of us has in respect of our own personal
security. This interest serves to ground our claim to the right. It may require the derivation
of other rights as prerequisites to security, such as the satisfaction of basic nutritional
needs and the need to be free from arbitrary detention or arrest, for example. The
philosopher John Finnis provides a good representative of the interest’s theory approach.
According to Finnis, these are the essential prerequisites for human well-being and, as
such, serve to justify our claims to the corresponding rights, whether they be of the claim
right or liberty right variety.
1.1.3 Conceptual Perspective
The study focus was on UNICEF program as the independent variable and children
education right’s as the dependent variable.
The United Nations Children's Fund (UNICEF) is a United Nations (UN) agency
headquartered in New York City that provides humanitarian and developmental assistance
to children and mothers in developing countries. It is a member of the United Nations
Development Group. The United Nations International Children's Emergency Fund was
created by United Nations General Assembly on 11 December 1946, to provide emergency
food and healthcare to children in countries that had been devastated by World War II.
The Polish physician Ludwik Rajchman is widely regarded as the founder of UNICEF and
served as its first chairman from 1946. On Rajchman's suggestion, the American Maurice
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Pate was appointed its first executive director, serving from 1947 until his death in 1965.
In 1950, UNICEF's mandate was extended to address the long-term needs of children
and women in developing countries everywhere (Doek, 2011). In 1953 it became a
permanent part of the United Nations System and the words "international" and
"emergency" were dropped from the organization's name, making it simply the United
Nations Children's Fund, retaining the original acronym. The education rights of children
in the African continent including Somalia were the state of education rights continue to
be depleted in the face limited focus by the government and international forces to
provide rights for the Children.
Education rights of children's are fundamental freedoms enshrined for children or persons
below the age of 18 years (minors) with particular attention to the rights of special
protection and care afforded to minors. Education children's rights includes their right to
association with both parents, human identity as well as the basic needs for physical
protection, food, universal state-paid education, health care, and criminal laws
appropriate for the age and development of the child, equal protection of the child's civil
rights, and freedom from discrimination on the basis of the child's race, gender, sexual
orientation, gender identity, national origin, religion, disability, color, ethnicity, or other
characteristics. Interpretations of education children's rights range from provision of
education, protection in education, participation in education rights free from abuse,
though what constitutes "abuse" is a matter of debate. Other definitions include the rights
to care and nurturing (Gerber, 2013).
1.1.4 Contextual Perspective
In Somalia, UNICEF has undertaken advocacy, cooperated with governments and
organizations and provided technical assistance to further implementation of the
Convention. Other United Nations agencies, such as the UN Refugee Agency (UNHCR);
the World Health Organization (WHO); and the UN Educational, Scientific and Cultural
Organization (UNESCO) actively promote the rights embodied in the Convention. And
many non-governmental organizations work for better implementation of the Convention.
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Along with partners, including governments, non-governmental organizations, civil
society actors and the private sector, UNICEF-Somalia promotes the strengthening of all
components of child protection systems - human resources, finances, laws, standards,
governance, monitoring and services. Depending on the country context, child protection
systems may cut across part of the social welfare, education, health, and security sectors.
In Galkio, UNICEF and its partners support the mapping and assessment of child
protection systems in Somalia. This work helps build consensus among government and
civil society on the goals and components of such systems, their strengths, weaknesses
and priorities upon which to act. This then translates into improved laws, policies,
regulations, standards and services protecting all children. It also leads to the
strengthening of these systems with the financial and human resources necessary to
deliver results for children.
1.2 Statement of the Problem
Children rights are a fundamental aspect of life considered internationally sound in
improving the children status intended to enhance the children rights to education
(Cohen, 2016) for example children are hindered from accessing, adopting and attaining
quality education, there is low participation, protection and provision rights for children
in education (O’Kane, 2015). According to the UNDP survey of 2016, close to 40% of the
children in Somalia are hindered from accessing their rights to education. There is limited
children protection, low provisions to children and lack or limited participation of children
in education (Singh, 2014). The status quo is fragile despite the presence of international
organizations that provide education support therefore; one wonders whether UNICEF is
not aware of the children’s education rights abuse as the UNICEF report indicate that
more than 45% children in Somalia have rights abuse issues. These existing
circumstances provide an environment that is not acceptable and difficult, if not
addressed, the future generation’s education rights continue to be stumbled. The study
hence sought to examine the effect of UNICEF on children education right’s in Galkio,
Somalia.
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1.3 General Objective
To examine the effect of UNICEF programs on quality of children education right’s in
Galkio, Somalia.
1.4 Specific Objectives
i. To examine the effect of UNICEF Programs on quality of provision of education for
children in Galkio, Somalia.
ii. To assess the effect of UNICEF programs on quality of the protection of children
education in Galkio, Somalia.
iii. To examine the effect of UNICEF Programs on quality of children’s participation in
education in Galkio, Somalia.
1.5 Research Questions
i. What is the effect of UNICEF Programs on quality of provision of education for
children in Galkio, Somalia?
ii. What is the effect of UNICEF Programs on the quality of protection of children
education in Galkio, Somalia?
iii. What is the effect of UNICEF Programs on the quality of children’s participation in
education in Galkio, Somalia?
1.6 Scope of the Study
1.6.1 Geographical Scope
This study was conducted from Galkio, Somalia. Galkio is the capital of the Mudug region
of Somalia. The city of Galkayo is divided into two administrative areas separated by a
distinct boundary, with 3 of the 4 districts governed by the Puntland State and one
southern district governed by Galmudug state (Paul, 2018). The researcher will use Galkio
as a case study because of its continued increase in violation of education rights of
children.
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1.6.2 Content Scope
The study examined the effect of UNICEF on children education rights. The focus was on
UNICEF and its role in provision, protection and participation in education
1.6.3 Time Scope
The study is interested in information concerning UNICEF and children’s rights for the
period 2010-2018 because it was during this time period when the violations against
children’s rights increased rapidly and the time scope of this study was 9 months that is
from December 2018 to September 2019 because the process involved data gathering
and editing.
1.7 Significance of the Study
UNICEF The study findings will help to create insight among UNICEF officials about the violations
of children’s rights hence this will enable the management of UNICEF to make informed
decisions concerning protection of rights of children.
Government
The study will also help to inform the government officials concerning children’s rights
and thus be able to draft better legal and policy framework for protection of the
children within the society.
Community members
It is expected that when this study is carried out and accomplished successfully, it will
contribute substantial awareness among the communication members concerning the
causes of violation of children’s rights in Galkio, Somalia.
Future researchers
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The study also will serve as a future data base for further researches that will be carried
out as researchers draw data from the findings which will arrow the existing gaps in
children’s rights.
Knowledge creation
The study contributes to knowledge on contribution of international organizations to
human rights implementations especially among the children.
Researcher The study will be significant to the researcher in fulfilling one of the requirements for
award of the master’s degree of Human rights and development.
1.8 Operational Definition of Key terms
Children's rights
These are the human rights of children with particular attention to the rights of special
protection and care afforded to minors (Thorne, 2010).
Provision: This refers to the aspects that involve the giving of aid or human rights
support to the children aimed at stimulating the effectiveness of the situation
improvements for the children (Doek, 2011).
Protection: Protection involves providing of security to the people including children in
an avenue aimed at improving their status of the children. It requires information sharing
and dialogue between children and adults based on mutual respect, and requires that full
consideration of their views is given (Gerber, 2013).
Participation: Participation can be defined as “an ongoing process of children’s
expression and active involvement in decision making at different levels in matters that
concern them.
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It requires information sharing and dialogue between children and adults based on mutual
respect, and requires that full consideration of their views is given, taking into account
the child’s age and maturity (Kerr & West, 2010).
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
Literature review is a partial summary of the previous work related to the hypothesis of
the study explored and cited as well as existing knowledge related to UNICEF and
children’s rights in Galkio, Somalia in correlation to the research specific objectives.
2.1 Theoretical Review
The study aemployed the interest theory approach by Finnis (1980). Interests theory
approach by Finnis (1980) the advocates of the interest’s theory approach argue that the
principal function of human rights is to protect and promote certain essential human
interests. Securing human beings' essential interests is the principal ground upon which
human rights may be morally justified. The interests approach is thus primarily concerned
to identify the social and biological prerequisites for human beings leading a minimally
good life. The universality of human rights is grounded in what are considered to be some
basic, indispensable, attributes for human well-being, which all of us are deemed
necessarily to share. Take, for example, an interest each of us has in respect of our own
personal security. This interest serves to ground our claim to the right. It may require the
derivation of other rights as prerequisites to security, such as the satisfaction of basic
nutritional needs and the need to be free from arbitrary detention or arrest, for example.
The philosopher John Finnis provides a good representative of the interests theory
approach. Finnis (1980) argues that human rights are justifiable on the grounds of their
instrumental value for securing the necessary conditions of human well-being. He
identifies seven fundamental interests, or what he terms 'basic forms of human good', as
providing the basis for human rights. These are: life and its capacity for development;
the acquisition of knowledge, as an end in itself; play, as the capacity for recreation;
aesthetic expression; sociability and friendship; practical reasonableness, the capacity for
intelligent and reasonable thought processes; and finally, religion, or the capacity for
spiritual experience.
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According to Finnis, these are the essential prerequisites for human well-being and, as
such, serve to justify our claims to the corresponding rights, whether they be of the claim
right or liberty right variety.
Other philosophers who have defended human rights from an interests-based approach
have addressed the question of how an appeal to interests can provide a justification for
respecting and, when necessary, even positively acting to promote the interests of others.
