International Journal of Scientific Research and Innovative Technology ISSN: 2313-3759 Vol. 3 No. 6; June 2016 73 Exploring Child Rights Clubs potential on promoting Child Protection Education in Schools Susanne Nambatya 1* Qi Gubo 2 1. College of Humanities and Development Studies, China Agricultural University.No.17 Qing Hua Dong Lu, Haidian District, Beijing 100083 P.R.China 2. College of Humanities and Development Studies, China Agricultural University.No.17 Qing Hua Dong Lu, Haidian District, Beijing 100083 P.R.China Abstract The purpose of the study was to document the child protection knowledge that children are able to acquire through the child rights clubs in schools which often helps them in coping with the appalling conditions in which they continue to live. A total of 68 respondents were purposively selected for the study, who included 60 children who are members of child rights clubs in schools and 8 key informants. The study findings indicated that child rights clubs are important avenues for encouraging child protection education in schools. Through these child rights clubs, children are well versed with information on child rights, child abuse and reporting child abuse cases. The paper recommends infusion of the child protection component in the country's education polices for extensive child protection information dissemination, education and communication and thus improved child protection outcomes. To have a greater impact on children, child protection should become a priority. Key words: Child Rights Clubs, Child Protection, Schools, Uganda 1. Introduction Like in many developing countries, violence against children in Uganda has taken its stroll regardless of the absence of accurate information about the prevalence (Devrie et al., 2013). In overwhelming numbers, children have described the rampant use of violence against them in their homes, in schools and in the wider community (Naker, 2005). Although schools provide an environment in which children are able to interact and play (Atkins et al., 2010), most of the physical and psychological violence inflicted on children happens within the school setting (ACPF, 2011). Male teachers are the main perpetrators of beating in Uganda (ACPF, 2006). Many schools in Uganda have not prioritized child protection (CP) education as an important component for children's' safety in and out of schools (Ayebazibwe, 2013). It is safe to say, moreover, that child protection education in schools is often overlooked, and such information is very important for both the students and the schools authorities at large. The introduction of child rights clubs in schools has been believed to help bridge this gap although these clubs at the moment in Uganda are largely dependent on NGO projects for funding, supervision and sustenance. There is need of educational reforms in Uganda to include such innovative programs. It has been proved that incorporation of child protection knowledge and other child protection activities into educational research can provide a well - rounded secure learning environment for