CITIZEN VOICE AND ACTION(CVA) TRAINING REPORT

WVU OMUGO AP (EDUCATION TP)-WESTNILE REGION

CITIZEN VOICE AND ACTION (CVA)

EMPOWERMENT FOR LOCAL LEVEL ADVOCACY
WORLD VISION ABIM CLUSTER
IMPROVING THE QUALITY OF SERVICES IN PRIMARY
TRAINING
EDUCATION IN OMUGO SUB REPORT
COUNTY-TEREGO DISTRICT
LALOGI- LAKWANA AP- WVU GULU/OMOROCLUSTER

Prepared by:
ISAAC IJJO JURUGO
Mob: 0772 373 802
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National Trainer PRC/DAP/ CPA-ADAPT/CVA

30th January 2024
@ January 2024

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CITIZEN VOICE AND ACTION(CVA) TRAINING REPORT
CVA WORKING TEAM IN EDUCATION TECHNICAL PRGRAMME
WVU OMUGO AREA PROGRAMME-WESTNILE REGION
Name of facilitator/Trainer:
Isaac Ijjo Jurugo - National trainer PRC/DAP/CVA/CP ADAPT/C-CHANGE
Peace Building Specialist and Advocacy consultant- Community Change specialist based in Adjumani
and Moyo District-West Nile region
Contact: UMBA RAJ Crescent, P.O. BOX 143 Moyo (Uganda).
< ijjojurugo@gmail.com>, Mob: +256 772 373 802 .

Name of Cluster/programme: Omugo Area Programme-West Nile Refugee response

Project: Education Technical Programme
Project Goal: To increase dialogue and accountability between community (citizens), service providers
and government (national and local) to improve quality of services in education, health care and child
protection) that impact on the lives of children and their families in Omugo sub county.

TP Outcome: Community members (citizens) empowered to engage service providers, policy makers
and government officials (public servants) through dialogue with an aim to improve quality of services
(health, education, livelihood etc) that impact the well-being of children and communities they live in.

TP Outputs:
 Empowered Community of CVA practitioners to understand CVA as a social accountability model
and be able to plan, budget and track the education and child protection concerns in Omugo AP.
 Empowered CVA community practitioners on CVA core elements and effectively engage duty
bearers to advocate for improved quality, efficiencycy and effectiveness of education services in
Omugo AP.
 Empowered CVA practitioners to conduct a practical community gathering sessions at education and
health service points and develop joint advocacy action plans for improved services
Person requesting training: Samuel Olweny TP coordinator Omugo AP and Winny Maturu
Technical Educ Programme Officer Omugo AP
Nature of activity: Three days training on:

 Basics of Citizen Voice and Action concepts, terms, principles, processes and methods.

 Practical use of CVA tool for community engagement though dialogue (using score cards, votings,
monitoring standards and Joint advocacy action planning)

 Community engagement on the performance monitoring of education services in primary schools

 Analyzing information and data collected from dialogue for reforms and improved quality of
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education services in Omugo AP

Training venue/location: Omugo sub county hall

Date of training: 27th-29th January 2024
Expected target participant: 30 Expected participants, Actual attendance 30(03f;27m)
Cost centre for training: Omugo AP Education Tech project-un locking literacy Activity code( )
Report submitted to: Samuel Olweny CP/TPO coordinator and Faith Owezeye Regional TP coordinator
Educ West Nile and Karamoja; Winny Maturu Educ PO Omugo AP

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Date of submission: 30th January 2024

CVA daily Training programme:

Block training topics covered per day

Day 1. Setting stage: a) Introduction: Setting the Stage, Introductions and welcome
Saturday remarks, Setting Ground Rules/working agreements, Expectations of participants/
Election of course leaders, Overview of the training goal and objectives.
27th Jan 2024
Back ground to concept of Citizen Voice and Action(CVA): what is CVA? Why
CVA in community? Aims and objectives of CVA, Phases and core elements of
CVA, CVA ethics and principles The CVA community engagement via
dialogue: 1.Initial community meeting, 2.Monitoring standards for education and
Child protection 3.Score cards(smiley faces, group indicators, voting practice and
score cards, commends and proposals), 4.Interface meeting/dialogue and
5.Community feedback sessions and 6. Advocacy community action plan)

Day 2 CVA engagement via community gathering for dialogue:

Sunday Community gathering and dialogue meeting Practice,
28th Jan 2024
Process: Practical use of the CVA performance monitoring tools and steps for
engagement meeting 1. Initial community meeting and mobilisation, 2. Monitoring
standards, score cards comparison and voting. 3.Community action planning

Score cards practice voting: 1. Smiley faces,2. Group performance

measures/indicator,3. practice voting/comparison,4. Score cards, comments and
proposals for service improvement

Day 3 CVA data analysis and action plans:

Monday  Strategies for rolling out CVA
 Developing performance improvement plans for schools
29th Jan 2024
 Documentation of significant change stories in CVA
 Joint Action plan for CVA| roll out and implementation
 Evaluation of training and closure of workshop
Closure and Departure

Daily programme outline

8.30am Devotion/praise and worship//prayers. Participant leaders

9.00am Introductions and Ground setting: Educ PO//Facilitator

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Expectations, ground rules, Reviews/ recaps and opening remarks

