Dissertations / Theses on the topic 'Education and state – Uganda'

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.

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.

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.

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.

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.

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.

This thesis describes and interprets the historical development of the legal regulation of the Ugandan trade union movement and assesses the relative importance of law in the determination of the character of trade union organisation in the post-colonial period 1962-1987. Chapter I defines the scope of the thesis and identifies the theoretical framework and analytical themes on which the thesis is based. Chapter II deals with the colonial foundations of the post-colonial legislation with which the thesis is mainly concerned. Chapters III, IV and V cover the period 1962-1987 whereby we analyse, first, the class and political character of the legal changes that take place between 1963-1976. Secondly, we examine the practical operation and impact of the law vis-a-vis the role of state policy and behaviour, the ideological outlook adopted by the trade unions, union constitutional structures and leadership struggles in the formation of the character of contemporary trade unionism in Uganda. The thesis treats law as a historical category and takes as its starting point the Marxist conceptualisations which view law variously as an instrument of the dominant class, as ideology or which attempt a materialist analysis. From these perspectives we examine the processes of class struggle through which the specific legislation came into being and more crucially the importance of the balance of class forces in the practical utilisation of legal rights or restrictions. We conclude in Chapter VI that while the economic parameters in which trade unions exist and operate are important determinants of union character, within those parameters the character of the state has proved to be most crucial. But at the level of the unions themselves, the ideology they adopt, their constitutional structures and leadership struggles, together, have created the contemporary undemocratic, economistic-apolitical and technocratic aspects of trade unionism in Uganda. However law has been important for the unions to the extent that it has been mainly a source of legitimation for their autonomous existence, most of the time, in their chequered history. The analysis of the historical and class origins and nature of the law regulating trade union organisation and the assessment we make of the role of law vis-a-vis the role played by other factors in determining the character of trade union organisation in Uganda is, in our view, an original contribution to the knowledge of industrial relations law in Uganda. The construction and interpretation of the historical phases through which both trade union law and trade union organisation have passed is likewise an original contribution to the knowledge of trade unionism in Uganda.

This research employs a framework of social power, as coined by Michael Mann (1986; 1993), to understand the processes of state formation and development in Uganda. Using historical knowledge to understand the extent of social power relations in Ugandan society, the thesis assesses how these relations have shaped Ugandan state formation from the mid-1850s through to the present day. The research aims to bridge a gap between the discussions from African political theorists and historians and those of historical sociologists. It posits that state formation is a useful subject of study within the field of Development Studies, especially when it engages with historical empiricism. However, rather than providing a historically descriptive account of how the state formed, the research employs the theoretical framework of social power to guide the investigation of Ugandan state formation. Four units of analysis - ideological, political, military and economic sources of power form the basis of the approach. A historically and sociologically grounded analysis of the formation of the Ugandan state provides a contextually thick framework through which state development can be understood. By employing Mann's macro-historical sociological framework, this research aims to respond to calls not only for greater macro-theorisation, but also for history to be taken into account in development discourse. Unfortunately, the study of history and the use of historians' work is an investment of time which many development scholars struggle to afford There is an emerging critique that Development Studies scholars should not only acknowledge the historical processes underlying and framing their research, but that they should also actively engage with history to inform theoretical approaches to development. This thesis aims to demonstrate, from a historical sociology perspective, that history does matter for development and should, therefore, secure itself a place within the discipline, ensuring that Development Studies does include the study of social change in societies over long periods of time. Consequently, the analysis of this thesis argues that Mann's model of social power can cast light on development trajectories and specifically for the purpose of this study, on processes of state formation in Uganda.

The concept of civil society has for so long been complex, elusive and debatable. Time and again it has increasingly dominated both political and academic discourses. For the last two decades, there has been proliferation of civil society organisations especially in developing world whereby the donor community regard them as a universal remedy for underdevelopment and authoritarianism. After failure of several development approaches to do away with poverty, underdevelopment and dictatorial regimes, civil society has been presented as the beacon of freedom, the fountain for the protection of civil rights and of resistance against state repression. It was also regarded as the mobilizing platform of society for the protection and projection of substantive interests, the compelling force for state moderation, the epitome of popular struggles and civil power as well as a centralforce in political and economic reforms. This report presents findings on a study of state-civil society relationship, the case of Uganda. The main objective of this study was to “describe and analyze the reality of civil society in Uganda in relation to the theoretical concept of civil society”, therein comprehending the functions, actors and relationship between state and civil society in Uganda. The study process consisted of a desk study of available documentation on civil society concept.  The main findings indicate that civil society organisations in Uganda are more active in the area of service delivery than policy advocacy. Therefore the bilateral function as service deliverers and policy advocates by civil society is far way from being a reality in Uganda. Findings also indicate that the state is less tolerant and uncomfortable with advocacy CSOs but largely cooperates with CSOs dealing in service delivery. The applicability of civil society concept in Uganda’s context is still far away from being achieved due to the fact that the political environment where civil society operates is constrained by the state. It was also revealed that donor funding is the cornerstone for civil society functioning in Uganda.

