Baseline Survey on Child Labour Practices in the

Coffee/Tea Value Chain in Buikwe/Mbale Districts

in Uganda

Produced By

Child to Child Programme

School of Education
Kyambogo University

@ June 2022

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 TABLE OF CONTENTS

1.0 Background to the activity...................................................................................2

2.0 Objectives............................................................................................................3

3.0. Baseline Survey Team........................................................................................3

4.0 Key stakeholders networked with........................................................................3

5.0 District Coverage.................................................................................................3

6.0 Selected Schools.................................................................................................3

7.0 Methodology........................................................................................................3

7.0.1 Development of survey instruments.............................................................3

8.0 General observations..........................................................................................4

9.0 Lessons learned..................................................................................................5

10.0. Recommendations.......................................................................................5

10.0.1 Short term recommendations.....................................................................5

10.0.2 Long term recommendations......................................................................6

11. Conclusion...........................................................................................................6

ANNEXES I: Head teachers/ Focal Point Teachers.....................................................7

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1.0 Background to the Activity
The Child-to-Child (CtC) programme is an educational programming unit in the
Department of Teacher Education-School of Education-Kyambogo University. The
unit was established in 1981 in the former Institute of Education Kyambogo (ITEK).
The main aim of establishing the unit is to promote child centre methodologies of
teaching in all the teacher training programmes in the country. In addition, CtC
programme promotes and advocates for child rights and protection issues in
Uganda. A case in point, CtC programme has been actively involved in the national
campaign to eliminate child labour using educational approaches together with other
social actors in Uganda.

Based on its long-standing record in the fight against child labour using educational
approaches, the CtC programme has partnered with International Labour
organization (ILO) to implement a four-year project to “Accelerate the elimination of
child labour in Africa”. The project focuses in on the tea and coffee supply chains of
in Buikwe and Mbale districts of Uganda.

1.1 Project aim and objectives

The project aims at accelerating the elimination of child labour in aforementioned
districts. The project specific objectives include:
i. Mainstreaming child labour and the SCREAM methodology into the curriculum
of Diploma in Teacher Education of Kyambogo University
ii. Capacity building of teaching professionals in the use of the SCREAM
methodology
iii. Re-tooling children with facts about Child Labour and the SCREAM
methodology materials

2.0 Rationale of the Baseline Study

As part of the project implementation strategy, the Child-to-Child programme
conducted a baseline survey on child labour practices in the tea/coffee value chain in
Buikwe and Mbale district from May to June 2022. The main aim of baseline study
was to discover the main causes and effects of child labour in tea/coffee value chain

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in the two selected districts. Furthermore, the study was geared towards establishing
the efforts so far undertaken in the two districts to eliminate child labour. Worth
noting, the study was inclined to educational institutions and the key stakeholders in
the education and labour sectors in the two districts.

3.0 Composition of the Baseline Survey team

The baseline survey team was comprised of lecturers from Kyambogo university
under the Child-to-Child programme. They included; Ms Gloria Geria (Lead
Consultant), Dr Omeke Michael and Mr Wagema Samuel. The team has vast
experience and has participate in the national and international initiatives directed
towards the elimination of child labour. Some members in the team also participate in
adapting ILO training modules on child labour in agriculture value chain to the
Uganda context. The team members have also promoted the use of the SCREAM
methodology in the teaching/ learning process in primary schools and PTCs.

4.0 Target Group of the Study (Respondents and Key Informants)

In the course of conducting the survey, the baseline research team targeted and
interfaced with the officers in the district education and district labour offices as key
informants in the study. At the primary teachers’ colleges, the teacher training and
capacity building institutions in the selected districts, the research team interviewed
the principal and deputy principals also as key informants. The tutors, CCTs and
students were selected as the main respondents. In the primary school level, the
headteachers form the strata of the key informants. While the teachers and learners
were the respondents at the school level.

