Academic literature on the topic 'Adult education – Uganda ; Widows – Uganda'
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Journal articles on the topic "Adult education – Uganda ; Widows – Uganda"
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Mabumba, E. D., P. Mugyenyi, V. Batwala, E. M. Mulogo, J. Mirembe, F. A. Khan, and J. Liljestrand. "Widow inheritance and HIV/AIDS in rural Uganda." Tropical Doctor 37, no. 4 (October 1, 2007): 229–31. http://dx.doi.org/10.1258/004947507782332955.
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Despite current efforts to combat HIV/AIDS through behavioural change, ingrained socio-cultural practices such as widow inheritance in south-western Uganda has not changed. Low education, unemployment, dowry, widows' socioeconomic demands and the inheritor's greed for the deceased's wealth, influence widow inheritance. Voluntary counselling and testing is needed for the widows and their inheritors; formal dowry should be removed from marriage and widow inheritance stripped of its sexual component.
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Msiska, Fred Gennings Wanyavinkhumbo. "Exploring adult literacy and numeracy practices: Ethnographic case studies from Uganda." International Review of Education 64, no. 4 (March 17, 2018): 531–33. http://dx.doi.org/10.1007/s11159-018-9711-4.
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Akello, Judith Abal, Evelyn Lutwama-Rukundo, and Peace Musiimenta. "Functional Adult Literacy." Adult Education Quarterly 67, no. 2 (January 11, 2017): 79–96. http://dx.doi.org/10.1177/0741713616685143.
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This article presents findings of study on women’s experiences of Functional Adult Literacy (FAL) as a gateway to their financial progress and welfare in Lango region, Northern Uganda. The qualitative study of 45 participants aimed at examining women’s live changes resulting from using their acquired FAL knowledge and skills to participate in Income Generating Activities. The study demonstrates that FAL brings out women’s individual and collective agency through “conscientization” concept and dialogue as tools for marginalized people in the act of social and economic change agents. This argument is grounded within agency concept that portray the power of the oppressed individual as well as collective agency. Findings revealed that FAL training improves women’s livelihood. The article concludes that Government, international development partners, NGOs, and civil society should ensure strong support and implementation of FAL program because it can help women succeed in the contemporary world.
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Amone, Charles. "Boda-boda, Youth Employment and Globalisation in Uganda." American Research Journal of History and Culture 7, no. 1 (January 28, 2021): 1–9. http://dx.doi.org/10.21694/2379-2914.21001.
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Formerly shunned due its notoriety for facilitating illicit trade and transporting criminals across Uganda’s international borders, the boda-boda transport industry gained fame in recent years and has become the second largest employer of youths all over Uganda, after agriculture. Recent scholarship on the bodaboda industry has however, concentrated on the risks embedded in it including high infection rates of HIV among the drivers and the daily accidents reported. Little attention has been paid to the contribution of the industry in youth employment. This paper discusses the role of boda-boda transport industry in solving the problem of unemployment among the youths in Uganda. The author interviewed seventeen boda-boda drivers in Uganda and thirty-four of their family members to establish how this transport business has impacted on employment opportunities, financial independence and globalisation of youths. The study revealed that whereas many youths have dropped out of school to take up the boda-boda business, profits of this trade have facilitated the education of some young people in Uganda and enabled them to globally connect with youths across the globe. The study recommends sensitisation, business skills training as well as adult and distant education opportunities for the youthful motorcycle drivers
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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.
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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.
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Mukembo, Stephen, and Craig Edwards. "Improving Livelihoods through Youth-Adult Partnerships involving School-based, Agripreneurship Projects: The Experiences of Adult Partners in Uganda." Journal of International Agricultural and Extension Education 27, no. 2 (April 15, 2020): 62–76. http://dx.doi.org/10.5191/jiaee.2020.27262.