Such questions have a long heritage in western moral and political philosophy and extend
at least as far back as the 17th. Century philosopher Thomas Hobbes. Typically, this
approach attempts to provide what James Nickel (1987:84) has termed 'prudential
reasons' in support of human rights. Taking as the starting point the claim that all human
beings possess basic and fundamental interests, advocates of this approach argue that
each individual owes a basic and general duty to respect the rights of every other
individual. The basis for this duty is not mere benevolence or altruism, but individual self-
interest. As Nickel writes, 'a prudential argument from fundamental interests attempts to
show that it would be reasonable to accept and comply with human rights, in
circumstances where most others are likely to do so, because these norms are part of
the best means for protecting one's fundamental interests against actions and omissions
that endanger them. Protecting one’s own fundamental interests requires others'
willingness to recognize and respect these interests, which, in turn, requires reciprocal
recognition and respect of the fundamental interests of others.
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2.2 Conceptual review
Independent Variable Dependent Variable
UNICEF Children Education Rights of
Intervening variables
Source: Adopted by Hallowell (2012)
Figure 1: Conceptual Framework
The above conceptual framework indicates that the independent variable is
UNICEF which program aimed at providing emergency funds for the children
and the dependent variable which is education rights of children focuses of child
protection, child participation and child provision. The intervening variable
includes; Government policy and International community aid/ assistance/
intervention
Provision of education
Protection in education
Participation in education
UNICEF Programs
Sanitation Programs
School support
Funding programs
Government policy
Assistance/ intervention
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2.3 Literature Review
The related literature review will be presented objective by objective. In this section,
literature from various scholars is reviewed on the major variables of the study which
include;
2.3.1 Contribution of UNICEF on provision of education for children
Convention on the Rights of the Child (CRC) address education for certain groups of
children (children with disabilities, child workers and children in detention) and on certain
topics (health education and the use of illicit drugs). Moreover, the Committee has
emphasized that students do not lose their rights when they pass through the school gate
(Child Helpline International (2013). For instance, children should enjoy their civil rights
to freedom of conscience and privacy as well as protection from abuse, neglect and cruel,
inhuman and degrading treatment, including corporal punishment. Moreover, all of this
must be provided without discrimination and the child’s best interests should be a primary
consideration. As such, the Committee has emphasised the ‘need for education to be
child-centred, child-friendly and empowering’ and for educational processes to be based
upon the very principles the CRC enunciates (Committee on the Rights of the Child, 2001,
para. 2). Central to this is respect for the child’s own views about the matters affecting
their education in compliance with Article 12 of the CRC (Lundy, 2012). In many respects,
the most innovative contribution of the CRC to children’s education rights could be argued
to lie in the fact that they are located squarely in a panoply of other dedicated rights for
children, thus reinforcing implicit and explicit links between access to education, the
quality of education and the child’s treatment in education. This is not simply due to the
fact that children might be more likely to show up for and engage with schooling that is
respectful of their rights, but that school is many children’s first and most enduring
encounter with the state and a crucial opportunity for learning about respect for their
own rights and those of others including their parents and their peers (Lundy, 2012).
The CRC provides a globally agreed blueprint for education that emphasizes its intrinsic
worth and importance for the child’s future through provision rights as well as its wider
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contribution to society and the world more generally. The unprecedented speed and scale
of the CRC’s adoption by the world’s governments is thus noteworthy (Lundy, Kilkelly &
Byrne, 2013), particularly in relation to education. While Articles 28 and 29 were much
discussed and debated during the drafting process, this was almost always in order to
secure ways of extending their remit (hence the split into two provisions). The US, the
one UN member state that is infamous for its failure to ratify the CRC, was actively
involved in and did not disagree overtly with the education provisions (Cohen, 2016).
More-over, specific reservations (country-specific limitations to all or specific provisions
in human rights treaties) to the education provisions are minimal. Apart from the Holy
See (which has observer status at the UN) stating that it interprets both Articles 28 and
29 in ‘a way which safeguards the primary and inalienable rights of parents’, other
reservations are very general (e.g. Kiribati, Malaysia) or recognize the challenges in
providing universal free primary education (e.g. Samoa reserves ‘the right to allocate
resources to the primary level sector of education in Western Samoa’ on the basis that
schools in the area are not in the control of the state
A recent study of over 2,500 children from 71 different countries (categorized regionally,
according to the United Nations Regional Groups of Member States1), offered insight into
the views of children from across the globe on the areas of their lives that they considered
required additional funding and resources in order for children’s provision rights in their
country to be fully realized (Lundy, Orr & Marshall, 2015). This study, which involved
face-to-face workshops/focus groups and an online questionnaire, revealed that for many
children (although not all) education is a priority. Among a selection of key areas offered
in the online questionnaire, 56 per cent of children chose education as one of the rights
on which their government is not spending enough. Moreover, when offered free space
to highlight one area of particular concern, 25 per cent identified educational matters
(Lansdown, 2013). However, it is important to recognize some regional variations that
emerged. For children in some regions (Eastern Europe and Latin America and the
Caribbean) education was among their top priorities, but for others it was not; for
example, the priority for Asia-Pacific was plays in safe places. With regard to those who
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did select education as an area requiring greater spend, explanations offered involved
recognition of education as an investment in society and the role of education in
facilitating the realization of other rights.
As human-rights-based approaches gained influence in international cooperation and
development in the 2000s (UNDP, 2016), concern was expressed that the EFA process
was taking the global education campaign away from its human rights base and
regressing to needs-based thinking. To address these concerns, UNESCO and UNICEF
produced a new framework document entitled ‘A Human Rights-Based approach to
education for all based on three key education rights of provisions. More recently, a new
Declaration was agreed, and draft Framework for Action proposed, at Incheon, South
Korea, in May 2015, both of which express the UN agencies’ and participating states’
shared commitment to move towards ‘inclusive and equitable quality education and
lifelong learning for all’ by 2030 (UNESCO, 2015a, 2015c).
Global campaign for education which focuses on the right of all to free, quality public
education; and the London-based Right to Education Project,3 concerned with promoting
mobilization and accountability. The latter project, as part of the drive for accountability,
has encouraged the monitoring of education rights, and developed a comprehensive set
of education rights indicators to enable this (Right to Education Project, 2013), as
traditional education indicators based on development targets are seen as inadequate to
monitor the realization or violation of human rights (de Beco, 2013). There are also a
number of important regional initiatives including CLADE in Latin America;4 ANCEFA in
Africa;5 and Action Aid’s ‘Promoting Rights in Schools’ programme, implemented widely
in Africa and Asia (Action Aid, 2011).
Considering the promotion of Human Rights Education (HRE), it is worth noting that, as
with education rights of provisions generally, this has been the subject of various UN
global initiatives, including the UN Decade for HRE (1995–2004), the World Programme
for HRE (2005–ongoing), and the UN Declaration on Human Rights Education and
16
Training (Gerber, 2011). Gerber (2013) has provided a detailed account and critique of
this process and suggests that the UN sees HRE as a tool to prevent human rights abuses.
She concludes, however that, ‘the UN’s attempts to use prophylactic measures to prevent
human rights violations have not been as successful as the medical profession’s use of
prophylactics to combat diseases’ (Gerber, 2013, p. 2).
Many countries have distinctive national HRE initiatives; more than can be listed here,
but the following are interesting examples: the Cambodian Child Rights Foundation’s
‘Child Rights Mainstreaming’ model (Child Rights Foundation, 2004); the Indian Institute
of Human Right’s Education’s ‘Schooling for Justice and Rights’ model (People’s Watch,
2008); Colombia’s ‘Education for the Exercise of Human Rights’ programme (Ministerio
de Educación Nacional, 2010); and the UK Ministry of Justice’s ‘Right Here Right Now’
initiative (Bowring 2012). Despite such initiatives, a recent UNICEF-sponsored
investigation of Children’s Rights Education in 26 more developed countries found that in
only 11 of them did children have a legal entitlement to learn about their rights as part
of the school curriculum, and in many countries they were not taught about the universal
human rights they held under the CRC, but were led to believe that rights were a kind of
reward for fulfilling certain responsibilities ( Jerome, Emerson, Lundy & Orr, 2015, p. 8).
Though there are many innovative and inspiring education rights projects to be found
around the world, there are only a few that meet these criteria. One of the best known
is the UNICEF UK ‘Rights-Respecting School Award’ (UNICEF UK, 2010, 2013b). Another
influential scheme, also in the UK, is Hampshire County Council’s ‘Rights, Respect and
Responsibility’ (RRR) programme (Covell & Howe 2008; Hampshire County Council,
2009). Though operating in just one English County, its influence comes from being
extensively reported and cited in the academic literature (it is also unique in being
managed and implemented by local government, whereas all the others are promoted
and run by NGOs). Published independent evaluations of both programs (Sebba &
Robinsom, 2010) are overall very positive, having found improvements in pupils’ levels of
engagement, behavior, participation, well-being, belonging, relationships, enjoyment of
17
school, and understanding of rights and responsibilities, as well as teacher related
benefits, such as increasing their sense of achievement and reducing risk of burnout.
However, Trivers and Starkey (2012) suggest that some of the schools involved were in
fact watering down human rights principles, and teaching children to understand rights
as privileges dependent on good behavior. Children were learning to be ‘responsible’ in
the sense of being conformist, but not how to organise and challenge rights violations;
thus human rights talk was being used to engender conformity rather than emancipation.
In a similar vein, Howe and Covell (2010) critiqued their own earlier work on RRR,
showing how deficient implementation had in some cases led to ‘mis-educating children
about their rights’ (Howe & Covell, 2010, p. 91). Thus, while these whole-school
approaches should be the way forward for children’s rights education, this evidence
suggests there is still some way to go to overcome the barriers that hinder their effective
delivery.
