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Dissertations / Theses on the topic 'Community and school – Uganda'
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Ebato, Michiko. "Agency and community participation in primary schooling in Mukono District, Uganda." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246435.
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Kyazze, Jones Yosia. "The community-school relationships in Africa : a focus on four countries: Nigeria, Senegal, Sierra Leone and Uganda." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336321.
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Sempagala, Alex. "SUSPECT COMMUNITY POLICING PRACTICES IN UGANDA: THE CASE OF WAKISO DISTRICT IN UGANDA." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25596.
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ABSTRACTPolice departments across Uganda are faced with significant challenges to reducecrime, improve quality of life, and, use meagre resources. Many have struggled tofind the right balance between keeping communities safe, while at the same timehaving transparent and effective policing methods and approach. This thesisexamines effectiveness or/ and ineffectiveness of community policing. This isderived from people’s perceptions of the policing strategies used within theircommunities.The research focuses on the nature of community policing and its, perceptionamong the Ugandans and how these policing strategies are important to policelegitimacy (acceptability) and how it helps them in gaining the trust of the localpopulation. The thesis discusses reasons to why community policing has not beenaccepted by the Uganda population. Continually therefore, it is examined whethercommunity policing has brought about reduction in crime rate.The thesis revealed that there is much laxity in bridging the gap between thecommunity members and the police. Most people feel police is not involving theentire community into their activities, people think police is to protect certaingroups of people in society especially the rich. Most people (47%) negativelyperceive community policing, though 56% reported that it is an importantprogram. Reduction in crime due to community policing was observed. Thethesis concludes by advocating for strategies that are important for a successfulcommunity policing program implementation.Finally, the thesis recommended involvement of the media and need for police toadapt to use of new technology to avoid confrontation by masses that may besuspicious, for example, body-worn cameras (BWCs).
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Babikwa, Daniel J. "'Environmental policy to community action': methodology and approaches in community-based environmental education programmes in Uganda." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003400.
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This research was conducted in Luwero, a rural district in central Uganda, over a period of three years, half of which entailed fulltime engagement in a participatory action research process with VEDCO, an indigenous NGO. The study focuses on the educational processes involved in the translation of Uganda's environmental policy into action at community level. It looks at community-based education and development activities run by VEDCO among smallholder farmers. The study addressed four objectives. For the first objective I developed a conceptual framework through a review of theories informing education in general and environmental education, adult education, community education, and community development in particular. The second objective was to conduct a situational analysis to identify contextual issues related to policy implementation at community level. The third objective was to engage in a participatory action research process with the NGO in the farming community in response to the identified contextual issues, and the fourth was to explore and comment on environmental education methods used within a community context. PRA techniques, interviews, and other participatory data collection methods were used to generate the data. The study reveals contradictions that limit NGO capacity to make appropriate use of participatory education processes in implementing policy-related training at community level. Elements in the National Plan for the Modernisation of Agriculture, for example, conflicted with the principle of sustainable development underlying the policy. VEDCO itself was changing from a social-welfare-oriented organisation into a commercial enterprise pursuing economic goals, which conflicted with its social goals. The capitalist development ideology of the donor was being adopted by VEDCO, which contradicted the goals of people-centred development. This was exacerbated by VEDCO's dependency on donor funds for its activities. Contextual issues like people's history; poverty, gender and inconsistent land policies further complicated the policy implementation processes. There were also inconsistencies in the epistemological assumptions and didactic approaches evident in the implementation. The study shows that the intended emancipatory education processes are more often supplanted by technicist methodologies. Thus, it exposes the underlying historical, ideological and epistemological tensions and contradictions within the field of education, particularly in relation to the `paradigmatic' orientations (neo-classical, liberal and socially critical/emancipatory) outlined in the literature. Conclusions are made at two levels: in relation to the study goals, of examining policy implementation at community level and in terms of the study's contribution to the understanding of current education theory in the context of sustainable development among communities.
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Gosling, Amanda Karen. "A case study of Bigodi Wetland Sanctuary as a community driven Community-Based Natural Resource Management initiative : maintaining livelihoods and wetland health." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1007065.
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Community-Based Natural Resource Management (CBNRM) is considered a win-win approach to reconcile conservation with natural resource use. CBNRM aims to accomplish conservation whilst prioritising development and contributing to poverty alleviation. This study analysed the different components of a CBNRM initiative, Bigodi Wetland Sanctuary (BWS), located in western Uganda. The study was carried out by interviewing the managing committee members (n= 8) as well as local households (n= 68) regarding the manner in which the project works, and the associated benefits and constraints. The main management issues recognised were a lack of monitoring and committee cohesiveness. The information gathered through the household survey enabled the calculation of the value of local livelihood options. This was done on the premise that conservation is better accepted when land users realise the economic value of natural resources. The average annual value of household livelihoods was represented by 30% crop production, 57% natural resource use, and 13% livestock. Lastly, wetland assessments were performed using the WET-Health and WET-EcoServices methodologies from the Wetland Management Series. These assessments indicated that the impacts of local livelihoods on the wetland were currently low but potential issues could arise with the increasing human population density. Ultimately, BWS presents both environmental and social costs and benefits. With a detailed and interdisciplinary method specific recommendations of improvement can be made to reduce such costs and further reconcile the conservation of Bigodi Wetland with local natural resource use..
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Birungi, Charles. "Community service in Uganda as an alternative to imprisonment: a case study of Masaka and Mukono districts." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Community service as an alternative to imprisonment at its inception was taken up very strongly by the judiciary as part of the reform of the criminal justice system in Uganda. The successful enactment of the Community Service Act, Act no: 5/2000, was an achievement towards the implementation of the programme in the country. However, its implementation as an alternative sentence is currently proceeding at a slow pace. The Ugandan law still allows courts to exercise their discretionary powers with regard to either using prison sentences or community service. Courts still seem to prefer to use imprisonment irrespective of the nature of the offence, thus leading to unwarranted government expenditure and prison overcrowding. An additional problem is that some offenders come out of prison having been negatively affected by their interaction with even more serious offenders. This study was undertaken to establish whether community service as an alternative to imprisonment can be effective with regard to reducing recidivism and to accelerating reconciliation and reintegration of minor offenders back into their communities.
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Obua, Joseph. "Conservation and ecotourism in Kibale National Park, Uganda." Thesis, Bangor University, 1996. https://research.bangor.ac.uk/portal/en/theses/conservation-and-ecotourism-in-kibale-national-park-uganda(ce67e440-b48d-455e-a20b-0d7ccb8cb084).html.