5.0 Study Scope

5.1 District Coverage
The baseline survey was conducted in Buikwe and Mbale districts in Uganda.
Geographically, Buikwe district is located in Central Uganda. Meanwhile Mbale
district is suited in Eastern Uganda. The selected districts are predominantly
agricultural production-oriented districts. In Buikwe districts, plantation and small
holder farmers grow mainly tea and sugarcane as the main agricultural crops on a
large and small scale. On the other hand, farmers in Mbale district grow mainly

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coffee and banana crops as their main source of livelihood and sustenance.
Therefore, the selection of the two districts for the baseline survey and
implementation of project was purposively done, since the two majors tea and coffee
are major likely attractors of child labourers along the agricultural value chain
activities. In addition, the choice of the two districts of Buikwe and Mbale is premised
on the fact that they are ILO focal districts regarding its implementation programmes.

5.1 Selected Schools and PTCs

The baseline survey sampled a total of 8 Primary schools and 2 PTCs in the two
targeted districts. In Buikwe district, the four selected primary schools included;
Kawolo C/U P.S, Nkonko Njeru Demonstration P.S, Kungu Bahai P.S, and St. Mary’s
Buvunya P.S. While in Mbale district, the five selected primary schools are; Nabumali
Day P.S, Shitulwa P.S, Nyondo Demonstration P.S, Nabiiri P.S, and Nabumali boys’
primary school. The two PTCs of the study were Sancta Maria Nkonko Njeru PTC
and St. John Bosco Nyondo PTC in Buikwe and Mbale districts respectively. The
selected schools represented urban, semi-urban and rural geographical orientation.

6.0 Methodology
Generally, the baseline team adopted a cordial, interactive, participatory and
consultative approach during the exercise. The baseline study team started the
assignment by reviewing the term of reference of the project to understand the scope
and objectives of the project. Thereafter, the team designed and development the
data collection instrument-respondent questionnaires, key informant interview guide
and FGD interview guide. In a planning meeting, organized at the Child-to-Child
programme office, the team reviewed and validated the draft baseline survey
instrument to ensure consistence and accuracy of the question items. The baseline
survey team also draft the field data collection action plan on how the exercise will
be conducted in the two districts. The team divided itself into three with each
researcher expected to interview key informants, respondents and FGD respectively.

The baseline survey exercise was started in Buikwe district and end with Mbale
district. In the field, a courtesy call was made to the district office to brief the CAO
and the Education Office team about the exercise and its objectives. Permission was
also sought from the respective CAOs to visit the selected schools. At the school, the

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team briefed the school and college administrators about the exercise and asked for
permission to carry out the exercise in their education institutions.

Teachers were introduced to the draft Baseline survey tool and thereafter requested
to read and internalise the survey content before making their input. The main focus
areas for the teachers’ input included; Child labour: Forms, Causes, Effects and
mitigation Measures.

The team adopted a one-to-one approach to engage the principals, tutors and
teachers during the data collection exercise. Meanwhile, FGDs were conducted to
collect views of the on-child labour from the college students and primary school
pupils during the exercise.
In order to ensure the data collected during the baseline survey was correct and
accurate, the baseline survey team endeavoured to clarify and guide the
respondents to clearly understand the question items before providing their
responses. Additionally, the team ensured independent answers were solicited from
each respondent to avoid elements of bias save for the FGD discussion where
collective answers were gathered. Thus, respondents requested to sit a distance
apart together with the interviewers. At the end of each day in the evening, the
baseline survey team would sit down to review the day’s exercise for purposes of
improvement in the subsequent days.

7.0 Data Collection Methods

The baseline team collected the data from the respondents using questioning
method guided by a baseline survey semi-structured questionnaire. In addition,
face-to-face interviews were conducted with the key informants in the primary
schools, PTCs and education office in the district. Observation of social reality in the
field was done to complement the answers from the respondents. Notably, desk
reviews were also performed to understand the extent of child labour in the world.