9.30am Sessions 1,2,3: CVA concepts, methodology, principles and CVA Facilitator
ethics or community gathering, CVA elements

10.30am Tea Break Service provider

11.00am Sessions 4,5,6: Community engagement via dialogue process through: Facilitator
(initial meeting, monitoring standards, score cards, interface meeting)

12.30pm Group discussions :identifying critical child protection issues affecting Participants
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 quality education and performance of children

01.00pm Lunch Break Service provider

02.00pm Sessions 7,8,9: Practical use of CVA performance standards/indicator Facilitator

tools for education

04.30pm Evaluation of the day Participants

05.00pm Closure/departure CPO / Participants

Daily participants attendance

SNO CATEGORY REPRESENTATION NUMBER

1 School management committee(SMCs) 14

2 Parents-Teachers Association (PTA) 07

3 Head Teachers 07

4 WVU Omugo AP Staff 02

5 District local authority education department(DIS Omugo sub county) 01

6 Facilitators 01

TOTAL 32

1.0. Executive summary:

World vision Uganda(WVU) strategy 2020-2025 prioritises four child wellbeing aspirations:
Children and adolescents (boys and girls) experience the love of God and neighbours
Children and adolescents (boys and girls) are loved, cared for and protected
Children and adolescents (boys and girls) enjoy good health and
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Children and adolescents (boys and girls) are educated for life

In order to achieve these aspirations, four main technical programmes areas were also chosen, that is;
Child protection and peace, Education, Health, resilience building and livelihoods

World Vision Omugo AP has just added Education technical programme alongside Child protection
and peace, resilience building and livelihoods. The education and child protection component utilises
the Citizen Voice and Action(CVA) approach for local level advocacy for improving the quality of
service delivery in child protection and education technical programme areas.
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Whereas the education technical programme aims at improving literacy among children by increasing
the number of children who can read and write, through effective and inclusive, meaningful child
participation teaching and learning literacy approaches. The peace and child protection technical
programme aims at improved relationships where increased number of children (girls and boys) who
have positive, peaceful and non-violent relationships with one another, families and communities they
live in by 2025.

The Citizen Voice and Action(CVA)approach is therefore a prerequisite for a local level advocacy
approach that facilitates dialogue and engagement between community(citizens) and government in
order to improve services such as education, child protection, health, resilience and livelihoods; that
impact the daily lives of the children and community they live in.
The Citizen Voice and Action(CVA) does the following things:
1. Empowerment: Empowers communities(citizens) to realise the power within them to influence
policies and demand for accountability for quality of service delivery at the local level.
2. Right-based approach: Empowers communities to learn about basic human and child rights.
Informed citizens on their basic fundamental human and children's rights enables them engage
government to protect and enforce those rights as per government set minimum and commitments.
3. Quality service delivery: Communities work collaboratively with government and service
providers to compare reality of service delivery against their government's own commitments and
have the opportunity to rate government performances against the criteria they themselves generate to
measure performance. Joint action between Citizens and service providers, government and local
partners will improve the service delivery and so does the wellbeing of children.
4. Stakeholders engagement and policy to influence: Finally, communities work with other
stakeholders to influence decision-makers to improve services
Recognizing the importance of the CVA approach in policy influence, demand-driven actions for
social accountability and provision of quality services to the community of Omugo sub county, WVU
Omugo education technical Programme requested for the three (3) days CVA training and practical
community engagement through community gathering for dialogue and data analysis for evidence
based advocacy and joint action planning for service improvement in the ten primary schools
supported by World Vision education project.

Competent lead National trainer and a CVA specialists; Mr. Isaac Ijjo -National trainer also for
PRC/DAP facilitated/guided the CVA from 27 th -29th January 2024, at Omugo sub county hall. This
report covers the proceedings of the CVA training and field practice on practical use of the CVA
monitoring tool for assessing performance indicators in primary school. A total of 31
participants(03f;27m) actively participated in the training (SMCs (14), PTAs (07), Head
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teachers (07), DIS (01) and WVU staff Omugo AP(02) and Facilitator (01). This report covers the
daily proceedings of the training, the performance monitoring findings, recommendations and action
plans for CVA activities in Omugo sub county.

1.1 The Aims of Citizen Voice and Action (CVA):

• To increase dialogue and accountability between citizens, service providers and government
(political and administration) for improved quality service delivery.

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 • To empower communities(citizens) to influence policies for quality, efficiency, effectiveness
and accountability with which services are provided at the local level.
• To identify together with citizens, service providers, government and local partners action to
take to improve the service delivery.jgA
• To strengthen the primary relationship between citizens and government, by educating and
empowering community to engage in dialogue with government service providers and
government officials about the performance of basic services.
• To build networks and coalitions among civil society organisations, child protection actors at
local level, district and national levels to fast track the quality of service delivery
1.2 Importance of the Citizen Voice and Action(CVA):

• CVA promotes dignity and self-sufficiency/self-worth within the individual members of the
CVA team to engage through dialogue and community gathering.
• Effective CVA participation taps the energies, expertise, experience and resources of
individual citizens within the community to demand for policy change, accountability for
quality service delivery.
• Citizen CVA participation provides a source of special insight, information, knowledge and
experience, which contributes to finding long lasting and sound solutions to societal
problems.
• CAV involves citizens fully in the policy influence and decision making for good
governance and focus more on problem solving to eliminate deficiencies in the community
service delivery
• CVA improves evidence based advocacy for result based service provision

1.3 Critical questions for CVA approach

1. What are the critical service concerns affecting the quality of primary education and well-being of
children in Omugo sub county(AP)?9
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2. What is the current situation of education service delivery and social accountability gaps in the
management of the primary schools and child protection issues affecting children and adolescents
in Omugo AP?
3. What is being done about this situation?
4. What is the change we want to see improved in our primary education?
5. What resources do we want to see the change happen in our schools?