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The aim of this study was to assess the potential of ecotourism in Kibale National Park, the environmental impact of visitor activities, the characteristics of visitors and visits, the perception and attitudes of local communities towards conservation and development of ecotourism, and the status of environmental interpretation in Uganda. The environmental evaluation was attempted using a combination of methods developed in the USA. Selfcompletion questionnaires were used to obtain information on visitors and the characteristics of visits, and direct household interviews were used for the survey of local communities' perception and attitudes. Information on the status of environmental interpretation was sought using the postal-survey method. It was found that Kibale National Park has the potential for development of ecotourism. The number of visitors has been rising annually since ecotourism was introduced in 1992 and was estimated to reach 5 000 in 1995. As a result of the continuing increase in visitor numbers, the camping sites and the nature trails are already being degraded. More than 90 per cent of the visitors come from overseas and only a small proportion are Ugandans. The visitors come on pre-planned tour packages mainly to view the chimpanzees. The common feeling among the visitors is that the facilities and services currently offered in Kibale are of low standard. Several proposals have been put forward for improvement of services and provision of additional facilities. The need to control visitor numbers and to maintain a sound environment in the Park has been discussed and immediate management measures required to reduce further deterioration of the camping sites and the nature trails have been recommended. The study has also revealed that local communities in Kibale still obtain most of their forest products from the Park. Although the majority (about 80%) support conservation and development of ecotourism, they have a poor perception of the Park's existence and value. Eviction of some families from the Park a few years ago and the gradual loss of traditional rights of access and use of resources following the establishment of Kibale as a National Park, has resulted in negative attitudes among some sections of the local communities. It is recommended that local communities should be educated about the value of the Park and the importance of conserving its resources. Moreover, there is a need to involve them directly in all the stages of future planning and management of conservation programmes and ecotourism development in Uganda's protected areas. It has also become clear that the concept of environmental interpretation is little understood in Uganda and the practice is generally poor. It was found that Kibale and other national parks lack facilities for proper interpretation. The Park ranger-guides are often employed and assigned to interpretive work without prior training on interpretation. It is recommended that all national parks and other protected areas where ecotourism is being promoted alongside conservation should set up proper environmental interpretation systems. In addition, there is a need for establishing a national programme of environmental interpretation to facilitate environmental education and development of ecotourism in Uganda.
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Suzuki, Ikuko. "Parental participation in primary school governance in Uganda." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288862.
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Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.
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"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree"
Louis Kahn<br>Master of Architecture
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Nsubuga, Yusuf Khalid Kibuuka. "Analysis of leadership styles and school performance of secondary schools in Uganda." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/978.
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The study sought to analyze the leadership styles of head teachers and school performance of secondary schools in Uganda. It was a mixed study that used both the qualitative and quantitative methods. It adopted a correlation survey research design that helped in establishing the relationship of leadership styles and school performance. In this regard, data for this study was collected on the independent variable, which was leadership styles, and that of the dependent variable, which was school performance. The relationship between the two variables was investigated in order to determine the strength of their relationship and the coefficients of determination existing between them. Together with observations during school visits, interviews were also conducted with head teachers and teachers and focused group discussions were held with selected students and parents, to identify factors affecting school performance and the effectiveness and relationship between leadership styles and school performance. The researcher discovered on the basis of an extensive literature review and the in-depth research undertaken that head teachers adopt a range of leadership styles. However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in general and school performance, and later analyzed four leadership styles in relation to school performance. v While noting the many challenges and demands made on the head teachers during the execution of their tasks, the study underscored the need for the development of management and leadership skills amongst head teachers. The study established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance significantly. The study established that effective school performance requires visionary leadership, amongst others, and that there is a strong relationship between visionary leadership and transformational leadership, which is recommended for education leaders.
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Lutwama, Evelyn. "Communication for development : community theatre and womens rights in Buganda (Uganda)." Thesis, University of Leeds, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496133.
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Penny, Anne Marie. "School access, children with motor disabilities in rural Uganda." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62560.pdf.
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張鼎國 and Ting-kwok Kenneth Cheung. "Community-School in Shamshuipo: transactionalrelationship between School & Community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31985683.
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Sekiwu, Denis. "Integration of values into management of learners' discipline in Ugandan schools." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020814.
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To make education a profitable enterprise and contributor to social development requires that schools infuse values into schooling as part of the ethical construction of learners and citizenship building. This research used Kampala district as the case study to conduct a qualitative inquiry with grounded theory to examine the integration of values into the management of learners’ discipline in Ugandan schools. Using a sample of 60 participants, the researcher gathered data using personal interviews, focus group interviews, and documentary analysis. Through the analysis of this data, the researcher established that the School Governing Body (SGB), government, educators, missionaries and the community are stakeholders highly involved in directing the process of values integration into learners’ discipline. He also discerned that different schools impart moral, spiritual, academic, aesthetic, social and universal values into the learners. However with the 1963 Castle Report on Education that led to the nationalization and secularization of schools, denominational schools strongly felt that government robbed them of their powers to control and manage schools through the “principle of subsidiarity”. This seems to have led to the gradual erosion of values and breakdown of discipline in the denominational schools as well as the others. The central argument of this thesis is that integrating values into school discipline in Uganda would result into an inclusive education system that supports both theist and atheist attitudes towards formal schooling. Some respondents argued that values should be directly integrated into learners’ discipline while others opposed values integration. Those who supported values integration into school discipline pointed out that it is an integral part of life-education. On the other hand, those who oppose integrating values argued that values integration might be misused to impose secular influences on the learners. The existing avenues of optimal integration of values into school discipline include use of physical punishment and restorative justice, although custodial methods are widely condemned by human rights activists for being too harsh, punitive and retaliatory. Restorative justice methods used include the use of religious and social clubs as well as counseling and guidance. Collective stakeholder participation in school management is also widely used where school management, government, parents and the community take on a collaborative role in empowering and creating an environment for positive discipline. Finally, missionary educators play a significant role in learners’ behavioural modification. The challenges of values integration into school discipline, on the other hand, are policy-related; including poor school administrative styles, failure to define which values to emphasize in disciplinary management, lack of staff motivation and educators’ unethical behaviour. The classroom-related challenges were an over emphasis on academic values that, consequently, turn education into a theoretical rather than a practical exercise. This is compounded by the poor teaching methodologies used like rote-learning due to the problem of dealing with large classes especially in UPE and USE schools and the strict emphasis on an examination-centered syllabus. The social-related challenge observed was the negative influence of the media on young people’s life styles, consequently, leading to permissiveness, aggressive, violent and militant behaviours now common in schools. The study underscored the need to emphasise stakeholder responsibility in school disciplinary management, and the necessity to offer visionary and collegial leadership, identify a common set of values critical to the promotion of life-long learning, promotion of life-education to ensure formation of morally upright learners, and encourage inclusive education (UBUNTUISM). Government should draft a national education philosophy to guide schools in integration of values education, emphasizing secular, moral and religious values, as well as the need for restorative justice, and employing more pragmatic teaching methodologies. There is also the need to create role-models and staff motivation. All these are cardinal remedies in ensuring constructive school discipline. Finally, the central theory that explains the integration is an Integrated Values Framework (IVF) for Positive Discipline (PD). It advocates that discipline is a process of nurturing learners through the provision of inclusive education, life-long learning and citizenship building.
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Mayanja, Rehema. "Decentralized health care services delivery in selected districts in Uganda." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Decentralization of health services in Uganda, driven by the structural adjustment programme of the World Bank, was embraced by government as a means to change the health institutional structure and process delivery of health services in the country. Arising from the decentralization process, the transfer of power concerning functions from the top administrative hierachy in health service provision to lower levels, constitutes a major shift in management, philosophy, infrastructure development, communication as well as other functional roles by actors at various levels of health care. This study focused its investigation on ways and levels to which the process of decentralization of health service delivery has attained efficient and effective provision of health services. The study also examined the extent to which the shift of health service provision has influenced the role of local jurisdictions and communities. Challenges faced by local government leaders in planning and raising funds in response to decentralized health serdelivery were examined.