Hanushek & Woessmann (2015) argued that fact that global consensus was achieved on
education rights in the CRC at all is notable given the scale of the challenge and the
diversity of the nations and cultures that embraced it. It is arguable that, in its
formulation, ambition were sacrificed for the sake of global consensus especially to the
provision rights: Article 28 guarantees access to limited educational opportunities while
Article 29 defines the aims of education in the broadest of terms. While states are afforded
considerable discretion as to how they respond to implementing education rights in
practice, the existence of a worldwide accord on the need for and content of children’s
rights and education is an achievement in and of itself, irrespective of patchy,
unsatisfactory or reluctant implementation. Jenks (2012) argued that much progress has
been made in education through rights-based advocacy and monitoring, and it appears
that there continues to be a high degree of support for education rights not just among
NGOs but also the world’s governments. The challenges in this area mirror those in other
areas of human rights, and the proposed solutions remain the same. Education rights will
only be realized in situations where states parties embrace them in law and policy and
allocate sufficient expenditure; where they are understood and accepted by
18
educationalists; and where children are aware of their rights and in a position to claim
their rights when they are ignored, and seek redress when they are breached. Freeman
(2014) argued that a few countries, if any, can claim to be in this position. While the
starting points and the route to be travelled vary in different national contexts, the CRC
provides a consistent and clear destination, the point at which all children are able to
develop to their fullest potential through education that is respectful of their rights.
2.3.2 Contribution of UNICEF’s on protection of children in education
The international legal framework establishing the obligations of States in relation to
children has never been as comprehensive as it is today. The 1989 Convention on the
Rights of the Child constitutes the main international instrument for the promotion and
protection of the rights of the child, and it applies to all children in all circumstances. Its
almost universal ratification demonstrates the importance that States accord to the
protection and promotion of the rights of children education. The Convention is unique
as the first legally binding instrument to take a holistic approach to the rights of the child.
It covers a whole range of rights civil, political, economic, social and cultural; establishes
a framework for the promotion of rights of children (O’Kane, 2015).
UNICEF provides that most children have some connections with protection of children
(for play, socialization, leisure and consumption) but are not reliant on public spaces for
their development; they have stronger connections with family, school and peers in the
community (UNICEF. (2014b). Taking a holistic approach that understands children as
growing and developing within a series of inter-connected environments, the term
connections recognizes that the street may be a crucial point of reference for some
children, even when they are not physically present there. Street connections can become
vital to children’s everyday survival, their selection of coping strategies, and their identity
development. A street-connected child is understood as a child for whom the street is a
central reference point one which plays a significant role in his/her everyday life and
identity.
19
Another essential instrument that protects the rights of children in street situations, given
their risk of being trafficked, is the Protocol to Prevent, Suppress and Punish Trafficking
in Persons, especially Women and Children. Calkins (2014) argued there are also several
non-binding instruments which set standards on juvenile justice, such as the United
Nations Standard Minimum Rules for the Administration of Juvenile Justice (The Beijing
Rules), the United Nations Guidelines for the Prevention of Juvenile Delinquency and the
United Nations Rules for the Protection of Juveniles Deprived of their Liberty (Havana
Rules). The recently adopted Guidelines for the Alternative Care of Children are intended
to enhance the implementation of the Convention on the Rights of the Child and other
international instruments regarding the protection and well-being of children deprived of
parental care. They provide guidance on policies and practices for the alternative care of
children.
Perry-Hazan (2014) argued that the role of UNICEF in promoting the children, the
principal duty bearers, are accountable for respecting, protecting and fulfilling children’s
rights within their territories. While States play the role of the principal duty bearer for all
children including street-connected children other non-State entities, professionals and
individuals are also recognized by the Convention on the Rights of the Child as duty
bearers in the fulfillment of children’s rights. They include parents and families, teachers,
doctors and social workers, employers and/or probation officers. States have the
obligation, as principal duty bearers, to ensure that the secondary duty bearers have the
knowledge and means to carry out their specific obligations.
UNICEF aid in protecting children and preventing experiences of multiple deprivations
implies taking a holistic approach that understands children’s relationships as
interdependent and interconnected to education, and therefore recognizes that rights can
be violated but also defended by a range of duty bearers within the family, the community
and wider society, including the international community (Trivers & Starkey, 2012).
Defending children from violence and other rights violations that push children into
developing connections with the streets requires a coordinated and comprehensive
20
approach across government departments (from finance, through trade, employment,
social sectors such as recreation and sports, health, education and social well-being) and
with the involvement of duty bearers at the family and community levels.
UNICEF’s protection approach on children can only work if an overarching system to
protect children is put in place a system in which duty bearers understand and assume
their roles and responsibilities and can be held accountable for protecting children’s rights.
Cutting (2010) argued that clear delineations of the roles and responsibilities of each duty
bearer must be explicitly agreed in codes of conduct, memoranda, protocols or manuals
to avoid children falling into gaps between services, and inefficient, potentially harmful,
duplication when the limits of roles and responsibilities are not clear. Accountability is
necessary to ensure that when children’s rights are violated, the corresponding duty
bearers can be identified and held accountable.
UNICEF’s comprehensive child protection systems are being developed and strengthened
in many countries in response to these needs as an organizational form consistent with
a rights-based, holistic approach, capable of delineating roles and responsibilities, with
integrated mechanisms for reporting by children and other data collection, quality
standards, research and analysis, for accountability. However, a systems approach is
conceptually a relative newcomer to social work and child protection, so child protection
systems are still a work in progress, and as yet there is no precise, commonly agreed,
definition or description of such a system.
Kerr & West (2010) contend that UNICEF proposed the following working definition:
“Child protection systems comprise the set of laws, policies, regulations and services
needed across all social sectors especially social welfare, education, health, security and
justice to support prevention and response to protection related risks a far-reaching
definition which includes laws and policies as well as services across all sectors relevant
to children. Save the Children has identified 11 key components for a successful national
CPS, namely, a legal framework, a national strategy, a coordinating agency, local
protection services, child-friendly justice, child participation, a supportive public, a trained
21
workforce, adequate resources, standards and monitoring mechanism and data collection
systems (Hanushek & Woessmann, 2015).
A fully functioning development is likely to greatly improve protection for all children,
including those at the highest risk of moving into street situations. A priority area for
protecting children from the multiple deprivations that push children into developing
street connections is the provision of support for families and other careers at the
community level to ensure children are safe and can access their rights (Gerber, 2011).
Examples of such support might include universal child benefits through payments to the
main career; tax relief and economic support for single heads of household, incentives
for fathers to support their children and play positive parenting roles, early detection of
domestic violence and local protection schemes, provision of pre-school and after-school
child care in the local community.
2.3.3 Role of UNICEF on participation of children in education
Participation can be defined as “an ongoing process of children’s expression and active
involvement in decision making at different levels in matters that concern them. It
requires information sharing and dialogue between children and adults based on mutual
respect, and requires that full consideration of their views is given, taking into account
the child’s age and maturity (DeLamater, 2013). Participation rights refer to a set of
interlocking provisions of the CRC that require children’s active engagement and
participation at every level of society on matters that concern them.
Together, these provisions reflect the international consensus that children have civil and
political rights that governments have an obligation to respect protect and fulfil the
education needs.
UNICEF provided that access to information is a critical component of realizing children’s
participation rights. Development cooperation actors can assess the extent to which
children have access to independent information from various sources (radio, television,
22
helplines, etc.) and whether this information is available in child-friendly and accessible
formats. It is equally important to assess the extent to which training is in place to raise
awareness on child rights and participation at pre- and in-service levels for all
professionals working with and for children (including teachers, doctors, nurses, lawyers,
judges, police, psychologists, social workers and prison staff (Kerr & West, 2010).
Perry-Hazan (2014) contend that development cooperation actors can support the
creation of concrete opportunities for children to influence public agendas (for example,
by providing feedback on the quality, accessibility and appropriateness of public services
available for them, by being represented in local and national governance bodies or by
having the right to establish their own organizations). It is also important to assess the
extent to which concrete opportunities are in place for children to meaningfully participate
in their daily lives, in accordance with their evolving capacities to do so. These include
child-friendly and participatory learning environments in schools and involving children in
decision-making processes concerning their own health care.
If children are to have a voice, they need access to information that is both timely and
UNICEF argued for appropriate to their intellectual stage of development. Bandman
(2010) argued cchildren themselves need to be consulted on the most effective and
appropriate means of disseminating knowledge of their rights to themselves, other
children, their parents and others. Partnerships with non-governmental organizations
(NGOs), youth groups and the media are also important in this regard as they have a
crucial role to play in communication and information. Empowered children can become
active and effective advocates for the realization of their own rights. Children acquire
skills, knowledge, competencies and confidence through participation.
Simeunovic (2011) argued that in promoting information and awareness lead to children
relights of participation through UNICEF. Children cannot exercise the right to participate
if they do not know they have such a right or how to realize it. Information about rights
can be included in the school curriculum or promoted through child rights clubs in schools.
23
Governments should invest in publicity campaigns, disseminating the CRC in child-friendly
versions that should be developed in collaboration with children. These should also be
made available in the languages of groups that are marginalized and excluded, such as
may be the case for minorities and indigenous peoples. Participation leads to better
decision-making and outcomes: Adults do not always have sufficient insight into children’s
lives to be able to make informed and effective decisions when designing legislation,
policies and programmes for children. Children have a unique body of knowledge about
their lives, needs and concerns, together with ideas and views that derive from their
direct experience. Decisions that are fully informed by children’s own perspectives will be
more relevant, more effective and more sustainable.
UNICEF Canada (2012) contends that the CRC requires governments to “render
appropriate assistance to parents and legal guardians in the performance of their child-
rearing responsibilities and ensure the development of institutions, facilities and services
for the care of children” (Article 18). A key aspect of such assistance would involve
education and counselling for parents and other family members to encourage positive
and sensitive relationships with young children and to enhance their understanding of
children’s rights and best interests. Such programmes should involve both fathers and
mothers and should address. Participation serves to protect children: Children who are
silenced and passive can be abused by adults with relative impunity. Providing them with
information, encouraging them to articulate their concerns and introducing safe and
accessible mechanisms for challenging violence and abuse are key strategies for providing
effective protection. Opportunities to participate have been found to be of particular
importance in situations of conflict and emergencies.