This research investigates the shifting political settlements between the Ugandan state and the Bunyoro and Buganda kingdoms after the discovery of oil between 2007 and 2018. It seeks to answer the following questions using a historically, theoretically, and empirically grounded investigation: What accounts for the Bunyoro kingdom’s failure to benefit substantially from the discovery of oil on its territory? What lessons can be learnt from the Buganda kingdom’s relative success in negotiating with the central government and developing its own political and economic capacity independently of the state? The Bunyoro kingdom, located in the oil-rich Albertine Graben region of western Uganda, has failed to access significant economic benefits from the country’s emerging oil sector despite its historical ownership of the land on which the resource is found. This dissertation combines political settlements theory and the concept of extraversion to explain this empirical puzzle. It finds that the ruling National Resistance Movement (NRM)’s imposition of an exclusive political settlement in Uganda, coupled with the Bunyoro kingdom’s limited holding power, accounts for the kingdom’s failure to derive financial benefits from the oil sector. The relative marginalisation of the Bunyoro from Uganda’s oil sector results from the NRM’s historical strategy of limiting the power of sub-state groups who are subsequently excluded from the governing coalition. The main beneficiaries of the oil industry in Uganda are political elites within the ruling NRM coalition and their close associates. The Buganda kingdom serves as a control case study and reveals the potential strategies and structural changes the Bunyoro kingdom could pursue to potentially bypass Uganda’s exclusive settlement and therefore benefit from the country’s nascent oil sector. This dissertation also engages with broader debates on the struggles between the state and traditional kingdoms since independence in sub-Saharan Africa and how this intersects with the politics of natural resource governance. Since the inception of the modern state in the colonial era, kingdoms have engaged in a complex and dialogic relationship of indifference, cooperation, and contention with successive governing regimes. Some of the kingdoms challenged and resisted, albeit unsuccessfully the colonial imposition of a central state primarily because it led to their loss of political and economic power. Ultimately, the state and the kingdoms represent dual forms of nationality forced to co-exist in the post-colonial era, and this produces a complex mix of cooperation, contestation and strategic coexistence. The management and exploitation of natural resources, including oil, is embedded in this political context, and is often associated with adverse outcomes, such as rent-seeking, authoritarian governance, and sectarian violence. Some of these dynamics have accompanied the emergence of Uganda’s new oil industry, with political contestation occurring between the state and the Bunyoro kingdom which has unsuccessfully attempted to capture a share of oil revenue.

The study presented in this thesis is a case study analysis of decentralization and quality assurance in a decentralized set up of the Ugandan Primary Schooling. The research looked at how the monitoring and evaluation informed the policy formulation process to regulate quality assurance in a decentralized governance of primary education. The Study was positioned in the critical realist paradigm, interpretive in orientation and used both coding and thematic techniques to understand the teachers’, SMC members’, and officers’ (at district and ministry levels) experiences and perceptions of quality assurance in a decentralized set up. Data was gathered using interviews, document analysis and observation methods. The findings indicated that the study was affected by eleven themes: Management System and Leadership, Human Resource Management, Finance Administration and Management, Parenting and Nutrition, Politics, Motivation, Social Structures and Patterns, Legislative Process and Policies, Infrastructure Development and Management, Community Involvement in Education and Curriculum and Professionalism. The monitoring and evaluation system had a framework in which it operates, though there was no quality assurance policy to guide the provision of quality education. The study finally indicated that there are more threats in a decentralized set up that put Quality in danger. Secondly, there was absence of supervision/inspection in schools as there was no evidence to prove this due to absence of reports. However, document analysis indicated visits of officers to schools. Records management was a problem to schools. Decentralization was adopted at different levels by different countries to address specific problems identified in view of service delivery. Finally, though monitoring and evaluation results informed the policy and decision makers, there was no quality assurance policy to guide the provision of quality education in institutions.