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Cheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.
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Mugisha, Arthur Rwabitetera. "Evaluation of community-based conservation approaches management of protected areas in Uganda." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1000146.
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Thesis (Ph. D.)--University of Florida, 2002.<br>Title from title page of source document. Document formatted into pages; contains x, 247 p.; also contains graphics. Includes vita. Includes bibliographical references.
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Persson, Charlotte. "Implementing Community Based Re/habilitation in Uganda and Sweden : A Comparative Approach." Doctoral thesis, Mittuniversitetet, Avdelningen för socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-23746.
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In our global world, ideas in general and social work models in particular are spread and implemented in a variety of socioeconomic, political and cultural contexts, generating different outcomes. Many ideas and services launched in different countries by international organisations or governments in order to bring social justice to marginalised and oppressed groups, such as people with disabilities, have been criticised for not reaching or involving those such services aim to serve. Low impact of social programs on the welfare of people and communities has put the effectiveness of such programs into question and can leave people with disabilities dissatisfied with the social services available in their environment. The main purpose of this dissertation is to examine how an international idea for social work practice, as community based rehabilitation (CBR), is implemented in different structures and institutional contexts. To examine how an idea is implemented in different contexts, following research questions have guided the work: “How was the idea of CBR introduced to and implemented in Uganda and Sweden?”, “What contextual factors influenced the implementation of CBR in these countries?”, “What limitations and possibilities affected CBRs chances of continuity and institutionalisation in the two countries?” and finally“Can international ideas and models for social work be successfully used in different structural and institutional contexts?”. The study is based on a qualitative design with a comparative approach using qualitative content analysis for analysing data collected through official documents and interviews with parents to children with disabilities and professionals working in the children’s surrounding. The results show how difficult it is to monitor development through projects in both non-Western and Western countries. International ideas of social work, such as CBR, can make a difference in both Uganda and Sweden for the improvement of the living condition of those in need of services; at least, as long as there are funding for the projects and cooperation between authorities, NGOs and the parents of children with disabilities. The results show also that there are many differences in the process of the implementation of CBR in Uganda and Sweden. The colonial past of Uganda and its weak welfare state make CBR an important project for the improvement of the life conditions of children with disabilities. Meanwhile, the Swedish strong welfare state and legal protection of children with disabilities make CBR much more marginal in Sweden than in Uganda. However, CBRs successes to promote social justice for children with disabilities and their families makes it necessary to integrate the project to the existing organisation of the welfare state in the two countries. Changing existing welfare services requires engagement in political decision-makings, cooperation, and a critical examination of structural and institutional arrangements, in order to include successful projects in the daily functions and duties of the welfare state of every country. This will prevent an international idea for social work to not only be a temporary trend to follow, but also an established working method for helping people in need of proper services.
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Kirunda, Rebecca Florence. "Exploring the link between literacy practices, the rural-urban dimension and academic performance of primary school learners in Uganda district, Uganda." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.
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Hamidah, Namatovu. "Assessment of the community wildlife management partnership : a case study of the Uganda Wildlife Authority and local communities around Mount Elgon National Park, Uganda." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96691.
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Thesis (MPhil)--Stellenbosch University, 2015<br>ENGLISH ABSTRACT: Although Community Participation (CP) in Africa dates back to colonial times, it is more oriented towards embracing indigenous knowledge systems. CP encourages self-reliance, community empowerment, capacity-building, social learning and sustainability among community members.
This study describes how Collaborative Wildlife Management (CWM) was implemented in Ulukusi, a community on the border of Mount Elgon National Park (MENP), eastern Uganda. It assesses livelihood strategies before and after the implementation of CWM. The study further identifies a wildlife management strategy that would embrace the needs of the local community and the Uganda Wildlife Authority (UWA). Open ended questions were developed and administered through interviews with both household and key informants, and by means of focus group discussions and observations.
The findings of the study indicate that the implementation of CWM led to the development of a Resource User Agreement (RUA) which promoted wildlife resource regeneration due to restricted resource harvest and park access. There was general agreement among interviewees and key informants that the relationship between the UWA and the community had improved compared to the time when the park was under the management of the Uganda National Park. Findings further indicate that CWM was inappropriately implemented considering the fact that the UWA used a top-down approach to influence the signing of the RUA. This is evident in that communities did not directly participate in decision-making.
Therefore, in order to promote sustainable wildlife management, communities should participate in decision-making since they are the people affected by the mismanagement of wildlife. Conservation authorities should also integrate indigenous knowledge into their management policies and promote continuous sensitisation meetings to empower the community members. Above all, for any development to embrace all stakeholders’ needs, conservation authorities should also integrate the “building blocks” of development to promote conflict resolution.<br>AFRIKAANSE OPSOMMING: Alhoewel gemeenskapsdeelname in Afrika terugdateer tot die Koloniale tydperk is die beginsel van gemeenskapsontwikkeling meer gerig op die aanvaarding van inheemse kennisstelsels. Gemeenskapsdeelname moedig selfstandigheid, gemeenskapsbemagtiging, kapasiteitsbou, sosiale leer en volhoubaarheid onder gemeenskapslede.
Hierdie studie ondersoek hoe samewerking en gemeenskaplike beplanning beoefen word in Ulukasi, ‘n naburige gemeenskap van die Mount Elgen Nationale Park, Oos Uganda. Die studie assesseer die Collaborative Wildlife Management (CWM) strategie voor en na implementering. Verder identifiseer die studie ‘n omgewingsbestuur strategie wat die behoeftes van die gemeenskap en die van die Uganda Wildlife Authority effektief aanspreek. Verskillende data insamelingsmetodes, insluitend onderhoude, fokusgroepe en deelnemendewaarneming was aangewend. Die respondente was verteenwoordig deur plaaslike gemeenskapslede en amptenary, plus addisionele sleutel informante.
Bevindinge van die studie dui daarop dat die implementering van die CWM gelei het tot die ontwikkeling van ‘n hulpbron gebruikersooreenkoms (Resource User Agreement) vir die bevordering van die behoud van wild en beperkte oes en toegang tot die park.
Daar was ook ‘n algemene instemming tussen informante en sleutel informante dat die verhouding tussen UWA en die gemeenskap verbeter het teenoor die tydperk toe die park onder die bestuur was van die Uganda nasionale park. Bevindinge dui ook daarop dat CWM onvanpas geïmplementeer was, oorwegend die feit dat UWA ‘n voorskriftelike benadering gebruik het wat ‘n invloed gehad het op die ondertekenings van die RUA. Dit is dus duidelik dat gemeenskappe nie direk betrokke was by besluitnemingprosesse nie.
Ten einde volhoubare natuurlewebestuur te bevorder moet gemeenskappe betrokke wees in besluitneming aangesien hulle direk geraak word deur die wanbestuur van wild. Natuurbewaringsowerhede moet ook inheemse kennis integreer in bestuursbeleid en deurlopende sensitisering vergaderings gebruik om lede van die gemeenskap te bemagtig.
