Relevant bibliographies by topics / Education and state – Uganda

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education and state – Uganda'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Education and state – Uganda"

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Garvey, Brian. "Education and the State in Uganda." Journal of Educational Administration and History 28, no. 1 (January 1996): 58–69. http://dx.doi.org/10.1080/0022062960280104.

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LaBranche, Jillian. "Thinking Beyond the Escape: Evaluating the Reintegration of Child Soldiers in Uganda." Slavery Today Journal 3, no. 1 (August 2016): 100–122. http://dx.doi.org/10.22150/stj/pyoq6835.

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While the Lord’s Resistance Army has gained notoriety for its brutal tactics and abduction of Ugandan children, little attention has been given to the return and reintegration of these formerly abducted child soldiers. The absence of a formal reintegration program in Uganda has placed the burden of reintegration on international NGOs, but reliance on non-local organizations to successfully reintegrate child soldiers has proven challenging. This paper seeks to evaluate whether the process of reintegration in Uganda has been successful. With an overwhelming lack of up to date and methodologically sound research, variables such as PTSD, domestic violence, alcoholism, violent crime, and primary education rates are evaluated to indicate the current state of Northern Uganda. These variables indicate an unstable environment in Northern Uganda and suggest reintegration has proven unsuccessful in the Acholi region. The successful reintegration of child soldiers is demonstrated to be not merely a Ugandan issue, but an international issue.
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Eisemon, Thomas Owen, and Jamil Salmi. "African universities and the state: Prospects for reform in Senegal and Uganda." Higher Education 25, no. 2 (March 1993): 151–68. http://dx.doi.org/10.1007/bf01384746.

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Josephine, Bweyale, and Tugume Lubowa Hassan. "Teaching Religion OR about Religion: The Paradox of Religious Education in Secondary Schools in Uganda." East African Journal of Traditions, Culture and Religion 3, no. 2 (August 3, 2021): 30–42. http://dx.doi.org/10.37284/eajtcr.3.2.374.

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The article reviews the teaching of Religious Education in schools in Uganda. Uganda is a religiously pluralistic country with Christianity and Islam the most popular. Ugandans are theists, their worldview is religious and they are passionate about their faiths. Therefore, Religious Education is a fundamental subject since the early years of education as it marked the beginning of formal education in Uganda. However, whilst Uganda has a diversity of religions such as Christianity with its different sects, Islam and its sects, Hinduism, Buddhism, and Sikhism, the education system considers only Islam and Christianity. Therefore, the article discusses whether the teaching of Religious Education where only Christianity and Islam are considered is justified to be referred to as Religious Education. The article concludes that there is a mismatch between the NCDC (2008) stated goals, objectives and content of Religious Education. The objectives and goals portray a false image that RE is intended to expose learners and to achieve educational purposes. Yet, the content, approaches and teaching methods are quite contradictory. The implementation of RE in Uganda is purely confessional; it does not aim at educational goals but at deepening learners' faith distinctively. Instead of teaching about religion, learners are taught religion. The article is based on documentary analysis of the Religious Education curriculum, syllabi and teachers' and learners' handbook documents. In addition, the article analysed literature about the teaching of Religious Education including the aims and goals of Religious Education, the pedagogical approaches, methods and techniques in Religious Education in modern pluralistic communities. In identifying the appropriate literature, suitable databases were identified and used Boolean operators and proper search terms, phrases and conjunctions were used. To further ensure the credibility of the reviewed publications for analysis, only peer-reviewed journal articles with ISBN numbers and Digital Object Identifiers (DOI) were used
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Okoth, PG. "Research as a Cornerstone of Quality Assurance in University Education with specific Reference to Uganda Martyrs University." Journal of Science and Sustainable Development 5, no. 1 (June 12, 2013): 37–55. http://dx.doi.org/10.4314/jssd.v5i1.4.

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This paper discusses the nexus between research and quality assurance in contemporary higher education, with specific reference to Uganda Martyrs University. Starting with discussion of the concept of research—touching on the conceptualization of what constitutes research; disambiguation of key terms and concepts in research; and discussion of major research paradigms and designs—the paper discusses the place of research as an aspect of quality assurance in university education. Thereafter, it articulates a case for research in higher education and discusses the state of research, quality assurance and the meeting points of the two at Uganda Martyrs University.Keywords · Research · Quality assurance · Higher education
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Moses, Erin, Heather N. Pedersen, Emily C. Wagner, Musa Sekikubo, Deborah M. Money, Gina S. Ogilvie, and Sheona M. Mitchell-Foster. "Understanding Men’s Perceptions of Human Papillomavirus and Cervical Cancer Screening in Kampala, Uganda." Journal of Global Oncology, no. 4 (December 2018): 1–9. http://dx.doi.org/10.1200/jgo.17.00106.