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6. What is the commitment and capacity of the education stakeholder to engage the government,
service providers and demand for accountability using the CVA approach?
7. How do we influence and ensure sustainability of quality education service delivery in Omugo
sub county?
2.0 Objective of CVA training:

 Empower CVA practitioners to understand CVA as a social accountability model and be able to
plan, budget and use it to complement the child protection activities.

 Empower CVA community practitioners on Social accountability and use the CVA model to
advocate for improved service delivery at all levels.
 Develop capacity of CVA community practitioners for action plan for implementing, monitoring
and supervision of CVA activity in schools and community.
2.1 Training Process:
 The CVA training was tailored to review basics, core elements and principles of CVA,
understanding of the basic methodology of CVA and identifying critical education performance
issues.
 Community engagement via community gathering for dialogue to discuss: what are the critical
child protection issues affecting children both in school and families? What are the critical
performance concerns in our primary schools? How does it affect the children? What is currently
being done about it? Who is responsible in providing quality education for the children?
 Developing joint community action plans to address quality service delivery in education and
child protection concerns.
2.2 Training Methodology:

Creative adult learning methods were used by facilitators. The training sessions was participatory and
involving; through brain storming, group discussions and presentations by the participants. Learner-
centered method like; “from concrete to abstract, known to unknown “and citing practical
education performance case studies and using illustrative diagrams to elicit discovery interest among
the participants.

2.2.1 The over view of CVA process below:

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2.2.2 The CVA cycle of community engagement

3.0 Outcomes of CVA training:

 Participants able to define basic CVA concepts, core principles, process and methodology

 Participants capacity build to conduct community engagement and dialogue using score cards
and performance monitoring standards
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 Participants ability enhanced to demand for accountability in providing quality education from
government civil servants, the service providers and policy makers.

 Capacity of WVU Omugo AP, Head teachers and deputies, SMC, PTA and area inspector of
school enhanced in school management and administration for good governance and
accountability

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3.1 Deliverable of training:

 Documentation of critical education performance gaps affecting quality teaching and learning
and wellbeing of children and adolescent young people in Omugo area programmes

 Compile and submit a detailed training report to WVU Omugo AP

 Have a clear action plan and photos for the activity

3.2. Expectations and Fears:

Participants were taken through expectations and fear of the workshop. Facilitators, jointly with WVU
Omugo AP staff clarified on the sticking issues raised as below:

Expectations Fears Mitigation/Clarification

Good facilitation acquire knowledge, Facilitators may be too Experience expertise of the
skills and methodology fast and too much content facilitators in conducting
to cover within three days PRC training.
Knowledgeable and skilled
on PRC trainings

Active participation among the Dormant participants and Energizers and brain busters
rude facilitators with relevant illustrative
trainees and facilitators methods utilized

Good service, meals and refreshments Poor quality and quantity Welfare officers to
for meals and coordinate with service
refreshment. Late service provider team to ensure
that may affect sessions effective and efficient service

Transport refund Delay in payment of The WV AP coordinator

transport refund clarified that transport and
accommodation will be
refunded after the training
according to distance.

Certificate of attendance and handouts May not get certificate No certificate of attendance
and handouts in time but certificate of merit
considered after
implementing PRC activities
for six months

Monitoring and supervision by WVU Monitoring and Draw action plan to

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staff supervision by WVU staff implement PRC activities

may not be done

CVA T/shirts, bags, files Visibility for CVA team Use what is available while
may be lost planning to include the
visibility items in budgets
2024

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4.0 Proceedings of the CVA training workshop:

Day1. Saturday 27th January 2024

Introduction: The training started by setting the stage. Participants and facilitators introduced
themselves, expectations and fears identified, ground rules and learning agreement, objectives of the
training and key learning points explored. Welcome and Opening Remarks was done by Winny
Maturu the Education Programme Officer-WVU Omugo AP on behalf of the Programme area
coordinator Omugo AP.

From the pretest result conducted at the beginning of the training, only one 02 out of 32 (6 percent)
participants had scanty ideas about the CVA concept acquired from the child protection technical

programme. It is therefore clear that the CVA education working team is just being formed and
strengthened by this training.

1. Theme: Understanding the basic Concepts Citizen Voice and Action (CVA) .

Session One: The participants were taken through the basic concept of Citizen Voice and Action:
Definitions of CVA concepts: what is CVA? Why CVA? Aims and objectives of CV
A, Basic elements and Principles and ethics of CVA?
Session Two: Overview of the CVA cycle and frame work, how does the CVA work in the shools
and community? Engaging community in CVA approach, Community engagement via community
gathering for dialogue.
Session Three: The 7 thematic steps of CVA community gathering process:

The community gathering is a central part of CVA that describes the participatory process and brings
education stakeholders together to assess the quality of the primary education service and identify
ways to improve them. The participants were taken through the 7 thematic CVA community gathering
process as follows:

1. Initial meeting plan: Introduces CVA team on CVA process and expected outcomes of the
community gathering

2. Monitoring standards: Provides CVA team with expected standards on the quality for their public
services (health, education, child protection) as defined in government policy. So the stakeholders
compare the standard inputs to the actual service and situation they experience currently.