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The increasing number of unemployed and underemployed youth across the globe, especially in developing countries, has reached alarming levels. In Africa, for example, this phenomenon has led to some youth making treacherous journeys across the Mediterranean Sea to Europe and other parts of the world in search of better livelihoods. Such an influx of immigrants, primarily to Europe and North America, has caused resentment and outcries by many citizens of the affected nations. Some of these challenges, however, could be allayed by engaging youth in income-generating projects, including agricultural entrepreneurship, i.e., agripreneurship, to create jobs and improve livelihoods. This may be achieved through Youth-Adult Partnerships (YAPs) by which youth and adults work together on agricultural projects of mutual interest. This study explored the experiences of adult partners in Uganda who collaborated with youth on their school-based, agripreneurial projects (SAPs) involving the raising of broiler chickens. Because of their partnership working on SAPs, both the youths’ and adults’ knowledge and understanding of concepts related to agripreneurship and raising of broilers chickens improved. The need exists to provide an enabling environment to promote an agripreneurial culture among youth through Y-APs if we seek to inspire them to pursue agripreneurship and related opportunities for job creation while also enabling the food security of communities and improved livelihoods for their citizens. Keywords: agripreneurship; improving livelihoods; project-based learning; school-based agripreneurial projects; youth unemployment; youth-adult partnerships
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Orach, Christopher Garimoi. "Maternal Mortality Estimated Using the Sisterhood Method in Gulu District, Uganda." Tropical Doctor 30, no. 2 (April 2000): 72–74. http://dx.doi.org/10.1177/004947550003000205.
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A community-based retrospective maternal mortality study using the Sisterhood method was conducted in Gulu district between February and March 1996. The objectives were to estimate the magnitude of and identify factors associated with maternal mortality in the district. Atotal of 5522 adult respondents, randomly selected from 27 parishes, of the five counties in the district were interviewed. Between 1960–1996 324 maternal deaths occurred in the sisterhood sample. The maternal mortality rate (MMR) was estimated to be 662 per 100 000 deliveries [95% confidence interval (CI) 421–839 per 100 deliveries]. The leading causes of maternal death were: haemorrhage 45.1%; obstructed labour 26.2%; puerperal sepsis 9.6%; anaemia 2.2%; AIDS 2.2%; and gunshot wounds (GSW) 1.0%. Factors associated with maternal mortality included: age − 31.8% of the mothers who died were below 20 years; education − 57.1% had no formal education; 65% of the mothers had delivered at home, 50.6% had been attended to by untrained traditional birth attendants (TBAs), while 37.8% were attended to by relatives. The MMR was found to be 1.3 times higher than the estimated national MMR of 500 per 100 000 deliveries. Most maternal deaths (80.9%) were due to preventable causes, being related to low socioeconomic status and low-level education of women in the district. The intractable civil war in the district was a major underlying and contributory factor to the high maternal mortality in the area. A multifaceted approach to reduce maternal mortality in the district should target improving the socioeconomic conditions in the district with special emphasis on encouraging and supporting female education. Intensive education on maternal healthcare in antenatal clinics be conducted targeting husbands/spouses and relatives who care for the prenatal/pregnant and postnatal mothers. There is need for more trained TBAs per village who should be given effective support supervision. Ambulance transport services, motor and bicycle be made available at the district and community levels. At a national level the security situation should be improved in the district.
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Kyakuwaire, Hellen, Agnes Kirikumwino, Juliet Nabossa, and Grace Ann Edwards. "Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 63. http://dx.doi.org/10.36615/sotls.v4i2.129.
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The work/study programme for nurses and midwives at Aga Khan University School of Nursing and Midwifery (AKU-SONAM) is a unique concept in East Africa. This study explored whether nursing and midwifery students undergoing a work-study programme at AKU-SONAM felt their education was underpinned by an adult education philosophy. A semi-structured questionnaire designed specifically for this study based on the Knowles’ (1980) ‘Principles of Adult Education’ was administered to 96 students who completed their programmes in 2017 and 2018 respectively. Our paper reports on both the positive aspects of students’ experiences in this work-study programme, including the improvement of critical thinking skills and the direct transfer of classroom learning to clinical practice, along with negative impacts related to a poor work/life balance. Despite challenges related to quality and delivery highlighted in studies involving nursing and midwifery education in Africa, the findings of our study seem to show a positive experience in addressing the needs of the majority of the participants, as well as in meeting the objectives of the programme. We conclude that understanding the benefits and challenges faced by students will help to ensure the appropriate teaching and learning approaches.
