Children’s rights in context - Ugandan Head-teacher’s understandings of concept, implementation and prerequisites
This empirical qualitative study focus on understandings of Children’s rights from a Ugandan managerial staff perspective, with a selection of representation of seven Head-teachers, equivalent to principals, in primary schools. The research questions are three-folded, firstly concerning how Head-teachers understand Children’s rights in the context of the school, secondly dealing with respondent’s