This paper explores the critical role of Children’s Rights Education (CRE) in promoting equity, participation, and protection among learners, both globally and within the Ugandan context. Grounded in the principles of the United Nations Convention on the Rights of the Child (CRC, 1989), the study demonstrates how integrating children’s rights into formal and non-formal education systems cultivates inclusive, democratic learning environments and nurtures children’s agency as active participants in society. By embedding CRE into the fabric of educational settings, learners are empowered to understand their rights and responsibilities, voice their opinions, and engage meaningfully in school and community life. Drawing on a multidisciplinary review of scholarly literature, international policy frameworks, and practical case studies from Uganda, the paper highlights the rationale for implementing CRE, its core principles, and the positive outcomes it fosters in promoting respect, dignity, and social cohesion. It examines how CRE contributes to addressing systemic barriers such as discrimination, marginalisation, and unequal access to education, particularly for vulnerable groups. The paper also discusses challenges to CRE implementation, including limited teacher preparedness, curriculum gaps, cultural resistance, and inadequate policy enforcement. Despite these challenges, the paper argues that CRE holds transformative potential for education systems when systematically integrated into teacher training programs, school governance structures, and national curricula. The study concludes with actionable recommendations for policymakers, educators, and stakeholders to institutionalise CRE through participatory curriculum design, rights-based pedagogy, and whole-school approaches. In doing so, it emphasises the broader role of CRE in advancing social justice, promoting child well-being, and contributing to sustainable human development in Uganda and beyond.
Rukia et al. (2025) studied this question.