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:

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.

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
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted

The thesis considers how the delivery of primary education might be maintained in developing countries during armed conflict. The study is located in western Uganda, a region with a history of iterative conflict. The most recent armed conflict, and the focus of the research, was that perpetrated by the ADF, a mixture of guerrilla warfare and terrorism. The research is conceptualised as an interpretive case study of the delivery of primary education in formal settings affected by iterative armed conflict. Data were collected by observation, documentation and through semi-structured interviews held with primary teachers who had experience of working in schools during recent armed conflict as well as with respondents in other key positions within the national education system of Uganda. The analysis indicates that the work and lives of teachers (seen as essential in affecting the delivery of primary education) in this area of Uganda are located within a complex network of influences which include the demands of the national education system as well as the social contexts within which teachers both live and work. The intrusion of armed conflict interacts with these influences to make the professional lives of teachers even more problematic. Given such competing influences, how should teachers respond? The study considers how a revised model of professionalism, based on autonomy, responsibility and reflection might be of relevance. Such a revised model could help teachers to make decisions in conditions when direct managerial control is not available, thereby contributing to the maintenance of primary education.

The overall purpose of this study was to explore the effectiveness of a feminist methodology in examining the inter-organizational relationships (IORs) of a partnership for girls' education in Uganda. An in-depth case study was carried out on the Alliance for Community Action on Female Education - Uganda chapter (the Alliance). The Alliance was a multi-sector partnership between international donors, the Ministry of Education and Sports (MOES), and Ugandan non-governmental (NGOs) and community based organizations (CBOs).
Using a feminist approach to spatial mapping, interviews, focus groups and collaborative research activities, the study explored the 'lived' inter-organizational experiences of the Ugandan women and men involved in the Alliance partnership. This choice in methodology responds to the belief that there is limited attention placed on how inter-organizational relationships are examined through the lens of gender, and that there is a need to challenge the male-dominated policy discourse and literature around international cooperation and development. The findings of the study yielded evidence of two main concepts: (1) the Alliance Model---the components that make up the Alliance partnership; and (2) the Alliance Approach---the pedagogies and processes through which the partnership is carried out. These concepts articulate how participants understand the Alliance's IORs from a gender perspective and how these IORs affect gender transformation in education.
The study also discusses the challenges implicit in using feminist methodology to interrogate inter-organizational relationships through the lens of gender. The findings of the study are therefore presented as a 'mapping' of a new language on how we understand and talk about multi-sector partnerships through the lens of gender.
The study has important implications for the way development partnerships in education are designed and managed. It recommends the use of explicit gender analysis and frameworks to ensure that programs and partnerships move beyond simply meeting 'practical' needs for girls and women and focus on creating models and approaches that lead to transformative gender equality results for girls' education.

Education in conflict settings is a new field of inquiry and there is a paucity of research about this topic as regards the education of children with disabilities. This qualitative study set out to gain insight into how children with disabilities are educated in the conflict setting of Uganda and how it could be improved. This study used a critical, constructivist and grounded research style to generate data. It was critical because its aims and questions focused on addressing the injustices experienced by children with disabilities. It was constructivist as both the participants and myself co-constructed knowledge. It also had some grounded theory features such as emergence and iteration in its methods and tools. For instance, it had three distinct but interrelated stages. The first stage involved an exploratory study which used online methods to gather data from 27 participants who had lived or worked in Uganda. The second stage was an experiential study in two sites in Uganda which used observation and interview methods to collect data from 35 participants. The third and final stage synthesised significant codes and memos constructed from the exploratory and experiential stages into a theory of education. There were four main findings in this study. First, it revealed the nature and extent of the challenges faced by all children living in conflict settings: forced displacement, dehumanisation, rampant poverty and weakened leadership. Second, it discovered that disabled people experienced rejection in their communities and invisibility in the provision of services such as education. Whilst these practices prevailed in non-conflict situations, they were intensified in conflict settings and were counter to the African beliefs on what it meant to be human and live in a community. Third, education in Uganda was likened to disabled people and considered 'creeping' or 'crippled' because of demotivated teachers, disengaged parents, ailing infrastructure and decreasing quality. Fourth and last, participants had visions of educational change which involved modifying it and transforming it into an education that develops conscience in children, reinforces hope and widens opportunities. This research made the following original contributions: generating original data, conceptualising Africanised interviews, and constructing a theory of Africanising education. According to my knowledge I could claim originality to this study in that by 2012, no other study had generated original data on the interfaces between education, disability and conflict in Northern Uganda using a critical, constructivist, and grounded research style. In addition, this research style led to the emergence of Africanised interviews: interviews embedded in the customs and practices of the African people. Importantly, this study led to the construction of a theory which contained critical knowledge on how Africanisation could be thought of and brought about in the setting. Africanisation was understood as the process of using African philosophies such as 'ubuntu' and communalism to transform the 'creeping' education system, reform the colonial curriculum, renew teacher professionalism, mend communities, and re-humanise the relationships between disabled and non-disabled people. Africanisation also entailed decolonising scholarship and this involved quoting African scholars and exposing their philosophies which had been marginalised by Western scholars.

Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).
Objective: The purpose of this paper is to investigate the progress so far made by Uugandan universities in establishing Institutional Repositories (IRs) Methods: A questionnaire was designed and distributed among the member institutions of the Consortium of Uganda Uuniversity Librarries (CUUL). Data received from the questionnaires was augmented by osite visits, discussions and interviews with the university libraries. Results: Despite numerous benefits associated with IRs, few institutions have established IRs in Uganda due to certain barriers. This paper argues that although these imbalances are manifested, opportunities still exists for the establishment of IRs for national development. Recommendations: The paper emphasizes the need for partnerships with the different stakeholders in the planning and developing institutional repositories. Conclusions: Insitutional repositories should be considered as principal benchmarks of digital scholarship. Originality/value – It is believed that higher institutions of learning and communities would benefit substantially from establishing IRs. However, it can only be possible with well developed infrastructure, increased funding, coordination and advocacy.

Includes bibliographical references (p. 280-295).
This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity.

Uganda has been considered one of Africa's few "success stories" over the past decade, an example of how a country can be transformed through a committed state bureaucracy. The thesis questions this view by looking at the experiences of development and change in a subparish in eastern Uganda. From this more local-level perspective, the thesis discusses the weakness of the state in the countryside, and incorporates the importance of religious and customary institutions. In place of a narrow view of politics, focused on reforms and policies coming from above, which rarely reach rural areas in a consistent or predictable way, the thesis describes political developments within a rural community. The thesis rests on two premises. First, that the state in rural Uganda has been too weak to support an effective bureaucratic presence in the countryside. Second, that politics at the local-level is an "open-ended" business, better understood through investigating a range of institutional spaces and activities, rather than a particular set of actions, or a single bureaucracy. Oledai sub-parish, which provides the empirical material for the thesis, was far removed from the idea of state-sponsored success described in the literature. Villagers had to contend with a history of violence, with recent impoverishment, and with the reality that the rural economy was unimportant in maintaining the structures of the government system. The thesis shows that the marginalisation of the countryside came at a time when central and local government structures had become increasingly reliant on funding from abroad. Aside from the analysing the weakness of the state bureaucracy, the thesis goes on to discuss broader changes in the life of the sub-parish, including the impact of a violent insurgency in the late 1980s. The thesis also looks at the role of churches and burial societies, institutions which have been largely ignored by the literature on political developments in Uganda. Religious and customary institutions, as well as the village court, provided spaces where political goals, such as settling disputes, building a career, or acquiring wealth, could be pursued.