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Purpose This preliminary study explores Ugandan men’s knowledge and attitudes about human papillomavirus (HPV), cervical cancer, and screening. Methods A local physician led an education session about cervical cancer for 62 men in Kisenyi, Kampala in Uganda. Trained nurse midwives administered surveys to assess knowledge and attitudes before and after the education session. Results From the pre-education survey, only 24.6% of men had heard of HPV previously, and 59% of men had heard of cervical cancer. Posteducation, 54.5% of men believed only women could be infected with HPV and 32.7% of men believed antibiotics could cure HPV. Despite their limited knowledge, 98.2% of men stated they would support their partners to receive screening for cervical cancer, and 100% of men surveyed stated they would encourage their daughter to get the HPV vaccine if available. Conclusions Knowledge of HPV and cervical cancer among Ugandan men is low. Even after targeted education, confusion remained about disease transmission and treatment. Ongoing education programs geared toward men and interventions to encourage spousal communication about reproductive health and shared decision making may improve awareness of cervical cancer prevention strategies.
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Bauer, Carrie, and Matthew J. Gallagher. "Education for Humanity: higher education for refugees in resource-constrained environments through innovative technology." Journal of Refugee Studies 33, no. 2 (June 1, 2020): 416–36. http://dx.doi.org/10.1093/jrs/feaa040.

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Abstract Half of refugee children attend primary school and 22 per cent attend secondary school, yet only 3 per cent have access to higher education. When higher education efforts do exist, they often ignore common barriers refugees face in accessing it: cost, connectivity, lack of a power source, and access to devices, among others. Arizona State University’s Education for Humanity team piloted a programme to address this lack of access and associated barriers. Using a solar-powered, offline technology that emits a Wi-Fi hotspot, the team implemented a university-level course in Nakivale Settlement, Uganda. This article presents the results and findings from this pilot programme.
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Kasozi, A. B. K. "The Role of the State in Addressing Challenges and Opportunities Posed by the Rapid Growth of Universities in Uganda since 1988." African Studies Review 45, no. 2 (September 2002): 123–39. http://dx.doi.org/10.1017/s0002020600031450.

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Abstract:This article reviews the challenges and opportunities posed by the rapid growth of private universities in Uganda since 1988 and tries to identify areas of the private university system in which the state can play a positive role. It argues that the state should not leave the operation of the system entirely to market forces but should positively regulate their activities without control. Seven challenges are identified. These include the management challenge, the financing of these institutions, meeting the ever increasing demand for higher education, the devising of relevant curricula, addressing the dearth of qualified academic staff, the formation of a comprehensive national higher education policy, and the maintenance of institutional autonomy tempered by accountability of each of tfiese new university institutions. At the same time, the article identifies a number of opportunities that these institutions could take advantage of. These include the positive economic development the country has been registering for the last decade and half, the resilience of the lower educational system, the social need for higher education, the policy of Universal Primary Education (UPE), the interest of the current government in education development, and the positive international attitude toward Uganda.
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Tusiime, Sharon M., Gail R. Nonnecke, and Helen H. Jensen. "Tomato seed value chain analysis and seed conditioning among seed companies in Uganda." International Food and Agribusiness Management Review 23, no. 4 (November 5, 2020): 501–14. http://dx.doi.org/10.22434/ifamr2019.0199.

