From a Human Rights Programming Perspective, national, district or lower lever governments and families hosting CYWD remain most obligated and must be held accountable and be supported to protect, respect and fulfil the rights of PWDs. To build strong constituencies necessary for effectively influencing policy, practice, legislation and disability programming requires coalescing with other advocacy actors and amplifying voices of the PWDs (including children) as active participants in demanding accountability and action from both legal and moral duty bearers. During this strategic period CSU will leverage its experience in disability programing and research to provide leadership in engaging duty bearers at all levels to address issues affecting PWDs.
Strategic Objective III: By 2025 CSU plays a leading role in relevant disability advocacy and lobby networks in Uganda to influence policy, practice, legislation and disability programming
Key Result Areas for Strategic Objective III
3.1: The National Inclusive Education Policy is popularized and its provisions adopted & implemented in 100 schools from districts targeted by CSU & its constituent Members
3.2: CSU leads in conducting inter- agency action research collecting evidence for influencing Disability and IE policy, practice and programing in Uganda
3.3 Increased engagement in relevant disability networks and partnership at district, regional, national and international
Key Strategic Interventions for Strategic Objective III
3.1.1 Through relevant advocacy networks and lobby forums, lobby for the expedited approval and roll out of the National Inclusive Education Policy
3.1.2 Support capacity of District Education Offices for districts targeted by CSU to roll out and implement the National Inclusive Education Policy (including developing Bye-laws and Ordinances)
3.1.3 Develop, publish & disseminate 500 popular/abridged versions of the National Inclusive Education Policy to relevant stake holders.
3.1.4 Support training of 300 teachers from selected schools in districts targeted by CSU on basic IE concepts to enable integration of IE in schools
3.1.5 Conduct sensitization on inclusive education for important district stakeholders (including private school owners), school administrators, DLG staff etc.
Key Strategic Actions for KRAs 3.2
3.2.1 Develop an Advocacy Strategy to guide advocacy on specific IE issues & relevant advocacy outcomes in Uganda
3.2.2 In collaboration with Institutions of Higher Learning such as The Faculty of Special Education of Kyambogo University and the MOES, conduct research on national IE issues
3.2.3 In collaboration with DLGs, conduct inter-agency Disability Needs Assessments in at least four districts where CSU plans to expand its programmes
3.2.4 Disseminate key findings from different research initiatives to relevant government ministries and advocacy networks to influence IE policy, practice and programming
3.3.1 Conduct mapping and ensure active engagement in important disability and IE networks and stakeholders at district, national and international level
3.3.2 Contribute to the strengthening of relevant advocacy networks through engaging in leadership and providing requisite financial and logistical support especially at district level
3.3.3 Enhance the capacity of DPOs and community based PWD’s groups to engage in effective advocacy and influencing especially at district and lower government level.
3.3.4 In collaboration with relevant advocacy networks/lobby groups, develop policy briefs to engage relevant MDAs & other relevant stakeholders to improve IE policy