Advocacy for Child Relief - ACR

Empowering Adolescent girls to take the lead in creating solutions to the problems affecting them.

Our Executive Director visiting our beneficiaries and community change agents under our child protection and education programs in kiryandongo district. We thank our community change agents for the work they are doing in creating awareness on children's rights and case management. Ending violence in schools is the only way to ensure that our children thrive and pursue their dreams with education.

As part of protect and educate agenda, ACR trained teachers, caregivers and parents of Life for All primary school in Bweyale, kiryandongo district on their role as duty bearers in child protection. This was done in conjunction with Life for All organisation under their education and sponsorship program.

Advocacy for Child Relief was well represented by its Executive Director at the session 633 on social and Emotional learning in Salzburg. ACR’s director was one of the 50 fellows from 20 countries to contribute to discussions on SEL. It was a great meeting focused on social and emotional learning skills. Social and emotional learning skills are vital in ensuring that all learners succeed in school, work and life.

More than 200 humanitarian actors in Nairobi sharing their experiences and ideas integrating programming across and to remotely develop a framework of collaboration between child protection and education .
and in emergencies sector

ACR was excited to represent Uganda and be part of the wonderful community of experts in Prague to collaborate with colleagues from around the world working across multiple disciplines and industries to save children from abuse and neglect and the lifelong consequences of all violence against children. Breaking through borders and barriers to create innovative solutions for awareness, policies, research, prevention, intervention, and treatment of child abuse and neglect worldwide.

It is now estimated that over one billion people 15% of the world’s population live
with some form of disability, and of these, between 110 and 190 million have
significant difficulties in functioning. Though there is a lack of accurate data in this
field, the estimated number of children with disabilities between 0 and 18 years old
ranges between 93 million and 150 million, with roughly 5.1% of all children
aged 0-14 years (93 million) living with a moderate or severe disability and 0.7%, or 13 million children, living with a severe disability. According to UNICEF, more than 80% of children with disabilities live in developing countries and have little or no access to appropriate services.

Most of these children have little or no access to education, and if they do manage to go school, are often amongst the most marginalized and excluded of all groups, and this exclusion can be compounded by gender, age and ethnicity, as well as where the child lives. All children have the fundamental right and ability to learn, irrespective of their individual differences and needs: this is the core principle and assumption underpinning Inclusive Education. Inclusive Education is a dynamic, continuing process which facilitates the presence, participation and achievement of all students in the education system. It therefore looks beyond the issue of basic access to schooling, prioritizing a quality education which enables all children to enrich their learning and achieve their full potential. Successful, inclusion requires a fundamental rethink of school (and learning) cultures to ensure they are flexible and responsive to all students, taking into account the diversity of students’ needs and rights.

Happy Universal Children’s Day
The United Nations' (UN) Universal Children's Day, which was established in 1954, is celebrated on November 20 each year to promote international togetherness and awareness among children worldwide. UNICEF, the United Nations Children's Fund, promotes and coordinates this special day, which also works towards improving children's welfare.
On December 14, 1954, the UN General Assembly recommended that all countries should introduce an annual event from 1956 known as Universal Children's Day to encourage fraternity and understanding between children all over the world and promoting the welfare of children. It was recommended that individual countries should choose an appropriate date for this occasion.
At the time, the UN General Assembly recommended that all countries should establish a Children's Day on an “appropriate” date. Many of the countries respected this recommendation and the Universal Children's Day has since been annually observed on November 20. There are however, some countries, such as Australia and India, which still chose various different dates during the year to celebrate this day.
On November 20, 1959, the UN General Assembly adopted the Declaration of the Rights of the Child and on November 20, 1989, it adopted the Convention on the Rights of the Child. Since 1990, Universal Children's Day also marks the anniversary of the date that the UN General Assembly adopted both the declaration and the convention on children's rights.
Many schools and other educational institutions make a special effort to inform children of their rights according to the Declaration of the Rights of the Child and the Convention on the Rights of the Child. Teachers stimulate their pupils to think about the differences between themselves and others and explain the idea of “rights”. In countries where the rights of children are generally well-respected, teachers may draw attention to situations in countries where this is not

The Butambala is found in the central part of Uganda and mainly dominated by the moslem community and other religions according to Kaggulwe Child Development Centre (KCDC) , Butambala Community ranks number three in the entire country in violating children’s rights therefore in order to create a safe learning environment. Advocacy for child relief in partnership with ministry of education ,science ,technology and sports and other partners is implementing a program aimed at building the capacity of community –based child protection systems and school child protection systems in improving the safety and protection of children in Butambala,Mpigi and Kiryadongo.

Advocacy for Child Relief(ACR)"http://acrug.org/" invests in building and strengthening child protection structures at national, and local levels which include Probation and Social welfare officer at district level, child and family protection unit. These include Civil Society Organizations working with children, government structures, and grass root structures.

Strengthening of these structures takes the form of capacity building to enable them to effect their duties in the child rights arena, provision of critical child rights related information to facilitate advocacy activities and community policing.

ACR makes referrals and connects children to relevant medical and social service deliverers. When needed children receive legal aid and they are often linked to legal representation

The program trains community child protection committees. Community members refer cases of disinheritance, discrimination, and child abuse to child protection committee. CPC are often based at the Community Level, or at times may make follow up home visits to referred clients. If legal action outside of the community is necessary, CPC refer clients to pro bono lawyers or to the district children’s office.

The program also assists Community Based Organisations in educating communities about children’s rights and protection through regular community forums.

Home To improve quality of life for the marginalized children and their households through child rights awareness and advocacy, research and documentation, capacity building and partnerships.