3. Performance measures Score cards: Assessing the performance of service delivery and providing
proposals to improve the quality of service delivery

4.Interface meeting: Bringing all stakeholders together to share the information and data evidence
they have collected on public service,
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identifying glaring gaps which impact on quality services

5. Voting on score cards: Comparing standards against actual situation and rating on performance
using the smiley faces tool

6. Action planning: Joint community action plan is then developed including what to improve,
when? Who is responsible to take the work forward

7. Feedback interface: Reporting back to the stakeholders on the community gathering outcomes,
and allowing them to confirm and approve it as a true version of the dialogue.

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Session four: The CVA community engagement via dialogue process:

The participants were taken through the process of community engagement and dialogue as follows:
1. Initial community meeting, 2. Monitoring standards for education and Child protection 3. Score
cards (smiley faces, group indicators, voting practice and score cards, commends and proposals), 4.
Interface meeting/dialogue and 5. Community feedback sessions and 6. Advocacy community action
plan) Note: It was evident that the CVA approach in community engagement is entirely a new
concept to the participants. They realised that the CVA is a vigorous methodology that empowers the
community (citizens) to engage the service providers, government and demand for accountability for
effective and efficient service delivery. Citizen Voice and Action (CVA) approach therefore responds
to WVI core component of child wellbeing aspirations: “Children (girls and boys) are educated for
life”

Day 2: Sunday 28th January 2024

Day Two commenced with Morning Devotion and a recap of what was covered on the previous day.

Theme: Practical community engagement via community gathering interface

Session five: Identification and prioritisation of critical education concerns: Participants were
taken through identification and prioritisation of critical education concerns affecting the quality of
education in Omugo sub county

Participants were also take through the community engagement and dialogue process beginning with
mobilisation of community initial meeting. Practice on community mobilization and engagement were
discussion on the standard monitoring in each of the targeted primary schools.

Session six: Monitoring standards for primary schools: Participants were taken through the
minimum standards for measuring performance in quality of education and how to administer the
tools in their schools

Allocation of tasks and responsibilities to CVA team: Participants were allocated per the school
they represent and assigned roles while conducting standards monitoring in the targeted primary
schools.

Day 3: Monday 29th January 2024

Theme: Field assessment on performance monitoring standards in schools

The participants were taken through the strategies for rolling out CVA in the schools and community,
addressing the key gaps in delivery of quality education in Omugo sub county:

Providing protective and caring environments, meaningful participation for children (basic needs,
protection and safety, cared for, valued and loved)

Building and healthy families and community (role models, spiritual nurture/ positive parenting,
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provides basic needs, sense of belonging and identity)

Community responsibility in child up bring and guidance to adulthood: A shared responsibility in

upbringing children as sound members of the society with corporate shared responsibility to the
community

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Session seven: Principles and ethical standards for CVA
The trainers introduced the following session on Principles and ethical issues in CVA and basic
Understanding of the importance of CVA principles for confidentiality on related education matters
as below:
SNO CVA PRINCIPLES CVA ETHICS
1 Best Interest of the child-The child at the Confidentiality(Secret on sensitive issues)
centre of every thing
2 Do No Harm to a child Respect for culture, traditions and customs
3 Non Discrimination( age, sex, tribe, religion) Equal treatment of children and adolescents
4 Informed consent Voluntary participation without coercing
5 Reciprocity(let children know what they Avoid raising unrealistic expectations
expect)
6 Time the best ally for child growth and Respect Privacy (do not probe what the child is
development uncomfortable about.

Session eight: CVA implementation steps:

1. Organization and Staff Preparation: The purpose of this phase of Citizen Voice and Action is to
prepare WV and CVA education working team to understand what CVA is so they can responsibly
and effectively facilitate the CVA approach at the community level. Staff should also analyze their
context to determine how the CVA intervention will affect local communities.
2. Enabling Citizen Engagement: Is the first “implementation phase” of Citizen Voice and Action.
This Phase equips citizens to engage with issues of governance and service providers to provides the
foundation for subsequent phases. The following are the steps for enabling community engagement:
i. Public policy awareness,
ii. preparation of local materials and resources,
iii. Citizen education and mobilisation
iv. Building networks and coalition for advocacy
v. Realationshi6. Community engagement via dialogue
3. Engagement via Community Gathering: The “Community Gathering” is the heart of the CVA
process. It includes four separate sessions: (1) an “Initial Meeting; (2) the Monitoring Standards
Meeting 3) a Community Scorecard Meeting; and (4) an Interface Meeting
4. Improving Services and Influencing Policy: CVA team, Programme staff connect
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communitieswith other communities and coalitions, as necessary, to help them collectively pressure
local and higher levels of government, as appropriate to action plans developed
5.Doing Action plan: In this Phase fifth, communities begin to implement the action plan that they
created as a result of the Community Gathering process.