Bo alles, vir enige ontwikkeling moet alle belanghebbendes se behoeftes aangespreek word en moet bewarings owerhede ook die boustene van ontwikkeling integreer om konflik te bestuur.
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Averbeck, Christiane. "Population ecology of impala (Aepyceros melampus) and community based wildlife conservation in Uganda." [S.l. : s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=964072017.
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Gardner, Kathryn. "International Land Acquisitions: Kaweri Coffee Plantation’s Impact on Community Development in Mubende, Uganda." Ohio University Honors Tutorial College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1555931336569331.
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Jeha, L. J. "Equity, sustainability and incentive-based conservation measures : community reflections from Mt. Elgon, Uganda." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15501/.
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Incentive-based measures are increasingly being employed as a strong motive to encourage conservation yet the evidence that they are generating sustainable resource-use, improving rural livelihoods or aiding biodiversity protection remains inconclusive. To provide empirical evidence to this discourse, in this study the McDermott et al (2013) equity framework is used to explore how different benefit-sharing arrangements have shaped twenty-five years of Integrated Conservation and Development projects (ICDP) neighbouring the Mt. Elgon National Park, Uganda. Applying a self-reported, post-hoc, quasi-experimental design, a time-series of participatory mapping activities revealed that despite the willingness of targeted groups to adopt ‘green’ technologies (distributional equity), maintaining and up-scaling these activities remained limited at the landscape level. Social network analysis uncovered that limited knowledge, restricted access (contextual equity) and the lack of inclusion in decision-making (procedural equity) impeded this development. Tracking the Mt. Elgon Regional Eco-System Conservation Programme (MERECP) as a specific case study, the analyses then showed that wealthier members of society and the political elite were the principle beneficiaries of conservation inputs. In the cases where these institutionalised hierarchies were purposely sidestepped (a measure to ensure marginalised stakeholders gained funds), cases of conflict and resentment arose. Overall, communities that had loose, expansive conservation networks adopted the greatest number of simple technologies. Nevertheless, those that have built a high level of trust both amongst one another and with supporting organisations resulted in the most socially equitable and biologically efficient outcomes. Portraying a future rich in sustainable land-use practises, communities do aspire to protecting their natural resources. Whilst this may be a time-consuming, expensive process, building sound adaptive ‘co-management’ relationships that respect cultural norms, provide suitable alternatives and maximises local knowledge is the key to implementing incentive-based conservation measures across Mt. Elgon.
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Swahn, Isabelle. "“Fred är inte breaking news” : En kvalitativ fältstudie av fredsjournalistik i norra Uganda." Thesis, Stockholms universitet, Institutionen för mediestudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108402.
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Abstract Denna uppsats handlar om hur community radiostationerna Mega FM och Radio Wa i norra Uganda arbetar med fredsjournalistik. Syftet med uppsatsen är att öka förståelsen för relationen mellan community radio och fredsjournalistik. Det är inte bara relevant för journalistikvetenskapen, utan även för alla som är intresserade av utveckling och freds- och säkerhetsfrågor i konfliktområden. Hur ser det fredsjournalistiska arbetet ut i praktiken på community radiostationerna Mega FM och Radio Wa? Vilka förutsättningar är nödvändiga, enligt Mega FM och Radio Wa, för att skapa ett generellt freds- och försoningsrelaterat radioprogram? Vilka svårigheter finns för att lyckas genomföra ett fredsjournalistiskt arbete, enligt Mega FM och Radio Wa? Frågeställningarna har besvarats genom kvalitativa informantintervjuer med radiojournalister i Gulu och Lira, och observationer. Det teoretiska ramverket inkluderar fredsforskning, utvecklingskommunikation, deltagande kommunikation, teorier om community radio och fredsjournalistik. Tyngdpunkt ligger på de senare. Teorin har operationaliserats genom att dela in de fredsjournalistiska kriterierna på en minimi- till maximiskala. Uppsatsen visar att Mega FM och Radio Wa är community radiostationer som arbetar fredsjournalistiskt, men inte på en maximinivå eftersom de inte fullt ut adresserar alla konflikter, eller tar en proaktiv roll som medlare utan använder sig av en tredje part. Framför allt utgör avsaknaden av pressfrihet och tidsbrist de främsta hindren för ett proaktiv fredsjournalistiskt arbete, samt att informanterna betonar att en allt för aktiv roll strider mot objektivitetsidealet, något även kritiker mot fredsjournalistiken har lyft fram.
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Wahitu, Fred Higenyi. "School-based accountability and management of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65476.
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Uganda endorsed school-based management (SBM) through the enactment of the Education Act (2008), which provided for the establishment of the School Management Committees (SMCs) in public primary schools to be in charge of managing schools on behalf of the government. The Act states that SMCs are specifically in charge of Universal Primary Education (UPE) in Uganda and are responsible for the successful implementation of the policy. The purpose of this study was to investigate the roles of SMCs in the accountability for the UPE achievements. This study is rooted in the interpretivist constructionist research paradigm. The researcher utilised semi-structured interviews and observations to generate data to answer the research questions. The qualitative approach enabled the researcher to interact with the participants in order to harness their primary voice while sharing their lived experiences in the real world. Data obtained from the interviews and observations were corroborated with document analysis data related to SBM and accountability for universal basic primary education achievement. The researcher used multiple research sites and participants to generate data, a case study approach which is more robust in comparative data. The sampling for the participants was purposive and four SMCs from four regions of Uganda and four participants from each of the SMCs were selected. The findings of the study indicate that the voluntary SMCs did implement the roles and responsibilities for UPE accountability, though there were diverse degrees of success. The differing measures of SMC effectiveness were as a result of factors such as: member capacity and perceptions; lack of policy implementation; other stakeholder actions: and inadequate resources. The importance of a volunteerism strategy as a cornerstone of UPE implementation was eminent in this study since the schools were poorly resourced partly due to high poverty levels in the community. The researcher concludes that the effectiveness of the SMC in monitoring the implementation of UPE is based on the relationship they have with other stakeholders and, thus, a model was developed to emphasise the importance of the relationships.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Musiime, Reuben. "A Critical Evaluation of the Religious Education Curriculum for Secondary School Students in Uganda." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277735/.
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This study documents a critical evaluation of the religious education curriculum used in Uganda's secondary schools. The study focused on goals and objectives, methods, content, and public perception of religious education instruction. The evaluation was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The investigation was guided by a series of research questions that included the following: What are the overall goals and objectives of religious education instruction? What are the attitudes from the community regarding religious education? What are the roles of religious leaders during implementation of this curriculum? How does the curriculum prepare students for the pluralistic nature of the society? What qualifications and training do the teachers have? What are the politics involved in curriculum implementation? What is the philosophy of religious education instruction as defined by policy makers and how is it implemented?
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Kigozi, James Musisi. "Investigating rural Ugandan women's engagement with HIV and AIDS-related programmes on community radio: a case study of Mama FM's Speak out and Listen." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001845.