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Tomatoes increase nutritional food security and income among Ugandan smallholder farmers who have limited access to high quality seed. The objective of this study was to analyze the current tomato seed value chain for Uganda. Survey responses determined roles of key participants, including Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) for regulation and certification; National Agricultural Research Organization for breeding cultivars and seed multiplication; Makerere University for education and research; commercial seed companies for seed importation and conditioning; seed distributors for sales; and smallholder farmers as savers and end users of seed. Challenges included an inefficient domestic seed distribution system, technical constraints in seed production and conditioning by seed companies, inadequate networks and communication among the seed industry’s key participants, and partial regulation of the seed industry. Seed companies played a key role in seed conditioning processes. Companies imported all tomato seeds into Uganda and stated germination as their primary goal for quality. Challenges for seed companies included assistance from MAAIF to regulate and certify seed and access to improved technologies. Attaining high quality seed by commercial Uganda-parent companies will require additional investment and training of seed technologists for domestic testing and seed quality assurance.
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Daughrity, Dyron. "Bishop Stephen Neill, the IMC and the State of African Theological Education in 1950." Studies in World Christianity 18, no. 1 (April 2012): 41–62. http://dx.doi.org/10.3366/swc.2012.0005.

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From April to July of 1950, Bishop Stephen Neill (1900–84) took a sweeping tour of East and West Africa to assess the state of African theological education. He visited Egypt, Sudan and the six British territories in tropical Africa: Tanganyika, Kenya, Uganda, Nigeria, Gold Coast (Ghana) and Sierra Leone. Employed by the World Council of Churches at the time, Neill was appointed by the International Missionary Council to spearhead the project. The overall objective was to shed insight on what could be done to improve the quality of theological education and the training of ministry in Africa. Neill produced a considerable amount of material during and after the trip, including a 120-page ‘travel diary’ and a 51-page confidential report. This paper has three goals: to explain how and why this tour of African theological education came together, to provide an overview of Neill's research trip through his diary entries and to reflect on Neill's conclusions and suggestions for what ought to be done.
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Dissertations / Theses on the topic "Education and state – Uganda"

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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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Banks, Ojeya. "Decolonizing the Body: An International Perspective of Dance Pedagogy from Uganda to the United States." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193853.

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This dissertation examined how identity was negotiated through dance and how African dance pedagogies challenged colonial legacy and decolonized the body from cultural and political oppression. To explore this topic, I examine two distinct dance contexts, one in Kampala, Uganda (East Africa) and the other in Tucson, Arizona (United States). The Kampala Study focused on the dance practices of a young man named Mugisha Johnson. Johnson was a member and dance teacher for Umbanno, a Rwandese cultural organization that formed as a consequence of the 1990s genocide; they taught Rwandese youth their cultural dances, songs, music, and language in Uganda. The Tucson Study took place in Tucson, Arizona and highlighted the work of the Dambe Project, a nonprofit organization that specialized in African performing arts education. More specifically, it examined the dance program at a local high school and focused on the experiences of the dance students.Four common threads ran through each of the research studies. First, both studies dance pedagogies derived from community-based organizations doing dance education. Second, both organizations served youth populations. Third, the organization both promoted dance expressions that had been historically oppressed. Lastly, my research positionality as a dance student in the Kampala Study and as a dance teacher in the Tucson Study provided a holistic ethnographic picture of an overarching autobiographical narrative about African dance of the diaspora.This research adds to the professional literature an examination of a bodily discourse as emphasized by Desmond (1994); it considers the way dance helps people shed the negative cultural and psychological effects of colonialism.The methodology used was dance ethnography, which looks at the body experiences and "treats dance as a kind of cultural knowledge and body movement as a link to the mental and emotional world of human beings" (Thomas, 2003, p.83). Data was collected through participant- observation, interviews, personal dance study and performance, video recordings, and photography. The research found in two separate ethnographies, dance pedagogies stimulating identity work that challenged colonial power by affirming an indigenous body practice and knowledge.
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Nsengimana, Jovenal. "Uganda's state responsibility under international law to safeguard refugee children's right to access education." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28071.