Keywords: Work/study programme, Uganda, Nurses and midwives evaluation, Upskilling, Nursing and midwifery educationHow to cite this article:Kyakuwaire, H., Kirikumwino, A., Nabossa, J. & Edwards, G.A. 2020. Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda. Scholarship of Teaching and Learning in the South. 4(2): 63-79. https://doi.org/10.36615/sotls.v4i2.129.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Nakibuuka, Jane, Martha Sajatovic, Elly Katabira, Edward Ddumba, Jayne Byakika-Tusiime, and Anthony J. Furlan. "Knowledge and Perception of Stroke: A Population-Based Survey in Uganda." ISRN Stroke 2014 (April 6, 2014): 1–7. http://dx.doi.org/10.1155/2014/309106.
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Purpose. This study, designed to complement a large population survey on prevalence of stroke risk factors, assessed knowledge and perception of stroke and associated factors. Methods. A population survey was conducted in urban Nansana and rural Busukuma, Wakiso district, central Uganda. Adult participants selected by multistage stratified sampling were interviewed about selected aspects of stroke knowledge and perception in a pretested structured questionnaire. Results. There were 1616 participants (71.8% urban; 68.4% female; mean age: 39.6 years ± 15.3). Nearly 3/4 did not know any stroke risk factors and warning signs or recognize the brain as the organ affected. Going to hospital (85.2%) was their most preferred response to a stroke event. Visiting herbalists/traditional healers was preferred by less than 1%. At multivariable logistic regression, good knowledge of stroke warning signs and risk factors was associated with tertiary level of education (OR 4.29, 95% CI 2.13–8.62 and OR 5.96, 95% CI 2.94–12.06), resp.) and self-reported diabetes (OR 1.97, 95% CI 1.18–3.32 and OR 1.84, 95% CI 1.04–3.25), resp.). Conclusion. Knowledge about stroke in Uganda is poor although the planned response to a stroke event was adequate. Educational strategies to increase stroke knowledge are urgently needed as a prelude to developing preventive programmes.
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Ben-Yacov, Limor, Pearl Ainembabazi, Aliza Hannah Stark, Samuel Kizito, and Silver Bahendeka. "Prevalence and sex-specific patterns of metabolic syndrome in rural Uganda." BMJ Nutrition, Prevention & Health 3, no. 1 (January 2, 2020): 11–17. http://dx.doi.org/10.1136/bmjnph-2019-000050.
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Background and aimsIn sub-Saharan Africa, infectious diseases are still the leading causes of mortality; however, this may soon be surpassed by non-communicable illnesses, namely hypertension, diabetes and cardiovascular disease. This study determined the prevalence and patterns of metabolic syndrome and cardio-risk factors in men and women in rural Uganda.MethodsA household-based, cross-sectional survey was carried out following the WHO STEP-wise approach to surveillance. It included demographic and lifestyle questionnaires, anthropometric measurements and biochemical analyses. Of the 200 randomly recruited participants, 183 successfully completed two steps of the study and 161 provided blood samples.ResultsData were collected from 183 adults, aged 18–69 years; 62% were female. Based on the National Cholesterol Education Program-Adult Treatment Panel-III criteria, the prevalence of metabolic syndrome was 19.1% (95% CI 14.0 to 22.5). Elevated fasting plasma glucose was observed in 14.2% (95% CI 9.1 to 19.3) of participants, hypertriglyceridaemia in 16.9% (95% CI 12.1 to 23.1); hypertension in 36.1% (95% CI 29.0 to 43.0) and 52.5% (95% CI 45.2 to 59.6) had low HDL (high-density lipoprotein) cholesterol. Abdominal obesity was found in 24.6% (95% CI 18.8 to 31.4) of participants. Sex disparities were significant for several risk factors. Females had significantly higher prevalence of abdominal obesity (38.6% vs 1.5% in males, p=0.001) and twice the rates of low HDL (65.8% vs 30.4%, p=0.001). Men tended to have higher but not significant rates of hypertension (42.0% vs 32.5%) and smoked significantly more than women (49.3% vs 21.1%, p<0.001). Alcohol consumption was also higher in men (55.1% vs 18.4%, p<0.001) and quantities consumed were approximately three times greater than in females (p<0.001).ConclusionMetabolic syndrome exists at worrying rates in the rural Ugandan population. Sex disparities are evident in risk factor prevalence, reflecting physiological variables and deeply entrenched cultural and lifestyle norms.