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The purpose of this study was to investigate how rural Ugandan women engage with discussions of HIV and AIDS on community radio. It explored how this audience may relate such broadcast discussions to their own lived experience of HIV and AIDS. It is explained in the study that, while the Uganda government has an official policy of openly discussing matters of HIV and AIDS, health communication strategies still operate within a context where there is an underlying "culture of silence" that discourages openness about sexual matters. It is also pointed out that there are widespread gender disparities among rural communities, which severely limit women's ability to make use of health communication initiatives aimed at educating them. Against this backdrop, the study sets out to explore audience responses to a particular example of Speak Out and Listen, a weekly programme broadcast on Mama FM, a Kampala-based radio station managed by the Uganda Media Women's Association (UMWA). The study maps out responses to the programme by a particular group of rural women. It is argued that these research participants' comments confirm the importance, noted in literature dealing with health education, of drawing for content on what members of an audience have to say about their own lived context. It is proposed that, despite the existence of a 'culture of silence', the women's comments demonstrate an ability to speak with confidence about their experience of living with HIV and AIDS. Thcy are able, more particularly to discuss the constraints placed by gendered power relations on women's ability to draw on the educational content of programming that targets people living with HIV and AIDS. As such, the comments that such women offer represent a valuable resource for HIV and AIDS related programming. The principal conclusion of the study is that health communication initiatives such as Speak Out and Listen would benefit from facilitating conversations with their target audience about their lived experience of HIV and AIDS, and incorporating such discussion into their programmes
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Nambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.
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Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including the provision of free education for a maximum of four children per family, and the removal of school fees in primary schools from grades one to seven. The main goal was to provide for the minimum necessary facilities and resources to enable all Ugandan children of school-going age to enter and remain in school until the primary cycle is completed. However, the implementation of Universal Primary Education in Uganda has been met with various challenges. The current planning and organising framework does not support its implementation with communication and coordination challenges cited as most problematic. This study focuses on proposing a planning and organising framework that will address the issues regarding policy implementation, coordination and communication. Specifically, the study will focus on: <ul> a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda. </ul> The study employs a qualitative approach and data is collected through the use of an extensive literature review supported by qualitative interviewing of key role-players employed by the Ministry of Education and Sports in Uganda. International best practices are used to determine the planning and organising requirements for successful implementation. The study proposes the establishment of a Department of Primary Education responsible for ensuring the appropriate involvement of all role-players in the planning and organising functions. The establishment of such a department will ensure that monitoring and evaluation, accountability of finances and effective communication are achieved. By placing emphasis on the planning and organising requirements for implementation, the aim of providing free education to all Ugandan children might be achieved. Copyright<br>Dissertation (MAdmin)--University of Pretoria, 2010.<br>School of Public Management and Administration (SPMA)<br>unrestricted
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Law, Kwai-sun Jeffrey, and 羅貴申. "School community in new town housing estate : integrating the public school into the community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hdl.handle.net/10722/209583.
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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.
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Tumusiime, James. "Investigating a rural community's use of communication technology : a study of Nakaseke Community Multi-media centre in Uganda /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/904/.
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Källander, Karin. "Case management of childhood fevers in the community : exploring malaria and pneumonia care in Uganda /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-557-7/.
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De, TorrenteÌ Nicolas. "Post conflict reconstruction and the international community in Uganda, 1986-2000 : an African success story?" Thesis, London School of Economics and Political Science (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250724.
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Post-conflict reconstruction refers to the complex process whereby societies strive to overcome internal armed conflict and (re-)establish peaceful and stable political arrangements. The central question addressed in this thesis is whether Uganda's transformation under Y. Museveni's National Resistance Movement (NRM) between 1986 and 2000 is a successful case of post-conflict reconstruction, as is widely held. As a corollary, it asks how the interaction between the NRM and the international community has affected this process. The thesis argues that, in spite of the NRM's remarkable achievements, Uganda's reconstruction is deeply flawed. Most importantly, a legitimate framework for the allocation, exercise and reproduction of political power has not been established. The reconstruction strategy, shaped by the NRM's character as a politicised guerrilla group and dominated by the imperative of regime survival, was inherently twin-faced. It restored political authority and security to most areas of the country, enabling, amongst other achievements, economic recovery. However, it also unleashed military interventionism, led to political closure, and created a fragile and politicised economic order. As such, the NRM's actions attracted increasing opposition, expressed through political and military means. The ancillary argument is that, notwithstanding the pre-eminence of domestic factors, Uganda's transformation has been highly dependent on the support of an interested international community. The NRM was willing and able to adapt to donors' priority concerns, in particular to introduce liberal economic reform, and strategically used donor support to build its power. For their part, donors found the NRM's authority and commitment to structural adjustment quite irresistible. Agendas thus converged, generating mutual dependence. As a result, donors overlooked how their support was diverted, and how the NRM's security policies and political reforms diverged from stated principles. The donors' approach promoted the consolidation of the NRM's power, yet at the expense of the legitimacy of Uganda's reconstruction.
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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.
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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally
their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.
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Rodríguez, Gina Elizabeth DeShera. "Community collaboration in school improvement /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.
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Carter, Katherine Mildred. "Community Organizing and School Transformation." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013350.
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Across the country, community organizing has emerged as a strategy for engaging low-incoming communities and communities of color in school transformation. There is increasing recognition that this approach can be used to develop relationships, leadership, and political power to support systemic and long-lasting educational change.
Oakland has a rich history of community-driven school reform. In the early 2000s, the mobilization of thousands of families across the city led to the passage of a new small autonomous school policy and the creation of over 30 new district schools through community-based design teams. However, since 2007, no new district schools have been authorized. Like many other urban districts, the charter sector has expanded, enrollment has declined, and the school district has turned to closing and consolidating schools, rather than opening new ones.
This strategic leadership project sought to combine community organizing and design thinking frameworks to develop institutional and community support for a new dual language middle school as part of a PK-12 multilingual pathway of schools in the Oakland Unified School District. Throughout the capstone, I use Mark Moore’s strategic triangle framework (public value, operational capacity, and institutional support) to organize my research and analysis of this strategic project. I describe my leadership of the design team and some of the complexities that arose in our authorizing environment when we attempted to develop the new school through an existing district transformation process.
The analysis includes implications for both new school design and school transformation work, and includes recommendations for how Oakland and other districts can more effectively facilitate communities to take leadership in school transformation.
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Owor, Maureen. "Making international sentencing relevant in the domestic context : lessons from Uganda." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/3d520048-dba7-4393-ba22-664923c079c3.