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Uganda is Africa's largest refugee hosting country and third in the world with more than 1.25 million refugees as of June 2017. The majority of refugees there are children. Uganda's refugee regime and hospitality date back to the days of World War II, prior to the country's independence, when it hosted refugees from European countries. Since then, the country has generously continued to open its borders to anyone seeking international protection and assistance mainly from the conflict affected countries in the East, Horn and Great Lakes Region of Africa. In compliance with the 1951 UN Convention and its 1976 Protocol Relating to the Status of Refugees and the OAU 1969 Convention Governing the Specific Aspects of Refugee Problems in Africa, Uganda enacted the Refugees Act No.21 of 2006 and the Regulations Act of 2010 to effectively manage refugee needs. The increase in the number of refugees in Uganda amidst the limited resources at its disposal poses serious challenges in meeting its international obligation to safeguard the rights of refugee children's access to education. This thesis examines the country's responsibility under international law to protect, promote and fulfil the right to access education for refugee children, particularly aimed at understanding the challenges of provision of education to strengthen multi-level response. Research finds international and regional instruments sufficient for the protection and guarantee of education for children. However, the main refugee treaties fail to adequately provide the right to education for refugee children. The UN Convention Relating to the Status of Refugees has provision for education rights but makes no reference to refugee children while the OAU 1969 Convention Governing the Specific Aspects of Refugee Problems in Africa provides neither the right to education nor rights to children specifically. The analysis of Uganda's policy and laws on safeguarding refugee children's right to education revealed glaring shortfalls. The laws fail to provide adequate protection to refugee children's education rights. Notwithstanding the existence of an enabling legal and policy framework in Uganda that ensures access to education for nationals, refugee children continue to face legal and structural barriers in accessing post-primary education. The paper shows that both international and national laws guaranteeing the right to education for refugees limits the extent to which it is exercised. At national level, this is not only discriminatory but also inconsistent with the provisions of the Constitution of Uganda relating to education and child rights.
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Ssekannyo, Denis. "Ugandan immigrant students' perceptions of barriers to academic achievement in American high schools." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2406.

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In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and barriers to academic achievement of immigrant high school students from Uganda and other countries becomes inevitable if those students are to be helped by their school administrators, teachers, counselors, and parents to graduate from high school. This study utilized a qualitative approach from the perspective of Ogbu's cultural ecological theory about immigrant and minority students. The study took place in Southern California. Each of the ten Ugandan immigrant students (identified by pseudonyms) was interviewed for 30 to 45 minutes. The participants' responses to the 14 interview questions were voice-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: Ugandan immigrant students were not without obstacles in their American schools. Ugandan immigrant students struggled with adjusting to a new school system where they were asked to repeat grades. They endured negative peer evaluation, found communicating in English problematic, and were threatened by youth gangs. However, the perceived barriers to the academic achievement of Ugandan immigrant students did not prevent them from doing well in their schools in Southern California. The success of Ugandan immigrant students in spite of their perceived barriers to academic achievement in American schools was attributed to their life and school experiences in Uganda (prior to immigration) that prepared them to face barriers with resilience.
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Da, Silva Bernadette A. (Bernadette Ann). "The post-colonial state : Uganda 1962-1971." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66068.

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Young, Graeme William. "Informal vending and the state in Kampala, Uganda." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/274999.

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This thesis examines how the agency of informal vendors in Kampala, Uganda, is shaped by the state. It argues that efforts by the President and the NRM to monopolize political power have dramatically restricted the agency of informal street and market vendors, forcing them to adapt to changing political circumstances in ways that have limited their ability to participate in urban development and economic life. This argument is presented through two examples of how expanding political control has led to a contraction of vendors’ agency. The first of these describes how the early decentralization and democratization reforms introduced by the NRM allowed street vendors to take advantage of competition between newly elected and empowered politicians to remain on the city’s streets, and how the central government’s subsequent recentralization and de-democratization of political power in Kampala has led to the repression of street vending while closing the channels of influence that vendors previously enjoyed. The second explores how efforts by the central government to undermine the opposition-led local government allowed market vendors to successfully oppose an unpopular market privatization initiative, and how both the President and the new city government have since been able to take advantage of disputes within markets for their own purposes while vendors have been largely unable to realize their market management and development ambitions. Both examples detail the causes, forms and implications of the ruling party’s monopolization of political power and explore how vendors have responded to their changing political circumstances, highlighting how these efforts face significant obstacles due to the increasingly restrictive environment in which vendors are forced to act. This thesis shows that the agency of informal vendors—while always manifest in certain ways—is constantly and increasingly constrained as the President and the ruling party tighten their grip on power. As their political exclusion precipitates a broader exclusion from urban development and economic life, informal vendors are forced to contend with a situation of increasing marginalization and vulnerability that they are largely unable to improve.
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Sjögren, Anders. "Between militarism and technocratic governance : state formation in contemporary Uganda /." Stockholm : Department of Political Science, Stockholm University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6796.

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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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Wasswa, John Baptist. "The exploration of the impact of state ownership on Uganda's New Vision Newspaper's social role." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002948.