Dissertations / Theses on the topic "Adult education – Uganda ; Widows – Uganda"
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Morgan, Christina Marie. "A qualitative study of participatory critical pedagogy interventions for women's capability development : the case of widows in Uganda." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708841.
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Kyazze, Florence B. "Perceptions towards a mid-career adult educational program: the case of the bachelor of agricultural extension education (BAEE) at Makerere University, Uganda." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1142558532.
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Kyazze, Florence Birungi. "Perceptions towards a mid-career adult educational program the case of the bachelor of agricultural extension education (BAEE) at Makerere University, Uganda /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1142558532.
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Nuwagaba, Ephraim. "Adult learners' perceptions of functional adult literacy provision in six centres in Kampala City, Uganda." Thesis, 2006. http://hdl.handle.net/10413/1779.
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This study analyses adult learners' perceptions of functional adult literacy provision in six centres in Kampala city. Specifically, what is analysed is adult learners' perceptions of what motivates adults to enroll; their views on the appropriateness of the providers' strategies, approaches, methods and materials used; the venues, facilities, equipment, quantity and quality of facilitators; the extent to which the programmes address the adult learners' needs and the use of the knowledge and skills by those who complete the functional adult literacy programmes. Interviews, observation and focus group discussions were used to collect primary data from forty one adult learners from programmes of government, NGOs and the private sector in Kampala city. On the whole, findings indicate that the programmes are relevant, can improve learners' standards of living in urban areas and can help enable learners to live as useful citizens in their communities. A major de-motivator to participation was identified as shame associated with attending FAL classes. Some of the recommendations put forward are that: • Start up capital should be availed to the learners as literacy skills alone will not help them get out of poverty. • Facilitators should be well trained so as to be able to correctly use the strategies, approaches, participatory methods and adapt the rural based materials in a way that best facilitates learning. • Conditions of learning should be enhanced by improving the quality and quantity of facilities, equipment and facilitators. • The integrated functional adult literacy approach should be strengthened as it is preferred by both the learners and providing agencies.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Openjuru, George Ladaah. "A comparative study of the FAL and REFLECT adult literacy facilitators' training process in Uganda." Thesis, 2002. http://hdl.handle.net/10413/4847.
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This was a comparative study of FAL and REFLECT'S adult literacy facilitator
training processes in Uganda. It was based on the government's Functional Adult Literacy (FAL) programme, and Action Aid Uganda's (AAU) REFLECT Programmes.The purpose of this study was to: Find out the similarities and differences between the FAL and REFLECT facilitator training process.
Establish how FAL and REFLECT facilitator training is organised. Establish how FAL and REFLECT facilitators are selected for training. Identify the teaching and learning materials used for training FAL and REFLECT literacy facilitators. Find out how the trained facilitators of FAL and REFLECT feel about the training and the approach they have been trained to use. Establish the kind of post training support arrangements provided for the trained adult literacy facilitators under FAL and REFLECT. These issues were all raised in the form of research questions and answered by the study. A qualitative research study was used to address the research questions. This included the use of focus group discussions, key informant interviews, questionnaires, direct observation and documentary analysis. The findings of this study are presented in chapter four under various headings applicable to both FAL and REFLECT. These are: the ideological view of literacy, selection of trainees and trainers, the training programmes, the training materials, funding for the training, employment arrangements after training, post training support arrangements, and evaluation of the training programme. From the findings, a general conclusion was drawn that the training processes of FAL and REFLECT were similar in the areas of organisation of the training programmes, selection of trainees, the sources of funding for the training programmes, deployment of trainees and evaluation of the training. Differences were found in the ideology which informs the two literacy approaches and therefore the training programmes for the literacy facilitators, the training methods and materials used and the post training support arrangements made for the trained literacy facilitators. The study concludes that the FAL and REFLECT literacy facilitator training is different. REFLECT has a better approach to training their literacy facilitators than FAL, although both approaches have many areas which should be improved for better training of their literacy facilitators. It was also noted that the differences between FAL and REFLECT occur in areas which are crucial for the success of a training programme and the performance of the trainees. This could explain the difference in the performance and effectiveness of the programmes using the two approaches.