Data analysis on monitoring standards in schools:

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Session Nine: Group performance and government monitoring standards: Both Group
performance and government monitoring standards tools were discussed recorded and analysed.
The participants will conduct actual monitoring of education standards in all seven primary schools
supported by WVU Omugo AP as soon as the term I begins 5TH Feb 2024

Session ten: CVA monitoring and evaluation: steps were also discussed to fast track CVA progress
activities and documenting most significant success stories. The M&E traces the changes in the lives
of the children before, during and after PRC sessions. Any positive life skills gained during PRC
activities alludes to the success story due to PRC. Signs of resilience building, social
nonviolent/peaceful coexistence relationships, corporate and individual contribution to family and
community responsibility
Session ten: Action plan, Performance improvement plans and evaluation:
An action plan for the trained CVA team was developed (see annex)
Performance improvement plans were also drawn per school (see annex)
Evaluation of the workshop was also done (see annex)

Closure of the workshop was done by the CVA chairperson on behalf of the CPO Omugo AP
The workshop was officially closed by Munduru Janet- The DIS Omugo sub county

5.0 Key emerging issues:

Based on group discussions and presentations and experiential learning process, it was evidently clear
that there are glaring child protection and education concerns in WVU Omugo AP as follows:

5.1 Community and family concerns effecting education Omugo sub county:

5.1.1 Dysfunctional/ Breakdown of families:

The effect of the COVID -19 pandemic lock down2020-2021 had far reaching burden on families,
coupled with the rapidly changing economic and social patterns of life greatly contributed to poverty,
food insecurity, family separation and domestic violence. Fathers have abandoned their families and
sought comfort with other illegitimate wives elsewhere, leaving the mother and children fend for
themselves. There is an increase of child-headed families where the eldest child assumes
responsibility and care for their siblings.

Impact on children: Poor performance and increased school dropout rate of children in schools.
For the last four years (2020-2023), there has been low performance in national exams, with only 1 or
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2 first grades registered in some primary schools and non in some others. There is urgent need for
the AP to organise sub county and district stakeholders’ dialogue on child protection and poor
performance in schools to lobby the district council to enforce by-laws and make commitment to
combat the poor performance concerns.

5.1.2 Lack of parental care and child neglect:

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Parents and community at large seem to have clearly abdicated their roles and responsibilities towards
the education, protection, spiritual nurture, care and love of their children and adolescents. There is no
longer the traditional collective community responsibility of raising children. The practicing of
community values of love, care and protection, guidance and direction of the future life of the
children and youths is lost.
Impact on children: Indiscipline and moral decadence. Breakdown in family morals, values,
unchecked children choices and unruly behaviour patterns of total disrespect to elders. There can
never be quality education without the moral discipline of children in schools and families.
There is urgent need to hold joint community gatherings/dialogues using the CVA and CPA
approach at parish and villages on child protection and importance of education for children
under the supervision and guidance of parents.

5.1.3 Weak referral pathway systems for child protection:

Lack of vibrant civil society for child protection and education monitoring. Although world
vision and other education partners with UNHCR are trying their best to ensure the quality of
education in integrated primary schools whre refugees are registered, the functionality of child
protection systems and structures loosely exist at community levels and capacity of service providers
is weak, hence condoning child abuses, neglect and exploitation.
Impact on children: Access to justice for children denied: Child protection, violence against
children and teenage pregnancy cases of school girls not reported and followed for justice. There is
need to establish and build capacity of child protection committees and senior women teachers
on their roles in child protection and safeguarding.

5.1.3 Inadequate monitoring and supervision by line education officers:

The participates acknowledged that there has been lack of supervision and monitoring of education
activities in the schools for years since Terego District was created from Arua . The DIS had truly
confirmed the gaps due to lack of education personnel in the district being a newly created one with
hick ups from official handover from formerly Arua district under which Terego district was.
However, now she (Munduru Janet is the newly posted DIS for Omugo and soon Joint supervision
and monitoring will be effected quarterly.
Impact on education:
Poor performance in Terego district with no remedial actions to address the concerns. Absenteeism,
laziness and drunkardness of children and teachers in schools, no teaching and learning going n in
schools. Increased teenage pregnancy, child marriages and school dropout.

5.1.4 Strengthening referral pathway child abuse and violence

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80 percent (112 out of 140) of children interviewed in DAP assessment do not have clear referral
pathways for reporting child abuse and violence against children for fear of reprimand; especially
when the abuse is within family relations. Cultural inhibitions like not reporting cases against your
elders also come handy in condoning child abuse and violence against children. Building wider
community efforts for child protection and safeguarding is paramount in Omugo sub county,
registering the highest child cases of child abuse and violence in Terego district

Impact on education: Increased teenage pregnancy, child marriages and school dropout.

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6.0 Risky Places for child abuse in Omugo sub county

During the CVA community engagement practice, the participants cited the following risky places
where children are abused or their rights violated:

Risky places of child abuse Forms of abuse Stakeholders’ recommendation

Disco/night clubs/video halls Early teenage/child sex, The sub county and parish chiefs, LC
child/teenage pregnancy, child I-III and district local authority must
marriage censor, regulate or even close down
these Disco/night clubs/video halls
employing children. Strict restriction
of children accessing these places
however difficult because they are
business premises.