Covell and Howe (2011) argued that participation contributes to civil society development,
tolerance and respect for others. Participation promotes civic engagement and active
citizenship. Through experience of direct participation in matters of concern to them,
children acquire the capacity to contribute to the creation of peaceful and democratic
societies that are respectful of human rights. UNICEF UK (2013) argued that participation
24
is central to a process of building accountability and promoting good governance. It is a
means through which governments and other duty bearers can be held to account.
Investment in building children’s capacities for and commitment to active participation
will contribute towards the creation of more transparent and open government.
UNICEF provide that Children’s education rights should have the opportunity to develop
their talents and abilities to fulfil their potential, to gain confidence and self-esteem, to
use their initiative and creativity, to gain life skills and take informed decisions and to
understand and experience pluralism, tolerance and democratic coexistence. They also
have the right to influence and have a say in the design of school curricula, learning
methods and school governance structures (UNICEF. (2014a).
2.4 Related Literature
UNICEF aims through its country programmes to promote the equal rights of women and
children and to support their full participation in the political, social and economic
development of their communities” (Freeman, 2014). It works to ensure that every child
irrespective of their gender, ethnicity, socio-economic background or circumstances have
an access to a quality education.
They focus on gender equality and work towards eliminating disparities of all kinds. Their
innovative programs and initiatives target the world’s most disadvantaged section of
children namely the excluded, the vulnerable and the invisible (Jenks, 2012).
UNICEF works with local, national and international partners to realize their objectives
establishing educational and gender-equality goals in their Millennium Declaration 6 and
the Declaration on Education for All, and to bring about essential structural changes that
are necessary to achieve social justice and equality for all (Jenks, 2012). Every child
dream but their dreams may never be fulfilled and their potentials to may never be
realized. UNICEF ensures that every child has an access to quality learning and lays the
foundation for growth, transformation, innovation, opportunity and equality. Whether in
times of crisis or periods of peace, in cities or remote villages, UNICEF is committed to
realizing quality education for all (UNICEF, 2015).
25
Recognizing this, UNICEF has placed HIV at the heart of its response for children. UNICEF
launched the ‘Unite against AIDS campaign which first drew the world’s attention to
children and the missing face of AIDS (UNICEF, 2015). It also works to meet Millennium Development Goal 6. They annually release the "Stocktaking Report" which gives an idea
about the global progress in prevention, testing, treatment and support for children
affected by HIV or AIDS and their parents (UNICEF, 2015).
According to UNICEF every child has a right to health care, nutritious food and clean
water. These disasters can be prevented by adopting innovations in saving lives such as
vaccines, antibiotics, micronutrient supplementation, improved breastfeeding practices
and adoption of safe hygiene practices and a simple dehydration method (UNICEF, 2015).
These innovations can prevent maternal and child deaths and reduce undernourishment.
Children can be kept away from the growing problem of poverty that affects their survival
by ensuring that all children have an access to basic education and focus on children who
are victims of poverty, HIV/AIDS, conflict and discrimination, igh impact and evidence-
based maternal, newborn and child survival interventions should be implemented to save
the lives of millions of mothers and children.
UNICEF has contributed in tackling the problem of child survival and development by
introducing the Medium Term Strategic Plan which identifies “Young Child Survival and
Development” as the first right of the child (UNICEF, 2015). It works with governments,
national and international agencies, and civil society to support the actions at every stage
in a child’s life including pregnancy, early childhood, pre-school, school and adolescence.
The core objective of the UNICEF is to improve the health of the children world over
(UNICEF, 2015). Since their inception UNICEF has made significant progress in
immunization, promoting and protecting breastfeeding, fighting HIV/AIDS, micronutrient
supplementation, health education and oral rehydration to infants suffering from severe
diarrhoea in order to save their lives, UNICEF has an extensive global health presence,
and strong partnerships with governments and non-governmental organizations at
26
national and community levels. It understands the reasons why children are dying and
on a daily basis work to bring practical solutions to women and children who are exposed
to greatest risks (UNICEF, 2015). UNICEF knows what is necessary to ensure the survival
and health of women and children and approach all the threats that are likely to interfere
with the health of a child.
The emphasis given by UNICEF to the rights of children and women is captured by the
UNICEF Mission statement which states that “UNICEF is guided by the Convention on the
rights of the child and strives to establish children’s rights as enduring ethical principles
and international standards of behavior towards children” (UNICEF, 2015).
Theron & Mchunu (2014) argued that the primary argument in that there is a
consequential relationship between UNICEF and education rights. It claims that the
international humanitarian regime remains overly focused on providing externally-
oriented forms of humanitarian assistance at the expense of internally-oriented forms.
States favour a strategy of providing humanitarian assistance as far away from their own
territories as possible in order to maintain ‘space and distance’ from the problems that
may accompany humanitarian crises. In covetous circumstances, states are willing to
provide financial resources or military assistance in order to ‘fix’ other countries abroad.
Hoffmann (2015) argued that humanitarianism requests that states accepting for UNICEF
supporting the education rights for children. It does not expect states to assist refugees
to the point that it is unable to fulfill its primary responsibilities to its own citizens;37 as
the cost of assisting refugees increasingly impinges upon a state’s commitment to its
citizens, a state’s duty to assist refugees subsequently decreases. However, in applying
the humanitarian standard, states are expected to demonstrate that they are doing what
they can within their limits to help reduce the vast number of refugees in the world. Many
states perceive humanitarianism as an external phenomenon; while they are willing to
support humanitarian action on the other side of the world by contributing foreign aid or
troops to humanitarian interventions, many states are reluctant to apply the principles of
humanitarianism within their own borders.
27
2.5 Research Gap
The literature review revealed the need for a more consorted empirical study on the
development of children rights of education. There is need for consorted efforts by the
different actors in providing more emphasis in generating human rights in education. The
literature reviewed reveal that gaps exist in highly tracing the role and contribution that
UNICEF has provided to children education; the gaps leave the children rights
implementation and emphasis without clear evidence on the patterns and trends of
interventions, measures and avenues that UNICEF need to attain to enhance education
rights of children. This study will provide a realistic and genuine picture of the plight of
education rights of children through UNICEF and constitute a useful foundation for future
investigations, to measure the prevalence UNICEF and child education rights as compared
to other large-scale studies conducted to investigate the risks and the protective
environment factors.
28
CHAPTER THREE
METHODOLOGY
3.1 Introduction
This chapter presents the methodologies that were used during the study. It involved
the Research design, study population, sample size and selection, sampling
techniques, data collection methods, Data collection instruments, procedure of data
collection, Reliability and validity of instruments, Data analysis plus measurement of
variables.
3.2 Research Design
The study used descriptive cross-sectional research design. Descriptive cross-sectional
study is a type of observational study that analyzes data from a population, or a
representative subset, at a specific point in time. This research design was used to
provide data on the entire population under study. Both quantitative and qualitative
methods were used in data collection and analysis. The design was used to enhance
measurement of a wide variety of unobservable data such as participants’ preferences,
traits and attitudes; are ideal for collecting data from large populations that are not
easy to directly observe and, they used questionnaires which are usually preferred by
respondents, due to their unobstructive nature and the ability to be filled at one’s
convenience.
3.3.1 Study Population
The total population of Galkio district as a case study is 545,000 inhabitants (Ministry of
National Planning Somalia, 2017). The population constitutes atleast 43% are children
whose state of the rights need investigation. The population to be selected is deemed fit
since it sufficient and detailed information for the study because they are the traditional
stakeholders of Galkio. The focus for data collection was from four (4) villages of Israac
Village, Garsoor village, Sinaay Village and Waberi Village.
29
3.3.2 Sample Size
The study used Sloven’s formula to determine the sample size of the actual respondents.
Sloven’s formula states: n =N
1+N(α)2
Where; 𝐧 = sample size; 𝐍 = target population; and 𝛂 = 0.05 level of significance
Formula states = 2
05.01 N
N
205.0000,5451
000,545
=
0025.0000,5451
000,545
x=
5.13621
000,545
5.1363
545000
N = 399.4 =399 Respondents
Table 1: Research Population and Sample Size
Respondents Sample Size Response Rate
Quantitative sample
UNICEF staff 16
Child NGO (Save the children) 18
Local community 344
378 292 (77.2%)
Qualitative sample
UNICEF administrators 05 5
Local leaders 16 12
21 17 (80.2%) Total 399
Source Field Data, 2019
The table presents the anticipated sample size and the actual response rate. Here 292
questionnaires were collected out of the 378 that were sent for data collection. The results
were attained from 292 respondents giving a 77.2% response rate while qualitatively
data was collected from 80.2% respondents.
30
3.3.3 Sampling Selection Techniques and Procedure
The study used both simple random sampling and purposive sampling procedures.
Purposive sampling was used to select the local community in order to get first-hand
information from the key informants. In this purposive sampling, the researcher used
his/her own judgment or a common sense in extracting the required information from
the respondents. The idea of using purposive information was base on the
researcher’s belief that respondents are the right people to get the relevant
information from and also the criteria based on the study. Simple random sampling
was used in the selection respondents from Save the children, UNICEF staff and
administrators and community leaders using rotary were the respondents were chosen
based on the list of the organizations staff.
3.4 Data Sources
The researcher used primary data collection methods were used to collect relevant data
to the study. Primary data was collected from the respondents through interviews, and
self-administered questionnaire. Primary data are important in answering questions about
this study topic. Data collection methods were considered in such a way so that relevant
information was collected as much as possible with little inconvenience to respondents.
3.5 Data collection Methods
This study focused on the use of both primary and secondary data.