The recommendations call for serious attention to be given to the training of adult literacy facilitators to ensure that only qualified people are entrusted with the work of teaching adult literacy.Thesis (M.Ed.) - University of Natal, Durban, 2002.
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Ngaka, Willy. "An inquiry into the dynamics of intergenerational learning in URLCODA's adult literacy classes in Arua district, Uganda." Thesis, 2004. http://hdl.handle.net/10413/2017.
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This study, conducted in Uganda, was set up to observe, record and analyse the pattern of interactions among the participants of URLCODA's adult literacy programme which has taken a semi-formal intergenerational form. Inspired
by Vygotsky's ideas on mediation, more 'capable peers' and the Zone of Proximal Development, it was thought that intergenerational interactions in
URLCODA's literacy programme could be harnessed to maximise learning
among the participants which could become an alternative model for promoting literacy across the board regardless of age, sex, race, location and social status. The main research question that guided the study was: what happens in the intergenerational interactions in URLCODA's adult literacy programme
attended by children in Arua district of Uganda and what are the motivational,
enabling and limiting factors in such a teaching and learning arrangement?
The study, which adopted a qualitative design, used observation, interviews,
documentary analysis and photography to collect data from a sample of 32
participants. These were purposively selected from URLCODA's intergenerational literacy programme. It was important to conduct the study
because URLCODA's adult literacy programme attended by children is rare
and has not, to the best of my knowledge, been reported on anywhere in Uganda. The study was unique because the learning relationships between the adult and child learners were the reverse of the Vygotskian concept of
mediation that interested me to undertake the study. This is because in the
formal literacy and numeracy skills lessons, it was the child learners who
played the role of 'more capable peers' and not the adult learners. The data collected revealed that the teaching methods were conformist in nature, the learners depended entirely on the instructors for the teaching/learning and reading materials, the participants were motivated by various factors of which personal, social and economic ones outweighed the rest, such as political and environmental ones, the intergenerational interactions appeared to be beneficial to both adult and child learners who all appeared to be enthusiastic about the programme, and the greatest challenge to the programme lay in the area of lack of resources on the part of the organisers and poverty on the part of the literacy learners. The study concluded that the interaction between the adult and child learners is beneficial for exchange of ideas, experiences, skills and beliefs which helps in shaping their behaviour in the class and outside the class. The programme has serious resource limitations and design deficiencies, especially in terms of the content of the curriculum that needs to be addressed urgently. The study recommended that URLCODA should seek support from the government and charitable organisations, liase with other organisations to institute credit schemes to support and strengthen the livelihood or functional nature of the programme, solicit and provide reading materials to the learners, put in place post-literacy programmes, further develop the intergenerational nature of the programme, offer training opportunities for the instructors, balance the curriculum to ensure that the programme meets the needs of all the participants and embark on fund-raising and other resource mobilisation drives to enable the programme achieve its intended goals. Finally the study identified a number of areas for further research. These include: the assessment of the impact of such an intergenerational programme on the performance of children in the primary schools in case of those attending Universal Primary Education (UPE), the assessment of the impact of the programme on the behaviour of children outside the literacy class and whether such a learning arrangement can create a democratic situation for the two groups to freely share information for enhancing learning opportunities and promoting the concept of lifelong learning.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
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Perry, Helen Noel. "Integration of adult education and public health policy a case study in Uganda /." 2008. http://purl.galileo.usg.edu/uga%5Fetd/perry%5Fhelen%5Fn%5F200812%5Fphd.
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Busingye, Janice Desire. ""One size fits all?" : a study into the participation dynamics of adults in the functional adult literacy program in Mwizi sub-county, Uganda." Thesis, 2005. http://hdl.handle.net/10413/1657.