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 8.0 Data Analysis

Before performing data analysis, the questionnaires and interview guides were
sorted and data entry performed. Thereafter, the data was clean to ascertain for its
valid. Descriptive frequency and content analyses were used to analyse the data and
arrive at the main findings of the study. Conclusions were then drawn and reported
from the key findings of the study to process of policy formulation and
implementation programming.

8.0 Key findings

TABLE 1: COMMON FORMS OF CHILD LABOUR
District Variables Number (40) Percentage
BUIKWE Sugarcane farmgate and post-harvest activities 26 65.0%
Tea farmgate and post-harvest activities 38 95.0%
Fishing activities 23 57.5%
Market & street vending 13 32.5%
Commercial Sex 10 25.0%
Brick making activities 19 47.5%
Domestic activities 08 20.0%
Exportation of labour 06 15.0%

District Variables Number (40) Percentage

MBALE Coffee farmgate and post-harvest activities 39 97.5%
Market vending 08 20.0%
Brick making activities 27 67.5%
Domestic activities 04 10.0%

The study findings confirm that the common forms of child labour in Mbale district
include; farmgate agricultural activities, selling & buying coffee, brick making and
participating in petty trade. On the other, the common forms of child labour in Buikwe
district are; Tea harvesting, sugarcane harvesting, bricking laying, market vending
and commercial sex.

TABLE 2: COMMON CAUSES OF CHILD LABOUR

District Variables Number (40) Percentage

BUIKWE High level Poverty 28 70.0%
High Dependence level 08 20.0%
Orphaned children 07 17.5%
Peer Influence 05 12.5%
Covid-19 Pandemics 15 37.5%
Unfriendly school environment 02 5.0%
High cost of education 05 12.5%
Parental pressure to work 12 30.0%

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 No enforce of the laws 04 10.%

District Variables Number (40) Percentage

MBALE High level Poverty 34 85.0%
High Dependence level 18 45.0%
Orphaned children 08 20.0%
Peer Influence 07 17.5%
Covid-19 Pandemics 18 45.0%
Unfriendly school environment 06 15.0%
High cost of education 03 7.5%
Love for money 10 25.0%
Un-educated parents & guardians 11 27.5%

The study findings reveal that economic reasons and poverty were the major causes
of child labour in Buikwe and Mbale districts. Additionally, ignorance of the
community members, breakdown in the family systems, use of child as main source
of labour in agriculture, peer influence and love for money, Covid-19 effects,
unfriendly school environment and parental pressure to work were mentioned as
common causes of child labour. At national levels, the educational administrators
interviewed indicate that failure to enforcement existing policies and legal framework
is a prominent contributor to child labour.
TABLE 3: EFFECTS OF CHILD LABOUR
District Variables Number (40) Percentage
BUIKWE School drops-outs 33 82.5%
Irregular attendance of school 18 45.0%
Un-ending poverty 26 65.0%
Increased crime rates 18 45.0%
Early marriages 15 37.5%
Teenage pregnancies 10 25.0%

District Variables Number (40) Percentage

MBALE School drops-outs 37 92.5%
Absenteeism 26 65.0%
Low educational achievements 10 25.0%
Increased crime rates 20 50.0%
Early marriages 26 65.0%
Teenage pregnancies 18 45.0%
Abuse of child rights 08 20.0%

The study findings from the different stakeholders interviewed affirm that child labour
results to school drop out of the child, irregular attendance of school, increase in
crime rate, increase in cases of early pregnancies, promotes child abuse of child

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rights and perpetuated poverty in the community because of the low quality of life of
the children in the future.