Lodges/Bars Early sex, child/teenage Sub county and District authorities

pregnancy, child marriage and and local councils
child exploitation/labour
should regulate/censor operations of
Lodges and Bars and put punitive
measure on bar owners employing
children to work there.

Market /distant lonely places child, exploitation/labour and Sub county and District authorities
exposure to indecent anti and local councils should restrict
social behaviours like drinking parents forcing children to go alone to
far distant market places, selling food
items on streets, which is risky for
children, exposing them to rape and
defilement.

Water collection points Defilement, rape, exposure District authorities and local council
to abduction to restrict parents forcing children to
go alone to far distant water
collection points, which is risky for
children, exposing them to rape and
defilement cases
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 7.0 Evaluation:

The evaluation of the outcome of training was based on the following four premises:

Evaluation comments from CVA team

1. Introduction/expectations/objectives: Participants rated introductions good, most

expectations and set objectives of the training were met at end of the workshop
2. How was the training (content, topics, knowledge)?

 The CVA topics were relevant, on spot. So training was very educative and interactive.
Topics for training were relevant to the situations on the ground. Topics were well
thought out by trainer and well sequenced citing concrete practical examples, relevant to
the child protection concerns in the community. Participants appreciated the value that
promotes peace in the community and committed to work hard to ensure peaceful
coexistence in the community.

3. Training venue: Though the first day held in world vision office, was too small, the last two
days in Omugo sub county hall is conducive and spacious. Toilet facilities were good. Meals
and refreshment were fair in quality and quantity, however served late at 3 o’clock
4. How do you rate the participation in training? Active participation. Knowledge and
experiences were freely shared to enrich workshop participation

5. Facilitators: How do you rate the facilitators/trainers (Skills, knowledge, confidence,

interaction)? The facilitator was rated excellent by participants. Knowledgeable, skilled and
lively with sense of humour. The trainer was approachable, informed about CVA, citing
relevant examples and illustrations. Active participatory training approaches used with high
level incorporating adult training methods that were engaging to facilitate maximum retention
level of information as well as equipping of skills. Participant recommended the trainer again
for similar trainings

6. Challenges and mitigation:

 Late reporting due long distances for some participants from Angazi, Illi to the training
venue affected sessions and hence leading to late beginning

 Late lunch by service provider at 2-3 o’clock and some participants with medical
conditions have no choice eating meat

 Poor weather (hot, windy and dusty) has disrupted the sessions and participants reaching
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late at training venue and home

 No female participants represented in the SMCs, PTA and H/teachers

 The three days were in adequate as CVA content is large, including field practice work

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7.  Suggestions for the future training: Participants suggest that next time we provide
them with certificates of attendance
 The next training need to be organised in a central place e.g. Mutte primary school
 Need to conduct more CVA community engagement through dialogues and findings on
critical child protection issues affecting children and adolescents in Omugo AP
 CVA training to be at least four days and more refresher courses on CVA approaches

8.0 Lessons Learnt:

1) Involving community in dialogue through discussions, brainstorming sessions enriches shared

knowledge and experiences. Topics were closely related to the real experience of the community
life. “Why have you world vision waited so long to initiate this kind of community dialogue? The
traditional fire place is no longer respected by the young people now and the CVA dialogue is the
answer to discuss education and child protection concerns”. Comments from one of the
participants.

2) Using simple pictorial illustrations in training enhances understanding of concepts. There is need
for world vision Omugo AP to produce illustrative/pictorial IEC materials for community
sensitization on child protection issues.

3) Practical methods in using CVA methods made participants understanding easy.

4) Knowledge on government policy and service standards gives insights to participants to

meaningfully engage in quality service delivery.

5) CVA approaches might involve voluntary service and commitment for community engagements
associated with risk in enforcing change. However, its only way to see transformation in the lives
of children and community

9.0 Recommendation

9.1 General Recommendations:

 There is need to strengthen capacity of child protection and education advocacy groups at all
levels; village, parish and the sub county, involving children at all levels for meaningful
participation on protection issues affecting them
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 Strengthen capacity of education committees/ trainee facilitators in the practical evidence based
documentation in local level advocacy skills, More CVA dialogues be organised urgently in the
following Villages due to rampart Child protection concerns like: teenage pregnancy, high school
dropout rates and persistent poor performance of children as follows: Gangu in Angazi parish,
Komidaku in Owayi parish and Obiyu in Yiddu parish village

 Trained CVA education working team be transformed into a local level advocacy community
based organization(CBO)for Omugo sub county. Need to develop CVA advocacy concept for the

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 team and source for activity funding through world vision UNHCR partners and NGOs working
with refugees and host communities.
Participants came up with the following: -

 The mapping exercise of education and child protection/safe guarding implementing partners
in Omugo AP be conducted so to understand the role and responsibility of each partners and
also to facilitate timely referral pathway.

 Conduct Community engagement dialogues on importance of education: Hold joint

community awareness/sensitisations on education, child protection and safeguarding,
especially on teenage pregnancies and parental responsibility towards their children and
adolescents. This should involve the police, CPCs, LC1-LC111, CDOs parish chiefs,
churches and other stakeholders to galvanise the quality of education services and child
protection/safeguarding issues.