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The study was conducted in Mwizi, Mbarara District, South Western Uganda. The major purpose was to find out if a uniform method of planning a programme fitted the unique characteristics of the people for whom it was intended, and whether the FAL programme deters or encourages participation in literacy studies. The study looked at the programme; the people's lives and the infrastructural support that was available in the community to enable people to attend the FAL Programme. The research questions focused on what encouraged or discouraged people to participate or not to participate in the FAL program. In order to achieve this, the lives of the respondents were explored to see how literacy related to their daily lives and activities. This exploration was effected using a range tools that had their roots in participatory rural appraisal and they included; interviews, focus group discussions, daily activity clock and mobility mapping. These helped me get an understanding of the lives of the people and where literacy fitted in their lives. The programme was also explored to get an insight into what it was about and this was mainly done through reviewing of literature and material. This study revealed that one size does not fit all. That is to say, learners in different areas of the sub county have unique characteristics that cannot be planned for as if they were
uniform. Similarly, underlying principles of adult education were not considered when it came to planning the FAL programme. The study also revealed that illiteracy and learners were highly stigmatized. This resulted in a
situation whereby very few people wanted to be associated with non-literates because of the stigma associated with illiteracy in our societies. The study concludes with a set of recommendations, some of which can be addressed by program planners directly, while others are long term issues.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Kwemara, Ngabu William. "Coping with fulltime employment and evening study at Makere University : a case study of working adults enrolled for the Bachelor of Adult and Community education." Thesis, 2005. http://hdl.handle.net/10413/1893.
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This research was conducted at Makerere University Uganda, in the Department of Adult Education and Communication Studies on adult students in fulltime employment who were emolled for an evening degree programme, faced with the challenge of getting time to study. The university had structured the course in such a way that lectures started at 5 : 00 P.M.,the time they left work. At times, they studied non stop for five hours, and had only 3 2% of their remaining school time residual in which to do independent study and assignments. Moreover, they were working in a neo-liberal labour market that demanded them to retrain, but in their own time and at their own cost. The focus of the study was on how these students integrated work with study in such a context. Specifically, the study looked at how these students found time to attend lectures, conduct independent study, revise, and take exams; and how they fulfilled their academic obligations. The study was qualitative and of the case study type aimed at getting an in-depth understanding of how these students coped with the multiple and conflicting demands of work and study. What emerged is that these students try to get time to attend lectures by reducing on time meant for work, but being careful to maintain the delicate balance between work and study. They needed to retrain if they were to remain employable, and they also needed the job for survival and paying for their education. They managed to fulfill their academic obligations in the little time available by adopting pragmatic behaviour. With pragmatic behaviour, the student would find out what is useful in a course and concentrate on that in order to maximize personal outcome. Given the context and the strategies these students adopted, they most likely missed out on meaningful learning as an important educational goal. The role of the socio-economic and study contexts in influencing these students' approach to studying and learning was important to note. Recommendations to change the context are made to all stakeholders in the programme.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Openjuru, George L. "An ethnographic study of rural community literacy practices in Bweyale and their implications for adult literacy education in Uganda." Thesis, 2008. http://hdl.handle.net/10413/1098.
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This was a study of rural community literacy practices in Uganda. I used the social
practices theory of literacy as a theoretical framework to investigate literacy use in rural
community life in Bweyale. The social practices theory of literacy sees literacy as
variable social practice that can only be understood within the social context of its use.
Consistent with the social practices theoretical perspective and following similar research
traditions in this area of literacy study, I used ethnographic research methods to collect
data and grounded theory methods to analyse data on literacy use in Bweyale.
The study revealed that rural people, contrary to popular perceptions about their illiteracy and hence lack of literacy, actually use reading and writing in a variety of ways in different domains of literacy use. Literacy pervades most aspects of rural community life,
making rural people use literacy in many rich and creative ways. Most people, regardless
of their literacy status, participate in local literacy practices. The most prominent areas of literacy use in rural community life are livelihood activities, education, religion, bureaucracy, household life, and personal life.