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The global trends of democratisation and privatisation that swept much of the developing world in the 1980s and 1990s led to significant changes in the conceptualisation, organisation and performance of the media. In Africa democratisation attained a new meaning with associated processes of liberalisation of broadcasting to end the monopoly of broadcasting by the state. The private media of the liberalised market is increasingly putting the public media system, both broadcast and print, under serious competition, and forcing them to adjust to changing circumstances. The New Vision newspaper in Uganda is one such public service media organisations that are owned by the state and yet have to compete in the new more democratic and liberalised environment. This study set out to explore the extent to which state-ownership impacts on The New Vision’s social role. Using both qualitative and quantitative methods of date collection, I have established the that although The New Vision is a public service medium for which government remains the major source of news, it does not in most cases give the state more or preferentially prominent coverage at the expense of other interest groups in society. On contrary, basing of the amount of coverage of civil society I established that The New Vision enabled the various groups public sphere to interact. The newspaper to an extent also plays the democratic role of monitoring government although there was little evidence of monitoring of corporate abuse. The nature of The New Vision Statute, and the global trends that have changed the conduct of official and private business, have rendered the theories on the 1980s’ development media theories increasingly inapplicable, forcing The New Vision to develop its own version of development journalism that is socially relevant. The study recommends that whereas much of The New Vision Statute is progressive, sections of it should be removed to protect the newspaper from being manipulated by government functionaries, if the it is to continue enabling the public sphere. The newspaper should also increase its monitoring of corporate abuse, and make internal reforms to improve the coverage of development related issues.
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Howell, Caroline. "Church and state in decolonization : the case of Buganda, 1939-1962." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270082.

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Books on the topic "Education and state – Uganda"

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Implementing educational policies in Uganda. Washington, D.C: World Bank, 1990.

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Ssekamwa, J. C. History and development of education in Uganda. Kampala, Uganda: Fountain Publishers, 1997.

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University education in Uganda: Challenges and opportunities for reform. Kampala, Uganda: Fountain Publishers, 2003.

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Decentralisation and transformation of governance in Uganda. Kampala: Fountain Publishers, 2007.

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Kasente, Deborah. Illuminating students' voices in higher education: Empirical insights into university-based reforms in Uganda. Kampala, Uganda: Makerere Institute of Social Research, 2007.

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Contrasting ironies: English and Ugandan state secondary schools. Kampala: Fountain Publishers, 2010.

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Symposium, on Academic Freedom Research and the Social Responsibility of the Intellectual in Africa (1990 Kampala Uganda). Symposium on Academic Freedom, Research, and the Social Responsibility of the Intellectual in Africa =: Symposium sur liberté académique, recherche et responsabilité sociale de l'intellectuel en Afrique : 26-29 November, 1990, Kampala, Uganda. [Dakar, Senegal]: Council for the Development of Economic and Social Research in Africa, 1990.

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Food, nutrition, and sustenance rights in contemporary Uganda: A cases [sic] study of Teso sub-region. Kampala: Human Rights & Peace Centre, 2007.

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Joseph, Eilor, Netherlands. Ministerie van Buitenlandse Zaken. Inspectie Ontwikkelingssamenwerking en Beleidsevaluatie, and Uganda. Education Planning Department, eds. Primary education in Uganda. The Hague, Netherlands: Ministry of Foreign Affairs, 2008.

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Australia. National Office of Overseas Skills Recognition. Uganda: A comparative study. Canberra: Australian Government Publishing Service, 1993.

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Book chapters on the topic "Education and state – 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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Basalirwa, Edith Mwebaza, Katherine V. Gough, and Waswa Balunywa. "Entrepreneurship education in Uganda." In Young Entrepreneurs in Sub-Saharan Africa, 248–62. Abingdon, Oxon; New York, NY: Routledge, 2016. | Series:: Routledge, 2016. http://dx.doi.org/10.4324/9781315730257-26.

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Obbo, Christine. "Sexuality and Economic Domination in Uganda." In Woman-Nation-State, 79–91. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19865-8_5.

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Shaw, Timothy M. "Uganda as an African ‘Developmental State’?" In Global Encounters, 63–73. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230502819_4.

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Comunian, Roberta, and Gershom Kimera. "Uganda film and television." In Higher Education and Policy for Creative Economies in Africa, 60–78. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003127802-6.

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Namusoke, Jane. "Counsellor training and supervision in Uganda." In The Education Systems of Africa, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_25-1.