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This thesis is about achieving local procedural legitimacy through fair, culturally relevant sentencing procedures. Its scope, is reconciling international due process guarantees and a traditional notion of rights, in sentencing procedures of the International Criminal Court. My interest in this topic arose from the 2003 Uganda Law Reform Commission study on sentencing legislation reforms. There, participants regarded clan courts as functional in rural areas, because they had more informal, conciliatory sentencing processes than the ‘alien’ national courts. I later became aware that incorporation of traditional restorative processes may also help solve problems of legitimacy at the international level, as manifested in the case of Joseph Kony, discussed in Chapter 1 of this thesis. I then investigate whether the international sentencing framework could accommodate features of traditional restorative process despite incongruent standards, and if so, how this could be achieved. I argue that procedural rights ought to underpin this reconciliation, harnessing aims of international criminal justice with traditional restorative justice. Through my translation model, I propose small structural changes to international sentencing practice, and doctrinal reforms based on precedent. Using critical legal analysis and a small empirical study, the thesis demonstrates how translation could achieve just, culturally apposite sentencing outcomes. The International Criminal Tribunal for Rwanda and the Special Court for Sierra Leone provide insight into challenges to accommodating African normative standards. Nominal guidance from the African human rights mechanism and national courts, on an African notion of procedural fairness, further complicates this reconciliation. I conclude that we could translate laws across divergent legal systems, drawing from experiences of clan courts that assimilate legal structures and concepts from national courts. Major international instruments: Rome Statute 1998, United Nations International Covenant on Civil and Political Rights 1966 and the African Charter on Human and Peoples’ Rights 1981, are evaluated against this model.
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Emong-Overå, Ingrid K. "Places of Belonging : Exploring the everyday of primary school pupils in Tororo, Uganda." Thesis, Norges teknisk-naturvitenskapelige universitet, Geografisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-22928.
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This thesis explores the lived experiences of school children in Tororo District, Uganda. The aim of this study has been to understand how children and childhood are understood in their local contexts of eastern Uganda, together with understanding children´s places of belonging. This study is based on an ethnographic fieldwork conducted during a period of three months in Tororo District, Uganda. To understand the everyday of school pupils, the study focused on children enrolled in two different primary schools: Rock View Primary School and Morukatipe Primary School. The thesis shows that there are multiple places of belonging, and school pupils orient themselves differently within their everyday. School is a place children spend much time. It is perceived as important for children to attend primary school in order to become responsible adults. Children emphasise that school is important together with other places. Common for all the children involved in this study was that their present experiences of places influence their future aspirations.
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Mugabe, Robert. "How School Management Committees monitor the implementation of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67826.
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The provision of basic education through the UPE programme has gained momentum since its inception. This is because since the government took over the roles of paying tuition fee, providing instructional materials, paying teachers and providing school infrastructure, enrolment rose, and has continued to rise. In ensuring that government resources are well utilised, the government mandated the community through SMCs and charged them with the responsibilities of mobilising school resources from the community to supplement government resources that are insufficient for schools, monitoring the utilisation of school resources and undertaking general management roles in schools to ensure that there is efficient education service delivery that promotes teaching and learning. The purpose of this study was, therefore, to explore how SMCs monitor the implementation of UPE in Uganda. The study was driven by the assumption that if school resources are effectively monitored by the community themselves through SMCs, the government‘s objective of ensuring that all school-going children access school could be realized. The study used an explanatory sequential mixed methods approach to conduct a comprehensive study that gave a clear understanding of how monitoring the school resources is effected. Simple random sampling was used to select the sample for the quantitative study and data was collected using a questionnaire while purposive sampling was used to select the participants for the qualitative study and data was collected using structured interview.The result of the study identified the gaps in the way in which the SMCs monitor the school resources. The study results indicate that the SMCs do not have the full mandate to take any decisions that affect the operations of schools. This acts as a demotivating factor to SMCs in undertaking their roles. The study findings further reveal that there is no clear monitoring framework used by SMCs that guides them on what to monitor and how to monitor based on set measurable indicators. This gap leaves the SMC in each school to undertake their duties differently, yet they monitor the same programme. The study further reveal that SMCs encounter challenges in effecting their work; some of these challenges are policy issues and others are administrative in nature. Much as the they have attempted to come up with strategies to handle the challenges, little is being done to address them. The study findings have implications for policy-makers and UPE implementers. The study recommends that the Central Government should consider empowering SMCs through constant training in financial management and understanding policies governing their duties and responsibilities. The study further recommends that for UPE policy of community management of schools to be ffective, Government should put in place the level of education and experience for some one to be elected as a member of SMC.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Kaburu, Gilbert. "Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879.
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O'Sullivan, Casey. "Character education and school leadership: building a school community." Thesis, Boston University, 2004. https://hdl.handle.net/2144/27734.
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Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-02
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Lugemoi, Wilfred Bongomin. "Experience of primary school inspectors in ensuring quality teaching and learning in Northern Uganda." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/80458.
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This is a qualitative study that investigated the experience of school inspectors in ensuring
quality teaching and learning in primary schools in Northern Uganda, using hermeneutics
phenomenological design. The study was underpinned by relative ontology, personal
epistemology and accountability theory. In-depth interviews and document analysis were used
to explore the understanding of the school inspectors on quality teaching and learning,
techniques they use to ensure quality teaching and learning, their effectiveness and challenges.
The study revealed that the inspectors understand quality teaching and learning as a
multidimensional reality that entails attaining of literacy and numeracy; life skills; holistic
development of learners; teachers’ competencies and professionalism; measure of learning
achievement; broadness without ambiguity; collaborative; innovate; dynamic and contextual
issue. The main techniques that the inspectors used to ensure quality teaching and learning in the
primary schools are: assessment of quality of inputs into educational programs; assessment of
educational processes; assessment of learning outcomes;psychosocial support; ensuring
compliance with educational standards, laws and regulations; creating awareness on educational
standards, laws and regulations; administration of rewards and sanctions. The study showed that
the inspectors believe that they have been effective in supporting teachers; improving learning,
learning environment and professional development of teachers; fighting corruption and
malpractices among teachers. They however experienced insubordination of teachers; negative
attitude of teachers towards the teaching profession; inadequate training of teachers; failure of
teachers to adhere to educational laws; policies and regulations; excess work overload to the
school inspectors; negative perception of some teachers on school inspection; corruption; lack of
resources for school inspection; ineffectiveness of the head teachers; and difficulties in enforcing
educational standards, rules, regulations and laws. They mainly use laws, policies and
regulations and peer to peer support as the strategies to solve problems which they encounter in
ensuring quality teaching and learning in the primary schools. The unique contribution of the
study is that quality teaching and learning as understood by primary school inspectors is a
multidimensional reality that can best be achieved using a logical, psychosocial legal approach.
Policies, practices and future studies need to examine critically the dynamics and characteristics
of these approaches to quality teaching and learning in primary schools.<br>Thesis (PhD)--University of Pretoria, 2019.<br>pt2021<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Thabe, Maesala. "The development of supportive school community plans by community volunteers." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52973.
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The purpose of this study was to gain insight into how community volunteers, in collaboration with teachers and the community, developed and implemented supportive school-community plans. The study forms part of the broader SHEBA (Supporting Home Environments in Beating Adversity) project (Ferreira & Ebersöhn, 2011-2013), which investigated the way in which community volunteers applied the asset-based approach in supporting vulnerable communities, by utilising school-based partnerships.
I followed a Participatory Reflection and Action (PRA) methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, as this allowed me to focus on a selected issue of a broader phenomenon. In selecting the case and participants I combined convenience and purposive sampling. Thirty eight community volunteers participated, who have been involved in the broader SHEBA project and have been supporting schools in high-risk communities in the Eastern Cape province, South Africa. For data generation and documentation I relied on PRA-based workshops, observation, field notes, and visual and audio-visual techniques. I analysed and interpreted the data by means of inductive thematic analysis.