3.5.1 Survey
The study used the questionnaire method to collect data so as to facilitate collection of
large amounts of data from the respondents in a short period of time. The questionnaire
was cheap and fast to distribute allowing respondents to fill out information in a short
period of time
3.5.2 Interview Method
This method will be used to collect data through one on one personal interview with all
respondents. An interview guide will be used to carry out in-depth interviews of
31
respondents in order to obtain firsthand information. This method helps in collecting
information that cannot be directly observed or got using questionnaires.
3.6 Data Collection instruments
3.6.1 Questionnaires
The main instrument of data collection through a questionnaire. According to Sotirios
Sarantakos (2015), a questionnaire is a method of survey data collection in which
information was gathered through oral or written questionnaires. The questions involved
the feelings of respondent groups regarding. The questionnaire was based on the likert
scale measure of 1-5 based on 1-strongly disagree, 2=Disagree, 3= Not sure, 4= Agree
and 5 = strongly Agree. The questionnaire composed of 3 section A on demography, B
on UNICEF and C on education rights of children. The questionnaire is aimed at getting
responses from the respondents about their views from the study. The researcher
distributed more questionnaires than the sample to the respondents. The questionnaires
are preferred for this study because they enable the researcher reach a larger number of
respondents within a short time, thus making it easier to collect relevant information.
3.6.2 Interview Guide
The researcher used interview guide to collect data from the respondents. The researcher
further interviews the respondents on a few responses that were required further
clarifications. The questions for the interview were open-ended. The open-ended
questions were given chance to more discussions, while the closed questions were asked
for particular responses. The interview was conducted with UNICEF administrators and
community leaders who are deemed to be fit for the provision of information. The method
of interview using interview guide was deemed appropriate since the mentioned
categories of respondents has vital information yet may fail to get enough time to fill in
questionnaires.
32
3.7 Pre-testing Validity and Reliability of Instruments
3.7.1. Validity
Validity refers to the degree to which results obtained from analysis of the data actually
represents the phenomenon under study. In calculating validity the researcher ensured
that questions are relevant in order to ensure that data collected give meaningful and
reliable results represented by variables in the study. The researcher submitted the
questionnaires and research questions to the supervisor and other experts who rated the
questionnaires on validity and other expectations for validation. The researcher used the
following formula to establish validity of the research instruments as seen below.
According to Amin (2005) validity of instrument is determined by the formula:
CVI = 𝑅𝑄
TQ
Legends: CVI = Content Validity Index
RQ = Relevant Questions
TQ = Total number of Questions
The attainment of the figure of 0.7 indicated that the instrument is valid.
Table 3.7.1: Determination of the validity of the instrument
Relevant items Not relevant Total
Rater 1 24 5 29
Rater 2 25 4 29
Rater 3 26 3 29
Total 75 12 87
CVI = 75 = 0.862 87
The above demonstrate that the CVI is 0.862 and this is greater than the minimum value
of valid instrument which is 0.7 implying that the instrument is valid
33
3.7.2 Reliability
Reliability is the degree to which an assessment tool produces stable and consistent
results. The reliability of the questionnaire were tested by using the Cronbach’s alpha
coefficient. To ensure the reliability of the instruments, the researcher used the test-
retest method. The questionnaires were given to 10 people and after two weeks, the
same questionnaire was given to the same people and the cronbach’s alphas were
computed using SPSS. Cronbach’s Alpha coefficient was used to measure reliability of the
instruments.
Table 3.7.2: Cronbach’s Alpha
Construct Variable Cronbach’s Alpha Number of items
UNICEF 0.78 10
Child Protection 0.85 5
Child provision 0.92 5
Child Participation 0.72 5
Mean 0.81
The mean of the reliability is established at 0.81 therefore the internal consistency
(Reliability) of the instrument is confirmed.
3.8 Data Collection Procedures
The researcher first sought a letter of introduction from the college of higher degree and
research of KIU. Permission was sought by the researcher from the respondents to be
sampled in order to allow for the relevant data to be collected. The researcher kept
confidential of all respondents while presenting the findings.
3.9 Data Analysis
Statistical Package for Social Scientists (SPSS) version 22 was used to analyze quantitative
data. Frequencies and percentages distribution was used to analyze data on the profile
of the respondents. Means and standard deviations was used to determine the state of
34
UNICEF and education rights of children in Galkio. There after regression analysis was
used to determine the effect of UNICEF on children rights in terms of protection, provision
and participation.
On the other hand, qualitative data was collected using interview discussions with other
authorized persons respondent category in meetings. Content analysis was used to edit
the data and re-organize it into meaningful shorter sentences. The data was analyzed
and organized based on patterns, repetitions and commonalities into themes based on
the study variables. The results were presented in italics with an indention of 0.5 with the
source of the interview quoted below it, while interpretations was done in plain text.
3.10 Ethical Considerations
To ensure ethical considerations in undertaking the study and the safety, social and
psychological well-being of the respondents involved in the study, the researcher got an
introductory letter from Kampala International University.
The study also ensured the privacy and confidentiality of the information provided by the
respondent which was solely used for academic purposes.
Respect: The researcher ensured that respect for the respondents is applied. Respect
was encompassed by respecting the opinion of the respondents including the opinion to
terminate the interview whenever they felt uncomfortable to continue, questioning style
especially for very personal and sensitive questions.
Also the researcher promised the respondents that their identities were disclosed as there
were no writing of names on the questionnaires and that every information given by them
the confidential. The researcher gave the respondents the true facts about the research
in order to make informed decisions about participating or not.
35
CHAPTER FOUR
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
4.1 Introduction
This chapter is concerned with the presentation of the results based on the data collected
from the field regarding the study topic on the effect of UNICEF on children education
right’s in Galkio, Somalia. The data is collected based on three research objectives of the
study that sough to determine the degree of the effect that UNICEF has on the three
rights of children of provision, protection and participation rights of children. The
presentation of the results is in line the research instruments based on the quantitative
and qualitative data analysis. The data presented is analyzed in the assessment provided
under below.
4.2 Demography of respondents
Table 4.1: Demographic information of respondents
Category Frequency Category
Sex Male Female
183 109
62.6 37.4
Education Primary Secondary Tertiary University
048 107 057 80
16.4 36.6 19.5 27.3
Age Below 20 20-29 30-39 40-49 50-59 60 Above
024 041 088 066 056 017
08.2 14.0 30.1 22.6 19.1 05.8
Marital status Single Married Separated/ Divorced
090 182 020
30.8 62.3 06.8
Total 292 100.00
Source: Field Data, 2019
36
The field results based on the sex, age, education and marital status of the respondents.
The results based on the gender reveal that the majority of the respondents were male
representing 62.6% of the respondents and the females were 37.4% of the respondents.
The results presented reveal that the majority study respondents were male though both
gender participated in the provision of information.
The results on the education of the respondents reveal that the majority respondents
were secondary level qualifications with 36.6%, the University respondents were 27.3%
while tertiary respondents were 19.5% and finally primary respondents were 16.4% of
the respondents. The data collected reveal that the respondents had attained some level
of education. They understand the issues provided and hence information is reliable.
The study results on the age of the respondents reveal that the majority respondents
were 30-39 years representing 30.1%, 40-49 had 22.6% of respondents, 50-59 had
19.1% of the respondents, 20-29 had 14% of the respondents while those of below 20
8.2% of respondents and those 60 above 5.8% of respondents. The results indicate that
the majority respondents were young adults, information attained from them is reliable.
The results on the marital status of the respondents reveal that majority respondents
were married representing 62.3% while single were 30.8% and those who separated or
divorced were 6.8% of the respondents. The study results indicate that the majority
respondents were of responsibility and parents of the children hence have information
necessary for the data. Majority of the respondents provided information showing that
the status of the respondents are in the provided form of responses hence the need to
consider the respondents as appropriate responsible persons.
4.3 Effect of UNICEF on provision of education for children in Galkio, Somalia.
The first research objective was to determine the effect of UNICEF in the provision of
education for children in Galkio, Somalia. The data collected based on the findings are
presented and analyzed below.
4.3.1 UNICEF in Galkio Somalia
37
Table 4.2: Descriptive statistics on UNICEF in Galkio Somalia Descriptive Statistics
Responses N Mean Std. Dev
Interpretation
There is funding targeted on improving education rights of children
292 2.503 1.345 Poor
There is research conducted on the state of children in Galkio Somalia
292 2.537 1.370 Poor
There is effective monitoring of the education programs by UNICEF
292 2.934 1.369 Fairly good
UNICEF undertake to handle conflict situations of children in families
292 2.736 1.358 Fairly good
Through Corporate Partnership program, UNICEF works together with companies all over the world to raise money to support children
292 2.965 1.259 Fairly good
UNICEF’s Water and Sanitation Program is designed to provide relief to nations threatened by disrupted water supplies and disease in times of emergency
292 2.962 1.199 Fairly good
UNICEF’s Emergency Supplies to Vulnerable Flood-Hit Children & families have been vital in promoting and protecting the rights of children
292 3.527 1.400 Good
WASH Program helps to improve water supplies and sanitation facilities for children in schools and communities
292 3.465 1.236 Good
UNICEF aims at reaching the most marginalized sections of the society in order to provide elementary education to the children of poverty stricken families through special training program
292 3.486 1.228
Good
There is school fees funding for the vulnerable children in Galkio district by UNICEF
292 3.602 1.273 Good
UNICEF 292 3.072 .444
Fairly good
Source: Field Data, 2019 The findings in table 4.2 reveal that the state of UNICEF role in Galkio Somalia Somalia
was overall fairly good. The responses on the aspects of There is school fees funding for
the vulnerable children in Galkio district by UNICEF had 3.602, UNICEF’s Emergency
Supplies to Vulnerable Flood-Hit Children & families have been vital in promoting and
protecting the rights of children had 3.527, WASH Program helps to improve water
supplies and sanitation facilities for children in schools and communities had 3.465 and
that of UNICEF aims at reaching the most marginalized sections of the society in order to
38
provide elementary education to the children of poverty stricken families through special
training program had 3.486 implying good. The status of the results implies the UNICEF
activities are limited though prevailing some avenues.