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Namusoke, Jane. "Counsellor Training and Supervision in Uganda." In The Education Systems of Africa, 505–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_25.

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Achanga, Pius Coxwell, and Ronald Bisaso. "Higher Education Systems and Institutions, Uganda." In The International Encyclopedia of Higher Education Systems and Institutions, 1568–76. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_477.

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Achanga, Pius Coxwell, and Ronald Bisaso. "Higher Education Systems and Institutions: Uganda." In Encyclopedia of International Higher Education Systems and Institutions, 1–9. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_477-1.

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Ruteikara, Sam L. "CHUSA: Church Human Services AIDS Prevention Program in Uganda." In AIDS Education, 231–38. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9122-8_33.

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Conference papers on the topic "Education and state – Uganda"

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GoretiiNakabugo, Mary, Charles Opolot-Okunu, and Connie MasembeSsehbunga Mary. "Early Childhood Education in Uganda Primary Schools." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.702.

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Bwire, Felix, Emily Bagarukayo, and Paul Muyinda. "Online Learning Challenges in Academia: The Case of Uganda." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009794504840489.

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Baguma, Rehema. "An Audit of Inclusive ICTs for Education in Uganda." In ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047339.

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Kasozi-Mulindwa, Saturninus, and Ronald Mivule Musoke. "NON-MONETARY REWARDS AND TEACHERS’ PERFORMANCE: EXPERIENCES FROM UGANDA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2899.

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Goretti Nakabugo, Mary, Charles Opolot-Okurut, Connie Masembe Ssebbunga, and Albert Byamugisha. "Universalizing Primary Education in Uganda Is It Beneficial and Sustainable?" In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.706.

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Uchida, Tatsuhiro, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "What Is Required In Uganda? The 2007 Report Of The Japan Sci-edu. Support Project." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479898.

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Musinguzi, Wilson Babu. "Mechanization for Small-holder Farmers in Uganda – An Innovative Approach by Busitema University." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629723.

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Kasozi-Mulindwa, Saturninus. "THE PROCESS AND OUTCOMES OF PARTICIPATORY BUDGETING IN A HIGHER INSTITUTION OF LEARNING: A CASE IN UGANDA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1647.

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Koh, Myung Suk, and Suk Jung Han. "Effect of Mother-Child Health Improvement Education for the Community of Luwero District in Uganda." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.116.13.

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Nassereka, Faridah, and Ismail Sentamu. "LEARNING OUTCOMES OF REFUGEE CHILDREN IN UGANDA IN THE POST 2015 SUSTAINABLE DEVELOPMENT ERA: EVIDENCE FROM A CITIZEN LED ASSESSMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2598.

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Reports on the topic "Education and state – Uganda"

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Tofaris, Elizabeth, and Rebecca Thornton. Mother Tongue Education Improves Literacy in Uganda. REAL Centre, University of Cambridge and The Impact Initiative, September 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii319.

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Karlan, Dean, and Leigh Linden. Loose Knots: Strong versus Weak Commitments to Save for Education in Uganda. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19863.

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Oloya, Charlotte Oloya, Emma Broadbent Broadbent, Jacklyn Makaaru Arinaitwe Arinaitwe, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study Uganda. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36824.

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Mindano, George Mindano, John Sentengo Sentengo, Keith M. Lewin Lewin, Kwame Akyeampong Akyeampong, and Marcos Delprato Delprato. The Efficiency of Secondary Education in Sub-Saharan Africa: EESSA Project The Case of Uganda. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36893.

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Leon, Warren. Final Scientifc Report - Hydrogen Education State Partnership Project. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1034309.

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Agnew, Julie, and Joshua Hurwitz. Financial Education and Choice in State Public Pension Systems. Cambridge, MA: National Bureau of Economic Research, March 2013. http://dx.doi.org/10.3386/w18907.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. New York, NY United States: Foundation Center, June 2011. http://dx.doi.org/10.15868/socialsector.13583.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, May 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Du, Rui-Rui. Development of a Demagnetization Refrigerator for Solid State Research and Education. US: University of Utah, November 2006. http://dx.doi.org/10.2172/895147.

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Baicker, Katherine, and Nora Gordon. The Effect of Mandated State Education Spending on Total Local Resources. Cambridge, MA: National Bureau of Economic Research, August 2004. http://dx.doi.org/10.3386/w10701.

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