 World vision staff Omugo AP to develop follow up monitoring tool for trained CVA working
team and organize quarterly follow ups to fast track the work and progress in communities
and schools.

 World vision Omugo AP should produce or procure illustrative/pictorial IEC materials with
simplified messages on PR

 C to be used by the trainees for community sensitization. Use of power point presentation is
not relevant for this community-based trainee.

 Conduct CVA community engagement via gathering and setting a benchmark for
documenting most significant change stories.

 WVU Omugo AP to procure and distribute CVA guide manuals to the education facilitators
and working team.

10.0 Call for action by stakeholders

a) Providing a protective and caring environment for children to thrive:

The CVA analysis indicates that, families, especially fathers and mothers have abdicated their
responsibility towards the upbringing of children and have abandoned them to fend for themselves.

Children need life skills and Resilience to survive and thrive in difficult situations they go through in
community and families. Families and community members ought to provide conducive, caring safe
and protective environment for children/adolescents. The circle of care (rings of responsibility) for
child protection/safeguarding must involve all stakeholders, with the family (parents), close relatives
and community members playing a pivotal role and being at fore front in providing this protection,
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care and safety.

b) Building a healthy community for children to thrive:

The CVA assessment analysis indicates that, 90 percent of the children interviewed experienced
forms of abuse and violence in their families and the community generally. Most families do not
provide role model and guidance to their children, exposing them to anti-social behaviours like use
of vulgar languages, disrespect to elders, indiscipline and disrespect in schools; like indecent
dressings, untidy/unchecked hairs, and absenteeism from schools, disorderliness and idleness,
improper teenage boy-girl relationships and bad touches on girls by boys. Parents must be tasked
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 by CDO, DEO, CAO, Police to give support to children in basic needs, being role models,
empowering them with life skills to thrive through the ladder of life. Recognizing and valuing
children as members of society and giving them chance to participate in community is possible
remedy for child growth and development.

c) Building wider community efforts for children to thrive:

70 percent of children interviewed do not have clear referral pathways for reporting child abuse and
violence against children for fear of reprimand; especially when the abuse is within family relations.
Cultural inhibitions like not reporting cases against your elders also come handy in condoning child
abuse and violence against children.

There is need to strengthen the referral pathway (responding, reporting, referral and follow up
of child abuse cases. Evidenced based for massive advocacy through awareness creation,
sensitization, by child protection actors, local council authorities a

nd faith leaders to strengthening families for positive parenting. Omugo AP should organise
stakeholder engagement meetings for community perception, behaviour and attitudinal change
through community dialogues on issues affecting children.

d) Building Children and adolescent’s strength and resilience to thrive:

CVA assessment analysis demonstrate that, most children 80 percent of children interviewed lack
basic life skills and resilience, competencies and confidence. Most of them are shy in expressing
themselves and communicating freely without fear or favour when posed with questions. The CVA
provides children with ability of to succeed, thrive in ladder of life and survive difficult situations
through the “8C”: Competence, Confidence, Character, Compassion, Care, Connection, Concern for
others and Contribution/social responsibility. There is need for strengthening child protection
competencies and resilience to thrive and survive difficult situations they face in life. WVU
Omugo should organise corporate social responsibilities such as cleaning water points, roads,
churches health centres, compounds, support to the sick and elderly; as part of contribution
and giving back to the community.

11.0 Commitments

11.1 Specific commitments:

World Vision:

• Strengthen capacity of the education stakeholders and actor. The mapping exercise of child
protection/safe guarding implementing partners in Odupi AP be conducted so to understand
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the role and responsibility of each partners and also to facilitate timely referral mechanism in
the child protection pathway.

 Conduct Community stakeholder’s engagements through community dialogues, sensitisations

and dissemination of assessment findings such as the CVA interface meeting. Organise joint
community awareness/sensitisations on education and child protection and safeguarding
issues, especially on teenage pregnancies and parental responsibility towards their children
and adolescents. This should involve the police, CPCs, LC1-LC111, CDOs parish chiefs,
churches and other stakeholders to galvanise child protection/safeguarding issues.

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 • World vision Omugo AP staff to develop follow up monitoring tool for trained child PRC
team and organise quarterly reflection follow ups to fast track the work and progress in
communities on child safe guarding and violence against children.

• World vision Omugo AP should produce or procure illustrative/pictorial IEC materials with
simplified messages on PRC to be used by the trainees for community sensitization.

• World vision Omugo AP should organize research and documentation of child protection
issues for evidence based advocacy

CDO’s office:

• Pronounce on the importance of teaching life skills and values for adolescents and youth for
building resilience for the young people to thrive and overcome difficult situations in life.

• Ensure CVA is implemented through joint supervision as it supplements government’s effort

for influencing policies for positive change.

• Ensure community(parents) and school management committees to quarterly monitor

performance on primary schools

Faith leaders:

• Most of the primary schools in Omugo sub county has been founded by the catholic church.
There is need for the faith leaders to emphasise dicipline and performance in schools

• Instill morals in children and adolescents, especially on sexuality, dressing codes, obedience
to the word of God and good parenting

Local authority:

Police: Enforce law and orders on child abuse and violence against children and adolescents. Task
lower local councils to make ordinances and by-laws for ascending by the district council

Conduct joint stakeholder’s engagement on child protection and safeguarding concerns using the
systems approach to child protection.