The results further reveal that some respondents agreed regarding the effective
monitoring of the education programs by UNICEF with 2.934, UNICEF undertake to
handle conflict situations of children in families had 2.736 while Through Corporate
Partnership program, UNICEF works together with companies all over the world to raise
money to support children had 2.965 and UNICEF’s Water and Sanitation Program is
designed to provide relief to nations threatened by disrupted water supplies and disease
in times of emergency with 2.962.
The results further indicate that there is funding targeted on improving education rights
of children according to 2.503 and that of there is research conducted on the state of
children in Galkio Somalia had 2.537 all interpreted as poor.
The study findings concerning the responses from the interview are presented and
interpreted as follow. In line with the responses that were attained through interview,
the researcher findings indicate that UNICEF has undertaken to conduct some activities
aimed at improving the state of the life of children.
As UNICEF, we have established schools and provided to improve the study
environment in Schools in Galkio. The wash program has been fundamental
in ensuring that the children go to school and access the required services
for their living for example sanitation. We have a budget allocated to health,
school maintenance and funding some selected schools in their activities
that they conduct in facilitating the children live a better life.
KII with UNICEF administrator, 17.07.2019
In the same regard, in another interview, the respondents revealed that
UNICEF has been fundamental in the provision of the school services. The
39
organization has supported children through paying school fees, facilitating
accommodations in schools and supporting the prevalence of children
without parents and help to enable them is in the schools.
KII with Israac village Leader, 17.07.2019
In another interview, the respondents indicated that UNICEF has been
fundamental in agitating for the rights of children especially those under
mistreatment and those living without the parents and utmost care, they
hence provide accommodation and facilities that have enabled them live
well. The provision of the services are off course not to many children as
only selected ones are chosen to be provided care living the many without
any form of care.
KII with Sinaay Village Leader, 17.07.2019
The study results indicate that the majority respondents are in agreement with the role
of UNICEF, However, just like the questionnaire information, the provisions of UNICEF to
children exist though remain to be curtailed in several forms hindering their effective
contribution to children rights.
40
4.3.2 Education rights of children in Galkio Somalia
Table 4.3: Education rights of children in Galkio Somalia Descriptive Statistics
Responses N Mean Std. D
interpretat
ion
Provision Rights
The children are provided with scholastic materials to
enable them in school
292 3.513 1.288
High
Children are given the school dues required to be in
schools 292 2.743 1.406
Moderate
Parents take their children to school as required 292 2.188 1.205 Moderate
There is food provided to children to enable them in
school and after school 292 2.794 1.459
Moderate
The children are provided a healthy sanitation to
support their being in school 292 2.787 1.309
Moderate
292 2.805 .587 Moderate
Protection rights
Children are supported to access the education at a
right age
292 2.897 1.360
Moderate
There is protection of the children to access education
during conflict in families 292 2.732 1.381
Moderate
The children are protected from discrimination while at
the schools 292 2.616 1.317
Moderate
Children are protected from unfamiliar circumstances
that hinder their access to education 292 3.123 1.521
Moderate
Students view are attended to 292 3.318 1.442
Moderate
292 2.937 .620
Moderate
Children’s participation
Children are allowed to participate during learning 292 2.732 1.089
Moderate
Children views on the future required courses are
respected 292 2.743 1.080
Moderate
The children participate in the evaluation of their class
content 292 2.695 1.326
Moderate
41
The children participate in evaluation of their teachers 292 2.407 1.337
Moderate
The children participate in choosing their student leaders 292 3.297 1.413
Moderate
292 2.775 .610
Moderate
Source: Field Data, 2019
Table 4.3 present the results on the provision rights of children. The results reveal that
the children are provided with scholastic materials to enable them in school with 3.513
interpreted as high, children are given the school dues required to be in schools had
2.743 moderate, Parents take their children to school as required as 2.18 low, there is
food provided to children to enable them in school and after school with 2.794 and The
children are provided a healthy sanitation to support their being in school had 2.787 mean
interpreted as moderate, the rights reveal that the provision rights of the children are
lowly implemented.
Even the interview from the community leaders are in agreement with the
questionnaire information. There are some people who have done little in
the provision of information necessary concerning the provision rights. The
education provisions for the children exist were some parents have taken
care in providing school requirements to their children. There are those that
have taken little care and interest in providing a form of determination for
the children. On average the provision rights exist though limited in scope
and efficiency making.
KII with Waberi Village Leader, 17.07.2019 The study results hence indicate that the provision education rights of children in Galkio
Somalia are present though to limit levels and scales hence the need for addressing the
status for the means of attaining and enhancing rights provisions.
42
The study results on the education protection rights of children reveal that the children
are supported to access the education at a right age with the mean of 2.897. There is
protection of the children to access education during conflict in families had 2.92, the
children are protected from discrimination while at the schools, children are protected
from unfamiliar circumstances that hinder their access to education 3.123 and The results
further reveal that students view are attended to 3.318. The findings indicate the
protection education rights of children are to a limited level existing in Galkio Somalia.
Even the interview responses point to the same revelations “As the children
protection by UNICEF is more theoretical, little attention exist on the means
taken in managing and the protection of children in education. There are
no measures designed to enhance the protection for the children. The study
results are hence in agreement with those of questionnaire which depict the
protection rights of the children.
KII with UNICEF administrator, 19th/07/2019
The participation rights of children in education were on overall moderate. The status of
the responses provided that children are allowed to participate during learning with mean
of 2.732, the children views on the future required courses are respected had 2.743, the
children participate in the evaluation of their class content had 2.695, the children
participate in evaluation of their teachers had 2.407 and the children participate in
choosing their student leaders 3.297 interpreted as moderate. The participation rights for
children exist though limited on certain grounds, there is a limitation in the provided rights
for the children.
The study results from the interview regarding the participation rights of
children were viewed to be low. The participation rights of children are quite
limited according to the interview given that as UNICEF we have no ground
in schools to monitor as children have less participation in the education
system they are provided through.
KII with UNICEF administrator, 19th/07/2019
43
The results overall reveal that there is still limited child protection, provision and
participation of the education rights of children in the means to improve the rights
to education since this seem to be so limited in terms of the venture for the limited
occurrence of the education rights.
4.3.3 Regression (Effect of UNICEF on provision of education for children in
Galkio, Somalia).
Table 4.4 (a): Effect of UNICEF on provision of education for children in Galkio,
Somalia).
Model Summary
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
1 .117a .014 .010 .58430
a. Predictors: (Constant), UNICEF
ANOVAa
Model
Sum of
Squares df
Mean
Square F Sig.
1 Regression 1.384 1 1.384 4.053 .045b
Residual 99.008 290 .341
Total 100.391 291
a. Dependent Variable: Provision Rights
b. Predictors: (Constant), UNICEF
Coefficientsa
Model
Unstandardized
Coefficients
Standardize
d
Coefficients
t Sig. B Std. Error Beta
1 (Constant) 3.282 .239 13.716 .000
UNICEF .155 .077 .117 2.013 .045
a. Dependent Variable: Provision Rights
Source: Field Data, 2019
Results in table 4.4 reveal that the r value was .117, the coefficient of determination
reveal the effect that UNICEF has on provision rights of children in Galkio Somalia. The
44
results indicate that UNICEF has a 11.7% contribution or effect on provision of education
for children in Galkio, Somalia.
The Analysis of variance reveal that the significant level were below 0.05 (0.045)
indicating that there exist a significant effect of UNICEF on provision rights of children.
The results indicate that there is a significant effect of UNICEF on provision rights of
children.
Concerning the coefficients the study reveal that both coefficients of significance are
below the level of significance with the constant at 000 and education provision of
children at 0.049.The results imply that there is a significant effect of UNICEF and
provision rights of children in Galkio Somalia.
Table 4.4b: Pearson correlation between UNICEF on provision of education for
children in Galkio, Somalia) at 0.05 Level of significance.
Variables Correlated r-value Sig Interpretation
UNICE
Vs
Provision of education
.513 .068
Significant correlation
Source: Primary data, 2019
Results in Table 4.4b indicated a significant relationship between UNICEF on provision of
education for children in Galkio, Somalia) at 0.05 Level of significance, since the sig. value
(.068) was less than 0.05 and thus there was significant correlation. This finding can be
witnessed in the r-values of .513 and a significant value of .008. This research finding
means UNICEF has provided some significant and important contributions to education
for children in Galkio Somalia.
45
Under international human rights law, States, as the principal duty bearers,
are accountable for respecting, protecting and fulfilling children’s rights
within their territories. While States play the role of the principal duty bearer
for all children including street-connected children other non-State entities,
professionals and individuals are also recognized by the Convention on the
Rights of the Child as duty bearers in the fulfillment of children’s rights.
They include parents and families, teachers, doctors and social workers,
employers and/or probation officers. States have the obligation, as principal
duty bearers, to ensure that the secondary duty bearers have the
knowledge and means to carry out their specific obligations.
KII with UNICEF administrator, 19th/07/2019
The results provided here indicate that provision rights for the children are provided by
UNICEF in the bid to provide the services values for the children in a work environment
meaning that UNICEF bid for provision of the children is still quite limited.
4.4 Effect of UNICEF on the protection of children education in Galkio, Somalia
The second research objective was to assess the effect of UNICEF on the protection of
children education in Galkio, Somalia. The data collected based on the results from the
field is provided.
46
Table 4.5(a) Effect of UNICEF on the protection of children education in Galkio,
Somalia
Model Summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .023a .001 -.003 .62158
a. Predictors: (Constant), UNICEF ANOVAa
Model Sum of Squares df
Mean Square F Sig.