The study also found that the conception of literacy among rural people in Bweyale is
similar to the dominant conception of literacy. In this conception, literacy is seen as equal
to education and/or schooling and it relates to modernity. Rural people see literacy as a
valuable and important aspect of life. The literacy they value most is the dominant
English language literacy. This is due to the multilingual nature of Uganda and the
national language policy that made English the dominant language of literacy even in
rural community life. The use of English literacy is also reinforced by its use as the
language of instruction in Uganda’s education system where most people learn how to
read and write. This dominance of English complicates literacy use in rural community
life because it brings in the need for translation, especially when people who do not
understand English are involved in a literacy event. It also complicates local language literacy learning. The use of English is closely associated with the dominant non-traditional activities like school education, the police service, modern trade practices, and to some extent, Christian religious practices. Local language literacy is mainly used when communicating information relating to traditional activities, for example, traditional medicinal practices or for personal use. The study recommends that adult literacy education curricula should be tailored to the local literacy practices of the people for whom the literacy programmes are being developed. This will help to make the literacy programmes immediately relevant to the everyday literacy practices of the learners’ community. The programmes should promote literacy use in the community by exploring new areas of literacy use in rural community life. These are areas in which the use of literacy could lead to better management of some
activities in rural community life. In all, rural people are literate in ways that are not acknowledged in dominant literacy thinking and hence even by rural people themselves. This way of thinking must be discouraged.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2008.
Books on the topic "Adult education – Uganda ; Widows – Uganda"
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Kakooza, Teresa. The problems of the university's role in adult education in Uganda. [Kampala?]: Centre for Continuing Education, Makerere University, 1987.
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Sara, Cottingham, and Great Britain. Overseas Development Administration. Education Division., eds. Action research report on REFLECT: Regenerated Freirean Literacy through Empowering Community Techniques : the experiences of three REFLECT pilot projects in Uganda, Bangladesh, El Salvador. London: Overseas Development Administration (Education Division), 1996.
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Adult education in Uganda: Growth, development, prospects, and challenges. Kampala, Uganda: Fountain Publishers, 2004.
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Okech, Anthony. Adult Education in Uganda. Growth, Development, Prospects and Challenges. Fountain Publishers, 2004.
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African Association for Literacy and Adult Education., ed. South meeting south: Report of the visit of four Liberian adult educators to Uganda, October 25-November 5, 1991. Nairobi, Kenya: African Association for Literacy and Adult Education, 1991.
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Uganda. Ministry of Gender, Labour, and Social Development., ed. Strengthening literacy practices in Uganda through functional adult literacy education: A policy brief on literacy in development : outcome of a process review of the Functional Adult Literacy Programme in Uganda, 2002-2006 : promoting literacy for improved well-being and poverty eradication. Kampala: Ministry of Gender, Labour, and Social Development, 2007.
Find full textBook chapters on the topic "Adult education – Uganda ; Widows – Uganda"
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Ladaah Openjuru, George. "Uganda." In International Perspectives on Older Adult Education, 457–65. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_40.
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Atibuni, Dennis Zami, David Kani Olema, Grace Milly Kibanja, and Joseph Ssenyonga. "How Work-Life Balance and Research Skills Proficiency Affect Research Engagement." In Postgraduate Research Engagement in Low Resource Settings, 115–28. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0264-8.ch007.
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This chapter presents how differences in levels of research engagement arise with respect to levels of work-life balance and research skills proficiency among Master of Education students in Uganda. A cross-sectional survey was conducted among two cohorts of the students (N = 102). The work-life balance of the students was generally low (M = 107.48, SD = 23.56). Though the majority of the students, 94 (92.2%), reported high levels of proficiency in research skills (M = 68.96, SD = 10.44), they indicated low levels of communication skills. Significant differences in research engagement existed among the students of different religious affiliations (χ2 = 0.823, p = .05), marital statuses (U = 370.00, p = .027), and levels of research skills proficiency (U = 88.00, p < .01). Implications for educational policy and practice include careful selection and training of adult learners at master's degree level, and staking the students in the research process through effectively imparting 21st century skills.