9.0 Emerging issues

i) The key informants and respondents pointed to the fact that COVID-19
pandemic has escalated the child labour vice in the two districts
ii) Along the agricultural value chain, the makeshift markets are among the
main absorbers of child labours in the two districts.
iii) The parents, guards and community are the main perpetrators of child
labour in the two districts.
iv) Peer influence among the children stimulates fellow children to join the
vice of child labour in admiration of the working child.
v) The key informants at the district, PTCs and primary School similarly raise
the need for continue awareness programmes at school and PTCs as
avenue to eliminate child labour in the community
vi) The key informants at PTCs suggested the need to integrate and infuse
child labour content in the all-training institutions’ curricula
vii) The need for a multi-dimensional approach to address child labour
concerns in the community

10.0 Recommendations
The following recommendations are suggested based on the main findings of the
study
i) There should be continued awareness raising and sensitization of the
communities in tea/coffee value chain in Buikwe and Mbale districts on the
dangers of child labour to community development
ii) The local government authorities should come up with by-laws to regulate
and control the engagement of children in work related activities in the
local markets
iii) Integration and infusion of child labour content in the primary school and
teacher education curricula to enable the learners understand the concept
and practice of child labour as well as safeguard measures.

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 iv) Integrate the elimination of child labour initiatives in the school in-class and
out of class programmes
v) Engage community local leaders and key stakeholders in the fight against
child labour through community-based approaches.
vi) Create a friendly school environment attractive and interesting to all
learners
vii) Government should increase on the logistical support to the district labour
and education offices to support the advocacy and supervision
programmes on child labour.
viii) Establish and strengthen community economic empowerment
programmes to increase on household livelihood opportunities and income
levels to reduce on the poverty levels

11. Conclusion
In conclusion, the findings of the baseline study reveal that child labour activities are
eminent in the coffee and tea value chain in Buikwe and Mbale districts. As results,
significant levels of absenteeism and school dropouts as well as abuse of child rights
have been noted. Therefore, the call for continue national and local intervention is
paramount.

12. Appreciation
Great appreciation goes to ILO for the financial and technical facilitation of the
baseline survey activity. Equally, I would wish to sincerely thank Kyambogo
University management for its immeasurable support towards the accomplishment of
the activity. In the same vein, I recognised the different respondents that provided
invaluable feed feedback during the study. Last and but not least, I great thanks go
to the baseline study team for their concerted efforts and commitment during the
exercise.

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ANNEXES I: Head teachers/ Focal Point Teachers
Baseline Survey Data Collection Tool-Coffee and Tea Supply Chain in Buikwe
and Mbale District
Head teachers/ Focal Point Teachers
1. What activities have you carry out to stop child labour in schools in the
coffee/tea farming communities in Buikwe/Mbale District?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
2. How have stop child labour activities created a friendly school and learning
environment?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
3. How have stop child labour activities helped in the attraction and retention of
the children at school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
4. How have the stop child labour activities helped in the regular attendance and
participation of the children in the teaching/learning process?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
5. How have you been able to work with other stakeholders in the
implementation of stop child labour activities in the school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………

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6. How have you involved the community in the campaign of stop child labour in
the school setting?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
7. What child to child activities do the children carry out to stop child labour
activities?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
8. What good practices have you registered in the course of implementing the
stop child labour activities in your schools?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
9. What challenges have you face in the implementation of the stop child labour
activities in your school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
10. What possible recommendations would you suggest to ensure effective
implementation of activities geared towards stopping child labour in a school
environment?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………
Other questions to consider
1. Is there any difference between the way the school was working with the
community before the project and now after the program
2. Has the project changed or led to change in the way teachers work with the
pupils in this school.
3. How have these project impacted on the primary school positively during the
course of the project.

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4. What do you think the government and other stakeholder’s can do to support
the elimination of child labour in the coffee growing areas?
5. What challenges have the schools faced during the course of implementation
of stop child labour project geared towards enhancing children’s education?
6. How best have the schools and the management adequately reacted to
support and improve the learning environment to enhance retention and enrolment of
pupils in the schools?
7. What recommendations do you give to government, private and civil society
and other stakeholders to support the partners to improve quality of education and
learning conditions in schools to attract pupils and enhance retention and
completion?

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