1 Regression .060 1 .060 .155 .694b
Residual 112.046 290 .386
Total 112.106 291
a. Dependent Variable: Protection rights b. Predictors: (Constant), UNICEF
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
t Sig. B Std. Error Beta
1 (Constant) 2.838 .255 11.150 .000
UNICEF .032 .082 .023 .394 .694
a. Dependent Variable: Protection rights
Source: Field Data, 2019
Results in table 4.5 reveal that the r value was .023, the coefficient of determination
reveal the effect that UNICEF has on protection n rights of children in Galkio Somalia.
The results indicate that UNICEF has a 2.3% contribution or effect on protection of
children education in Galkio, Somalia.
The Analysis of variance reveal that the significant level was above 0.05 (0.694) indicating
that there exist no significant effect of UNICEF on protection rights of children. The results
indicate that there is no significant effect of UNICEF on protection rights of children.
Concerning the coefficients the study reveal that both coefficients of significance are
above the level of significance with the constant at 000 and for education protection of
47
children at 0.694. The results imply that there was no significant effect of UNICEF and
protection rights of children in Galkio Somalia.
Table 4.5 (b) Pearson correlation between UNICEF on the protection of
children education in Galkio, Somalia at 0.05 Level of significance.
Variables Correlated r-value Sig Interpretation
UNICEF
Vs
Protection of Children
.432 .323
Significant correlation
Source: Primary data, 2019
Results in Table 4.4 indicated a significant relationship between UNICEF and the
protection of children education in Galkio, Somalia at 0.05 Level of significance, since the
sig. value (.323) was above than 0.05 and thus there was no significant correlation. This
research finding means those there UNICEF does not have a significant effect on children
education in Galkio Somalia.
Even the interviews conducted provide similar information as the one from above which
reveal limited efforts prevalence in protection through UNICEF.
As UNICEF we assume that the country management undertake protection
of education rights in practice, the existence of a worldwide accord on the
need for and content of children’s rights and education is an achievement
in and of itself, irrespective of patchy, unsatisfactory or reluctant
implementation. Less progress has been made in education protection
through rights-based advocacy and monitoring, and it appears that there is
need for continues support for education protection rights.
48
KII with UNICEF administrator, 22th/07/2019
Regarding what need to be done improve children’s protection in education
rights. The responses from the field were that”
Education protection rights will only be realized in situations where state
parties embrace them in law and policy and allocate sufficient expenditure;
where they are understood and accepted by educationalists; and where
children are aware of their rights and in a position to claim their rights when
they are ignored, and seek redress when they are breached. Few countries,
if any, can claim to be in this posit. The interviews further reveal that limited
interventions in the form of protection rights for the children.
KII with UNICEF administrator, 22nd/07/2019
The study results indicate that there is limited protection of children in education for the
children. Limited issues of protection exist in the basis of the determination for the effect
of UNICEF on protection for children education.
4.5 Effect of UNICEF on children’s participation in education in Galkio, Somalia
The third research objective was to examine the effect of UNICEF on children’s
participation in education in Galkio, Somalia. The results based on the data collected from
the field are presented below.
49
Table 4.6 (a): Effect of UNICEF on children’s participation in education
Model Summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .007a .000 -.003 .61155
a. Predictors: (Constant), UNICEF ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression .005 1 .005 .014 .907b
Residual 108.457 290 .374
Total 108.462 291
a. Dependent Variable: Children’s participation b. Predictors: (Constant), UNICEF
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
t Sig. B Std. Error Beta
1 (Constant) 2.804 .250 11.196 .000
UNICEF .009 .081 .007 .116 .907
a. Dependent Variable: Children’s participation
Source: Field Data, 2019
Results in table 4.6 reveal that the r value was .007, the coefficient of determination
reveal the effect that UNICEF has on children participation in education in Galkio Somalia.
The results indicate that UNICEF has a 0.7 % effect on children participation in education
in Galkio, Somalia.
The Analysis of variance reveal that the significant level was above 0.05 (0.907) indicating
that there exist a no significant effect of UNICEF on participation rights of children. The
results indicate that there is no significant effect of UNICEF on participation rights of
children.
Concerning the coefficients the study reveals that both coefficients of significance are
above the level of significance with the constant at 000 and for education participation of
50
children at 0.907. The results imply that there was no significant effect of UNICEF on
participation rights of children in Galkio Somalia.
The study results from the field concerning the interview revealed that
UNICEF has provided a ground for the intervention of children in terms of participation
of children in education. The participation though viewed as limited exist and is mostly
emphasized by the UNICEF staff in the bid to provide avenues for participation of children.
4.6(b) Pearson correlation between UNICEF on children’s participation in
education in Galkio, Somalia at 0.05 Level of significance.
Variables Correlated r-value Sig Interpretation
UNICEF
Vs
Children’s participation
.513 .008
Significant correlation
Source: Primary data, 2019
Results in Table 4.5 indicated a significant relationship between UNICEF on children’s
participation in education in Galkio, Somalia at 0.05 Level of significance, since the sig.
value (.008) was less than 0.05 and thus there was significant correlation. This finding
can be witnessed in the r-values of .513 and a significant value of .008. This research
finding means that the effect that exist between UNICEF and children participations are
being provided for affecting the educations.
Concerning the factors that limit the children rights in Galkio Somalia. The study
responses based on the field information are provided below.
There is limited children participation in education developed by UNICEF,
UNICEF only enforce the children participation, those that are left home and
not taken to school are left un attended to in the terms and ways of the life
they lead hence UNICEF limited concerns are presented in the ideas and
aspects provided in the determined set of values of the child enhancement.
51
Further more the state of poverty prevailing limits providing the children
with education protection through lack of resources for facilitation of the
children.
KII with UNICEF administrator, 23rd/07/2019
The results presented indicate that UNICEF has played a non significant effect on the
children participation. The findings indicated that limited interventions are in place to
enhance the provision of education to children especially in the participation environment.
Furthermore, on what need to be done to improve children participation in education
rights, the researcher present that there is need for guidance concerning participation in
educations.
We provide guidance to schools regarding children participation in
education. We also ensure and contribute the policy of countries regarding
the children participation in education. The mechanism though seem to be
challenged are exercised by the UNICEF management especially in the bid
to enhance children rights of education participation are enhanced.
KII with UNICEF administrator, 23rd/07/2019
The findings denote that there is need for skills to the people regarding need for
participation of the children in education and supporting the provisions for the resources
that can generate the improved children participation in choice of courses and general
education evaluations.
52
CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This final section of the report deals with the discussion of the findings presented in the
preceding chapter. The discussion is made with reference to other similar works done in
previous studies. The section then draws conclusions from these discussions after which
it offers its recommendations. Finally, it suggests areas that are potential grounds for
research that could not be completed in the body of this report.
5.1 Discussion of Findings
This section was further organized into three subsections with respect to the research
objectives that guided the study.
5.1.1 Effect of UNICEF on provision of education for children in Galkio, Somalia
The study findings on the effect of UNICEF on education provision for children in Galkio
Somalia. The results indicate that UNICEF provides avenues for the provision of education
for children. The study findings provided are based on the results based below on the
assertions of the previous authors indicate , Action Aid (2011) argued that a global
campaign for education which focuses on the right of all to free, quality public education;
and the London-based Right to Education Project,3 concerned with promoting
mobilization and accountability. The latter project, as part of the drive for accountability,
has encouraged the monitoring of education rights, and developed a comprehensive set
of education rights indicators to enable this (Right to Education Project, 2013), as
traditional education indicators based on development targets are seen as inadequate to
monitor the realization or violation of human rights. Even Gerber (2013) argued that a
detailed account and critique of this process and suggests that the UN sees HRE as a tool
to prevent human rights abuses. She concludes, however that, ‘the UN’s attempts to use
prophylactic measures to prevent human rights violations have not been as successful as
the medical profession’s use of prophylactics to combat diseases. Even Hanushek &
Woessmann (2015) argued that fact that global consensus was achieved on education
rights in the CRC at all is notable given the scale of the challenge and the diversity of the
53
nations and cultures that embraced it. It is arguable that, in its formulation, ambition was
sacrificed for the sake of global consensus especially to the provision rights.
5.1.2 Effect of UNICEF on the protection of children education in Galkio,
Somalia
The study results indicate that UNICEF has no significant effect on protection of children
education in Galkio, Somalia. The study results indicate that there are limited efforts
provided by UNICEF on children protection in Galkio Somalia. The study results are in
agreement with previous authors of UNICEF (2014b) argued that UNICEF provides that
most children have some connections with protection of children (for play, socialization,
leisure and consumption) but are not reliant on public spaces for their development; they
have stronger connections with family, school and peers in the community. Even Perry-
Hazan (2014) argued that the role of UNICEF in promoting the children, the principal duty
bearers, are accountable for respecting, protecting and fulfilling children’s rights within
their territories. While States play the role of the principal duty bearer for all children
including street-connected children other non-State entities, professionals and individuals
are also recognized by the Convention on the Rights of the Child as duty bearers in the
fulfillment of children’s rights. Kerr & West (2010) contend that UNICEF proposed the
following working definition: “Child protection systems comprise the set of laws, policies,
regulations and services needed across all social sectors especially social welfare,
education, health, security and justice to support prevention and response to protection
related risks a far-reaching definition which includes laws and policies as well as services
across all sectors relevant to children. Save the Children has identified 11 key components
for a successful national CPS, namely, a legal framework, a national strategy, a
coordinating agency, local protection services, child-friendly justice, child participation, a
supportive public, a trained workforce, adequate resources, standards and monitoring
mechanism and data collection systems, Even Gerber (2011) argued that a priority area
for protecting children from the multiple deprivations that push children into developing
street connections is the provision of support for families and other careers at the
community level to ensure children are safe and can access their rights.