Four themes (with relevant sub-themes) emerged. The first theme relates to the roles of volunteers in school-community partnerships, indicating that community volunteers fulfilled four roles in the school-community. The second theme represents relevant partners in the school-community partnerships that were established. The third theme concerns the implementation phases of supportive school-community plans. The last theme relates to the challenges experienced by participants in school-community partnerships.
Based on the findings of this study, I posit that community volunteers possess the necessary skills to formulate and develop supportive school-community plans that can address the needs of schools, families and the community at large. Volunteers are able to identify, mobilise and manage existing assets and can become resources to the school-communities they serve. This study therefore indicates the ability of volunteers to collaboratively construct knowledge, and provide direction to supportive school-community projects they initiate in collaboration with other stakeholders, in order to support those in need of help. In this way, community volunteers can support teachers, learners and the community in addressing challenges and pursuing positive change.<br>Dissertation (MEd)--University of Pretoria, 2015.<br>Educational Psychology<br>MEd
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Wikström, Git. "Women’s Perspectives on Pathway to Diagnosis of Pulmonary Tuberculosis : Women Voices from Community Level in Uganda." Thesis, Nordic School of Public Health NHV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3116.
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Objectives: A qualitative study to explore the perceptions and ideas of women at community level in Uganda, about factors influencing their health care-seeking behaviour when symptoms that could indicate pulmonary tuberculosis. To let the women identify barriers to health care-seeking and to let them present ideas how to overcome barriers. Method: Focus Group Discussions (72 informants) and In Depth Interviews (19 informants) were conducted in rural Uganda with women of reproductive age. For triangulation purposes discussions and interviews also included health care providers, traditional healers and a few men. Main Results: The data showed a wide range of health care-seeking behaviours including no action at all, self-treatment using traditional herbs or western medicines, consulting traditional healers and consulting various formal or informal healthcare facilities. The data also identified many barriers that could prevent women from getting a proper diagnosis, including lack of financial resources, lack of power, male supremacy in decision-making, lack of knowledge, perceived corruption in healthcare facilities, fear of stigma and this fear heavily boosted by the idea that PTB equates HIV/AIDS. Conclusion: These data support the idea that successfully fighting PTB among Ugandan women and increasing case finding, demands recognition that tuberculosis is a multifaceted disease: economical, social, psychological and medical. Therefore, approaches to eradicating tuberculosis must target different sectors and reach all levels of society<br><p>ISBN 978-91-86739-19-5</p>
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Derr, Thomas. "Climate Change Perceptions and Adaptation Among Small-Scale Farmers in Uganda: A Community-Based Participatory Approach." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7328.
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Climate change in the East African country of Uganda is causing severe variations in the once predictable seasonal weather patterns that farmers had come to depend on. This, in combination with social and economic challenges, has significantly increased the vulnerability of farmers who make up the majority of Uganda’s population. Previous knowledge and observations suggest that Ugandan farmers may be reluctant or slow to change their practices in response to the changing climate. Strategies are therefore needed to identify challenges and sustainable solutions. This research used qualitative data collection methods known as participatory rural appraisal (PRA) and participatory action research (PAR) over a seven-month period with two communities in western Uganda. One community was located in an urban area while the other was rural. Research methods were used to first identify real challenges specific to the community before developing strategies to solve them. Both of these steps were conducted in a bottom-up community-based way, utilizing the expertise of community participants. Overall, the main problems identified included degraded water resources, poor farm performance, gender issues, and health challenges. Most of these problems were not directly a result of climate change, but rather a combination of social and economic challenges like poverty and a lack of support from the government and other organizations. In both communities, sustainable solutions to major problems were created by increasing the overall knowledge, expertise, and cooperation among community participants in addition to improving access to local services. The actions taken resulted in a pilot project that improved water resources for the rural community. The approach was effective because it allowed the communities to advocate for themselves to create lasting change. This research builds upon a rapidly growing body of literature on the effectiveness of community-based efforts to solve real-life problems in struggling communities. Furthermore, these findings also challenge more traditional donor-driven approaches to development.
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Barrigye, Samson. "Sustaining the peace in northern Uganda: exploring the potential for community participation in conflict resolution processes." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12706.
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Includes bibliographical references.<br>The study examines the potential for community participation in peacemaking and conflict resolution processes, with particular emphasis on the nature and level of that participation. The researcher adopted an exploratory, qualitative research design. The Acholi region of Northern Uganda was targeted for this case study because of its history as a conflict affected region. The study involved twenty-six (26) key informants and one hundred and sixty-nine (169) participants who were involved in thirteen (13) focus groups. The key informants were selected using the purposive sampling method, while the focus group participants were selected using a mixture of snowball and purposive sampling methods. The most significant findings of this study were that: # Key participants included the government of Uganda (GoU) peace team; the Lord’s Resistance Army (LRA) peace team; appointed and elected political leaders; civil society representatives; the Acholi cultural institutions, and religious leaders. # The community was represented at the peace talks by religious and cultural leaders. However, there is some ambiguity as to whether or not these leaders truly represented the local communities. # Unclear selection criteria and ambiguous mandates of representatives caused problems of legitimacy. # Women representatives/participants in the peace process were only given ‘observer status’. # Religious and cultural leaders initiated the peace process and acted as informal mediators. # There was a lack of communication, and community members were not fully informed of the developments taking place during the Juba peace talks. # The Acholi traditional conflict resolution practices were not optimally utilized since the elite negotiators adopted the western model of peacemaking processes.. # Mato-oput (an indigenous conflict resolution practice) which emphasises truth telling is effective only in specific cultural settings and may not be suitable for addressing more serious conflicts such as war crimes. The following recommendations emanate from this study: # Structures to ensure legitimate representation of community members should be set up. # Various levels of community participation should be a feature throughout the conflict resolution process. # Middle range leaders and intermediaries should be given much more leverage during the peace process. # Women should be especially included in the peace process since they have strategic contributions to make from their perspective. # Legitimate community representatives should inform their constituencies of the developments taking place at the peace talks through various communication channels.. # Strategies should be adopted to address those specific impediments to community participation such as socio-economic and/or political factors.. # Training, financial support and other costs of participation should be factored into the peace process as necessary for the overall peace dividend. # Formal and traditional justice systems should be synchronized to ensure that they mutually reinforce peace in culturally appropriate and relevant ways.
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Mugaino, Baker. "Trade liberalisation in the East African Community: the need for competition law and policy in Uganda." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/18615.
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This study will show the relevance of competition policy and law is not only stopping anti-competitive practices but also its role in complimenting government reforms and policies in Uganda. The research will contribute to the development of the relevant competition law legislation for Uganda. The motivation of the study is derived from the competition challenges facing Uganda today, a country that has liberalised and privatised its economy but has no competition policy and law.
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Owiny, Vincent. "Cost effectiveness of community-based (DOT) and self-supervised treatment of tuberculosis in Maracha Arua, Uganda." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/9371.