LC I-III: Enforce the bylaws on education, especially absenteeism in schools for both teachers and
children alike. Banning night discos in the community to allow children focus on their education and
girls avoid un planned teenage pregnancies.
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. Suggested specific action plan and activities for CVA facilitation team :

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  Community mobilizations and sensitisations: Hold joint community awareness/sensitizations
on child protection and parental responsibility towards the child especially for their education.
Involvement of the police, CPCs, LC1-LC111, CDOs parish chiefs, churches and other
stakeholders will
 Systems strengthening for child protection: Form village CVA teams and build capacity by
strengthening existing child protection committees and structures at village, parish and sub
county levels and create effective coordination and cooperation at all levels
 Advocacy Civil society engagement: Establish and strengthen child protection advocacy civil
society including the CBOs, FBOs and VHT, CVA, CCC teams for effective local level evidence
based documentation and policy influence for child protection at parish, sub county and district
council
 Capacity enhancement for child/ youth participation: Empower children and youth as peace
builders and CVA mobilisers using the peace Road curriculum and ECaP models for meaningful
participation in the community
• Contribution to families and community: Organise home visits to rebuild hope/restore hope
among teenage pregnant and mothers to empower them return back to school.
• Meaningful participation: Form farmer field groups in schools and community for vegetable
gardening and other crops of value
• Effective communication: Organise quarterly community-based and inter parish dialogues to
create confidence in communication
• Problem solving/conflict resolution: In each school, set peace tables and peace committee
among PRC members to resolve conflict in non-violent ways

Appendices:
1. Action plan CVA facilitation team FY 2024
Action When Venue Resources Who is
responsible
1.Formation of CVA team 29th Jan 2024 Omugo sub county hall CVA team The trained
Omugo sub county. formation guide CVA working
team
2.Briefing the teachers on Respective participating
the basics of CVA, goal and 3rd Wk Feb 2024 7 schools CVA basic
purpose for school concepts, The trained
performance approaches and CVA working
improvement methodology team

3.Finalise education 25th Feb 2024 All ten participating CVA educ The trained
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Standards monitoring and primary schools monitoring CVA working

submit to educ tech standards for team
programme officer education Educ TPO
WVU O
Omugo AP
1. Mobilise Community 9th -10th Feb 2024 Gangu-Angazi parish, Performance The trained
gatherings for dialogues 9th -10th Feb 2024 Komidaku-Owayi parish monitoring tools CVA working
Conduct community 9th -10th Feb 2024 Obiyu-Ndaati parish Score cards and s team Educ TPO
dialogues on quality miley faces tools WVU Omugo
education performance in AP
CVA education TP report Omugo AP Isaac Ijjo Jurugo - National CVA trainer CVA
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Omugo AP
Stakeholder engagement To be confirmed Terego District council Performance The trained
District council dialogue from district Hall monitoring rep CVA working
council Transport and team
refreshment Educ TPO
WVU Omugo
Quarterly CVA 22nd April 2024 WVU Omugo AP Monthly dialogue The trained
coordination meeting 15th July 2024 reports CVA working
15th Sept 2024 Transport team
Educ TPO
WVU Omugo
AP
Quarterly Joint inspection 22nd -27th April 24 Respective 7 primary Quarterly Joint DIS omugo
and monitoring visits to 22nd -27th July 24 schools(Angazi, Obiyu, inspection reports Educ TPO
schools 16th -21st Sept 24 Omugo, Illi, Mutte, and WVU Omugo
Owayi,Yiddu) recommendation AP
Schools
performance
improvement plans
2. Reporting By 30th every WVU Omugo AP Monthly dialogue The trained
and documenting change months reports CVA working
stories 15th April 2024 Transport team
Educ TPO
WVU Omugo

3. End year evaluation CVA 30th Sept 2024 All participating primary CVA evaluation The trained
schools tools CVA working
WVU Omugo AP team
Educ TPO
WVU Omugo
AP

THE CVA WORKING TEAM OMUGO SUB COUNTY FY 2024

NAME POSITION PARISH CONTACT

1.Onzima David Team leader Bura 0774421553
2.Adrama Jude Vice Team Leader Bura 0782251107
3.Akutia Gabriel Secretary Owayi 0778518760
4.Atuman Denis Vice secretary Ndapi 0773350334
5.Andama Robert Treasurer Owayi 0775605218
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6.Yabu WiIlliams Information Angazi 0776351000

4. Abiriga David Members Ndapi 0772820252
8. Asindua Gasper Members Yiddu 0773793710
9. Drale Frederick Members Owayi 0777362601
10.Asiku Alex Members Angazi 0786997332
11. Asizo Darlington Members Bura 0787158784
12. Winny Matura Members WVU educ PO Omugo AP
13. Janet Munduru Members DIS Omugo Sub county

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2. Pictorial training events
i) Regional Education TPO West Nile/Karamoja opening remarks CVA training

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ii. CVA facilitators’ session for CVA participants

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iii) The CVA participants’ standards performance analysis session on school structures

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vi. Group photo CVA working team

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V) Participants presentations on CVA basic concepts

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vi. CVA elements for community engagement

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DAP Dissemination report Karenga Lobalangit AP Isaac Ijjo PRC/DAP national trainer Page 27

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