54
5.1.3 Effect of UNICEF on children’s participation in education in Galkio,
Somalia
The study results based on the effect of UNICEF role in participation in education in Galkio
Somalia. The study provided on the effect is provided indicate that a low effect of UNICEF
is registered for the children participation for the children in Galkio Somalia. The study
results are in agreement with the previous studies provided by the previous authors Kerr
& West, 2010) argued that it is equally important to assess the extent to which training
is in place to raise awareness on child rights and participation at pre- and in-service levels
for all professionals working with and for children (including teachers, doctors, nurses,
lawyers, judges, police, psychologists, social workers and prison staff, Even Perry-Hazan
(2014) present similar findings as for Kerr & West (2010) that development cooperation
actors can support the creation of concrete opportunities for children to influence public
agendas (for example, by providing feedback on the quality, accessibility and
appropriateness of public services available for them, by being represented in local and
national governance bodies or by having the right to establish their own organizations.
Simeunovic (2011) argued that in promoting information and awareness lead to children
relights of participation through UNICEF. Children cannot exercise the right to participate
if they do not know they have such a right or how to realize it. Information about rights
can be included in the school curriculum or promoted through child rights clubs in schools.
5.2 Conclusion
The purpose of the study was to examine the effect of UNICEF on children education
right’s in Galkio, Somalia. The study objectives included to examine the effect of UNICEF
on provision of education, to assess the effect of UNICEF on the protection of children
education and to examine the effect of UNICEF on children’s participation in education in
Galkio, Somalia.
The study reveals that there was a significant effect of UNICEF on education provision
rights of children, the study reveal that UNICEF has had some effect regarding the
provisions of the education for children. The study conclude that UNICEF provide some
55
contribution to provision of children education though limited avenues are still being cited
in the manner of contributions.
On the second objective the study concludes that UNICEF has done very little (no
significant effect on the protection of children education. The study conclude that limited
effort has been established to enhance the functioning of the children rights regarding
the protection in the education rights
Finally, the study concludes that UNICEF has further more had a low effect on the children
participation in education. The results reveal that limited efforts exists and have
hampered the existence of the children living with participation avenues in Galkio, hence
the provisions in the education are quite and actually very limited.
5.3 Recommendations
On the recommend that UNICEF need to further intensify the education provisions of the
children given that the effect was significant. There is need for enhancement in the
provisions scholastic materials to children, development of a fund that can generate
shelter and food requirements that are fundamental in providing the values for the
children among the many others while in the schools.
On the second objective, the researcher recommend that there is limited children
protection through UNICEF, there is need for ensuring education protection of children
through provide legal security and educating the schools and parents on the need for
developing the protection to the children in the schools. There is further need for UNICEF
to advocate for security/ protection provisions to the children especially those in the
environment of that are insecure to develop the children.
On third objective, the researcher recommends that there is need for the development
of children in line with the participation for the children. UNICEF need to strengthen the
participation of the children in the bid to enhance the means for generating the children
56
and enabling participation for the means of enabling participation for the children to
facilitate the UNICEF participation for work efficiency.
5.4 Areas of further study
The results presented in this report may not be conclusive and should be treated as being
preliminary. Further analysis of the survey data on UNICEF and children education rights
need to be further assessed on the following.
UNICEF role in providing health services
UNICEF role in enabling children protection in schools
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APPENDICES
APPENDIX I: QUESTIONNAIRE
Dear Respondent
My name is ABDIKADIR HASSAN FARAH, 1174-06246-14540 a student of Kampala
International University pursuing a Masters of Human Rights and Development. I am
currently carrying out a study about “United Nations International Children’s Emergency Fund (UNICEF) Programmes and education rights of children in
Galkio, Somalia.” as a requirement for the award of Masters of Human Rights and
Development and Management. I humbly request you to be one of the participants in this
study and your cooperation will be of great importance to this study. Your answers will
be kept with utmost confidentiality.
SECTION A: BACKGROUND INFORMATION 1. Gender
Male Female
2. Marital Status
Married Single
3. Highest Educational
level Primary
Secondary
Tertiary
University 4. Age.
Below 20 Between 20-39 Between 40-59 60 and above
64
Direction 1: Please write your rating on the space before each option which
corresponds to your best choice in terms of level of motivation. Kindly use the scoring
system below:
Score Response Mode Description Interpretation
5 Strongly Agree You agree with no doubt at all Very satisfactory
4 Agree You agree with some doubt Satisfactory
3 Neutral You are not sure about any None
2 Disagree You disagree with some doubt Fair
1 Strongly Disagree You disagree with no doubt at all Poor
SECTION B: UNICEF
5 4 3 2 1 1 There is funding targeted on improving education rights of
children
2 There is research conducted on the state of children in Galkio
Somalia
3 There is effective monitoring of the education programs by
UNICEF
4 UNICEF undertake to handle conflict situations of children in
families
5 Through Corporate Partnership program, UNICEF works
together with companies all over the world to raise money to
support children
6 UNICEF’s Water and Sanitation Programme is designed to
provide relief to nations threatened by disrupted water
supplies and disease in times of emergency
7 UNICEF’s Emergency Supplies to Vulnerable Flood-Hit Children
& families have been vital in promoting and protecting the
65
rights of children
8 WASH Programme helps to improve water supplies and
sanitation facilities for children in schools and communities
9 UNICEF aims at reaching the most marginalized sections of the
society in order to provide elementary education to the
children of poverty stricken families through special training
programme
10 There is school fees funding for the vulnerable children in
Galkio district by UNICEF
SECTION C: EDUCATION RIGHTS OF CHILDREN
Provision rights 5 4 3 2 1
1 The children are provided by scholastic materials to enable
them in school
2 Children are given the school dues required to be in schools
3 Parents take their children to school as required
4 There is food provided to children to enable them in school
and after school
5 The children are provided a healthy environment to support
their being in school
Protection rights 5 4 3 2 1
1 Children are protected and access education with minimal or no
attacks during conflicts
2 There is protection of the children to access education during
conflict in families
3 The children are protected from discrimination while at the
schools
66
4 Children are protected from child abuse that hinder their
access to education
5 Students view are attended to
Participation rights 5 4 3 2 1
1 Children are allowed to participate during learning
2 Children views on the future required courses are respected
3 The children participate in the evaluation of their class
content
4 The children participate in evaluation of their teachers
5 The children participate in choosing their student
leaders
67
APPENDIX II: INTERVIEW GUIDE
1) What is the contribution of UNICEF on the protection, provision and participation
in children education rights in Galkio, Somalia?
2) What is the role of the community in ensuring children education rights promotions
in Galkio, Somalia?
3) What are the socio-cultural factors that hinder education rights?
4) What challenge has the community faced in ensuring children education rights
promotions in Galkio Somalia?
5) In what ways can you improve children’s participation in education rights?
6) In what ways can you improve children provision rights in education in Galkio
Somalia?
7) What is the mechanism that can be used for improving the protection right of
children in Galkio Somalia?
68
APPENDIX III: TIME FRAME
ACTIVITY Nov DecJan Feb Mar April
Topic formulation
Introduction writing
Literature review writing
Methodology
Typing and correction
Reviewing
Final copy formulation
69
APPENDIX IV: STUDY BUDGET
ITEM Quantity AMOUNT
Communication Air time 40,000
Transport To &fro 50,000
Meals Lunch (10) 50,000
Printing 3copies 20,000
Binding 3copies 20,000
Papers 1 ream 15000
Total 195000/=
Thanks for your responses
End
70
Descriptive Statistics
N Mean Std. Deviation
There is funding targeted on improving education
rights of children 292 2.5034 1.34573
There is research conducted on the state of
children in Galkio Somalia 292 2.5377 1.37051
There is effective monitoring of the education
programs by UNICEF 292 2.9349 1.36948
UNICEF undertake to handle conflict situations of
children in families 292 2.7363 1.35806
Through Corporate Partnership program,
UNICEF works together with companies all over
the world to raise money to support children
292 2.9658 1.25954
UNICEF’s Water and Sanitation Programme is
designed to provide relief to nations threatened
by disrupted water supplies and disease in times
of emergency
292 2.9623 1.19935
UNICEF’s Emergency Supplies to Vulnerable
Flood-Hit Children & families have been vital in
promoting and protecting the rights of children
292 3.5274 1.40052
WASH Programme helps to improve water
supplies and sanitation facilities for children in
schools and communities
292 3.4658 1.23614
UNICEF aims at reaching the most marginalized
sections of the society in order to provide
elementary education to the children of poverty
stricken families through special training
programme
292 3.4863 1.22817
There is school fees funding for the vulnerable
children in Galkio district by UNICEF 292 3.6027 1.27346
UNICEF 292 3.0723 .44430
Valid N (listwise) 292
71
Descriptive Statistics
N Mean Std. Deviation
The children are provided by scholastic materials
to enable them in school 292 3.5137 1.28826
Children are given the school dues required to be
in schools 292 2.7432 1.40658
Parents take their children to school as required 292 2.1884 1.20514
There is food provided to children to enable them
in school and after school 292 2.7945 1.45927
The children are provided a healthy environment to
support their being in school 292 2.7877 1.30928
ProvisionRights 292 2.8055 .58736
Children are supported to access the education at
a right age 292 2.8973 1.36086
There is protection of the children to access
education during conflict in families 292 2.7329 1.38122
The children are protected from discrimination
while at the schools 292 2.6164 1.31740
Children are protected from unfamiliar
circumstances that hinder their access to
education
292 3.1233 1.52140
There is protection of children from cultures that
forbid education rights 292 3.3185 1.44234
Protection rights 292 2.9377 .62068 Children are allowed to participate during learning
292 2.7329 1.08910 Children views on the future required courses are
respected 292 2.7432 1.08050
The children participate in choosing their student
leaders 292 2.6952 1.32628
The children participate in evaluation of their
teachers 292 2.4075 1.33741
The children participate in choosing their student
leaders 292 3.2979 1.41309
Children’s participation 292 2.7753 .61051
Valid N (listwise) 292