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Bibliography: leaves 47-49.<br>Tuberculosis is the leading infectious killer of people living with HIV/AIDS. Millions of tuberculosis deaths could be prevented by the widespread use of the less expensive strategy of directly observed treatment (DOT). The cost-effectiveness of DOT however varies with its method of supervision. This study evaluated the cost-effectiveness of community-based and self-supervision strategies of DOT in Maracha, Arua District, Uganda. Patients', community's and health system's costs were obtained through interviews and expenditure statements. For effectiveness measures, historical follow-up of the cohort belonging to each the tB treatmentt supervison strategy was done. Systematic random sampling was done to identify the 20 patients from each treatment strategy for interviews to estimate their treatment costs. Due to low number of patients in the available TB registers, all the 129 patients were enrolled for the study. The findings showed that community-based supervision of DOT was a more cost-effective TB treatment supervision option than that by self-supervision and was therefore recommended to Maracha HSD and Arua District for more support and expansion. However, the accuracy of this study was limited by method used and generalizability of the results could be affected by the small sample size.
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Miller, James. "Quality of Care in Integrated Community Case Management Services in Bugoye, Uganda: a Retrospective Observational Study." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27007755.
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Background: Village health workers (VHWs) in 5 villages in Bugoye subcounty (Kasese District, Uganda) provide integrated community case management (iCCM) services, in which VHWs evaluate and treat malaria, pneumonia, and diarrhea in children under 5 years of age. VHWs use a “Sick Child Job Aid” that guides them through the evaluation and treatment of these illnesses. Malaria is diagnosed by rapid diagnostic test, pneumonia by age-based respiratory rate cutoffs, and diarrhea by symptoms as described by the caregiver.
Objectives: Measure the quality of iCCM services over time using routinely collected iCCM program data.
Methods: We used existing aggregate program data to: 1) summarize the patient population and services provided, and 2) measure quality of care based on concordance between matching categories or actions in the treatment algorithm. We then employed lot quality assurance sampling to create a patient-level dataset, and created a secondary patient-level dataset of all patients with “danger signs” (evidence of severe illness). Using patient-level records, we: 1) describe adherence to the iCCM algorithm; 2) measure VHW-level quality using lot quality assurance sampling decision rules; 3) assess change over time in quality of care with generalized estimating equations regression modeling.
Results: Most VHWs achieved greater than 90% concordance for all measures apart from concordance between number of patients presenting with fever and number of rapid diagnostic tests performed. From the main patient-level dataset, 97% (150) of patients with diarrhea were treated with oral rehydration and zinc, 95% (216) of patients with presumed pneumonia were treated with amoxicillin, and 94% (240) of patients with malaria were treated with artemisin combination therapy or rectal artesunate. However, only 44% (44) of patients with a negative rapid test for malaria were appropriately referred. Of patients with danger signs, 95% were appropriately referred to a health facility. Overall, 75% (434) of patients received all the correct evaluation and management steps. At the VHW level, 9 out of 23 VHWs have provided high-quality care over 2 years, based on the selected lot quality assurance sampling decision threshold (21 out of 25 patients with correct management). Quality of care increased significantly in the first 6 months after initiation of iCCM services (p = 0.003), and then plateaued in months 7-24.
Conclusions: Quality of care was high for uncomplicated malaria, pneumonia and diarrhea. Overall quality of care was lower, partly because VHWs often did not follow the guidelines to refer patients who tested negative for malaria. Quality of care appears to improve as VHWs gain initial experience in iCCM care. Despite some limitations, lot quality assurance sampling and concordance are feasible and scalable approaches to measuring quality of iCCM care.
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Kanter, Marcelo de Mello. "Política externa e integração na África Oriental : um estudo sobre Uganda, Tanzânia e Quênia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/132967.
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Este trabalho procura responder por que as políticas externas de Uganda, Tanzânia e Quênia convergiram ao final da década de 1990 culminando na refundação da Comunidade da África Oriental (CAO). Leva-se em consideração o quadro de análise em dois níveis: a política interna e o sistema internacional. O trabalho guia-se por duas hipóteses. A primeira é que dificuldades econômicas domésticas, experimentadas na década de 1990 — marcada pela adoção do Consenso de Washington —, deram impulso a forças políticas que favoreciam parcerias regionais. Já a segunda é que a CAO seria um fator conducente à constituição de um paradigma relacional no leste africano, permitindo a resolução pacífica de controvérsias entre os Estados membros e a coordenação de ações militares em seu entorno. Para averiguar as hipóteses, analisam-se os processos políticos internos dos três países em busca das causas da aproximação, isto é, mudanças de governo, governante e de arcabouço institucional. Traça-se também a evolução da políticas externas de Quênia, Tanzânia e Uganda, relacionando-as com o panorama internacional da época e com as dinâmicas políticas domésticas. Ademais, exploram-se os limites da convergência política através do estudo de alguns casos específicos: projetos de integração infraestrutural na CAO, a guerra civil da Somália e as guerras na República Democrática do Congo. Verifica-se que na Tanzânia a transição presidencial foi determinante para a mudança na política externa. Em Uganda, a superação da instabilidade interna (insurgências) permitiu o maior engajamento regional. Em contraste, a política externa queniana mostrou-se mais reativa ao contexto externo: a perda de valor estratégico do país para os Estados Unidos com o fim da Guerra Fria obrigou-o a buscar aliados regionais para evitar isolamento. Já os estudos de caso mostram que a convergência política encontra muitos desafios, pois, embora haja uma relação especial entre Dodoma, Kampala e Nairóbi, eles disputam entre si para tornar-se polo regional de poder. Ainda assim, mesmo quando estão indiretamente em guerra um contra o outro, como na República Democrática do Congo, a integração consegue avançar paulatinamente.<br>This work aims to answer why did the foreign policies of Uganda, Tanzania and Kenya converge by the end of the 1990s culminating in the re-foundation of the East African Community (EAC). It takes into consideration the two-level analytical framework: internal politics and the international system. Two hypothesis guide the investigation. The first is that domestic economic difficulties, experience in the 1990s — marked by the adoption of the Washington Consensus —, have given impulse to political forces favorable to regional partnerships. The second considers that the EAC is a factor conducive to the constitution of a relational paradigm in East Africa, allowing for the peaceful resolution of controversies among member-states and military action coordination in their surroundings. To test the hypotheses, the internal political processes of the three countries are analyzed in search for the causes of the convergence, that is, changes in government, ruler and institutional framework. The evolution of Kenya's, Tanzania's and Uganda's foreign policies is traced, relating them with the international scene of the period and with domestic political dynamics. Furthermore, the limits of the political convergence are explored through the study of some specific cases: infrastructure integration projects in EAC, Somalia's civil war and the wars in the Democratic Republic of Congo. The work finds that in Tanzania the presidential transition was determinative to the foreign policy shift. In Uganda, the overcoming of internal instability (insurgencies) allowed a greater regional engagement. Conversely, the Kenyan foreign policy has shown to be more reactive to the external context: the country's loss of strategic value to the United States with the end of the Cold War pushed it to seek regional allies to avoid isolation. The case studies have shown that the political convergence meets many challenges, because, although there is a special relationship between Dodoma, Kampala and Nairobi, they dispute to become a regional pole of power. Nevertheless, even when they are indirectly at war with one another, as in the Democratic Republic of Congo, the integration manages to advance step by step.