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual education in ten primary schools in Uganda. The primary aim of this study was to explore how teachers understand and manage the process of transitioning from mother tongue (MT) education to English as a language of learning and teaching (LoLT). In this study I used a multi-method approach involving questionnaires, classroom observations, follow-up interviews and note taking. Data was analysed using a theme-based triangulation approach, one in which insights gleaned from different sources are checked against each other, so as to build a fuller, richer and more accurate account of the phenomenon under study. This data was gathered firstly from teachers and classes in the first three years of formal schooling (P1 to P3) in order to understand the nature of multilingualism in the initial years of primary schooling and how teachers use MT instruction in preparation for transition to English-medium education that occurs at the end of these three years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the manner in which teachers handle transition from MT instruction in P4 and then shift into the use of English as LoLT in P5. The study has identified discrepancies between de jure and de facto language policy that exist at different levels: within schools, between government and private schools in implementing the language-in-education policy, and, ultimately, between the assumptions teachers have of the linguistic diversity of learners and the actual linguistic repertoires possessed by the learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect that transfer of skills from MT to English can take place after only three years of teaching English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers operate under circumstances that are not supportive of effective policy implementation. In addition, there is a big gap between teacher training and the demands placed on teachers in the classroom in terms of language practices. Moreover, teachers have mixed feelings about MT education, and some are unreservedly negative about it. Teachers’ indifference to MT education is partly caused by the fact that MTs are not examined at the end of primary school and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to all Ugandan children, and universally is offered only in English. The findings of this study inform helpful recommendations pertaining to the language-ineducation policy and the education system of Uganda. Firstly, there is a need to compile countrywide community and/or school linguistic profiles so as to come up with a wellinformed and practical language policy. Secondly, current language-in-education policy ought to be decentralised as there are urban schools which are not multilingual (as is assumed by the government) and thus are able to implement MT education. Thirdly, the MT education programme of Uganda ought to be changed from an early-exit to a late-exit model in order to afford a longer time for developing proficiency in English before English becomes the LoLT. Fourthly, government ought to make pre-primary schooling compulsory, and MT should be the LoLT at this level so that all Ugandan children have an opportunity to learn through their MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools, the language of examination and/or the examination of MTs will have to be reconsidered. In summary, several reasons have been identified for the mentioned discrepancies between de jure and de facto language-in-education policy in Uganda. This policy was implemented in an attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the policy and its implementation will need revision before this achievable aim can be realised as there is great difficulty on the teachers’ side not only in the understanding but also in managing the process of transitioning from MT education to English as LoLT.
AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer (TLO) verstaan en bestuur. Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3) ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en (ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die gebruik van Engels as TLO in P5 hanteer. Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook ‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig, en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word. Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys- beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys- beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word. Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na Engels as TLO te bestuur.
Ekisengejje (Luganda) Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu kusomera mu lulimi oluzaaliranwa okudda mu Lungereza. Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo, okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa. Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza. Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina, P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza mu kuyigira mu Lungereza mu P5. Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale, n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza. Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda. Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu, enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate. Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula

The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.

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.

Bibliography: p. 177-192.
The thesis investigates aspects of the implementation of the policy of continuous assessment since its introduction in 1998, with a view to analysing how teachers have perceived and used it. It poses questions about how teachers accustomed to the old system of assessment use the new continuous assessment, their understanding of continuous assessment, and what facilitates or hampers their adopting practices that exploit the advantages of formative assessment.

The goal of achieving Universal Primary Education (UPE) has found resonance throughout Africa as governments embark on ambitious development agendas, and in Uganda specifically. Yet, arguably the fundamental prerequisite for attaining quality UPE, literacy, has had limited success: one in three Ugandans cannot read or write in any language. Illiteracy is especially acute in post-conflict Gulu, in the north, illustrative of how closely intertwined human security is to the ability to offer relevant, culturally appropriate and high quality education. Some argue that the poor progress on raising literacy levels is a consequence of education systems’ disconnections from the cultures of their learners (Prah 2008), including quality multilingual education. The need to integrate the mother tongue into the classroom, including into second language learning is well established (Cummins 1981, 1993; 2000; Egbokhare 2004; Garcia, 2009). Identifying the best tools to accomplish this in African contexts, particularly where conflict is a factor, however, is much less well explored. This research seeks to understand how Gulu's primary teachers can use specific information communication technology (ICT) tools to support teachers who are struggling to teach the mother tongue with limited traditional literacy resources. It forms part of a larger project led by Dr. Bonny Norton, Dr. Maureen Kendrick and Dr. Margaret Early, to address language and literacy challenges in diverse African communities. In particular, this study serves as a response to the finding (Mutonyi & Norton, 2007) that ICTs offer untapped potential to raise learning outcomes.

History education builds the foundation of a common past necessary for the formation of group identity. Evaluating History curricula is important because group identity guides people’s political behavior. This Uganda case study demonstrates how different actors have manipulated History education in order to enhance the saliency of ethnic, national, and regional identities. The expansion of nationalized education and the teaching of Ugandan, East African, and African history have contributed to fostering the rise of national consciousness in Uganda. Greater awareness of national identity has promoted national integration while marginalizing non-school educated people.

This study investigates how youth in Uganda experience televised HIV and AIDS educational programmes. Television is the medium that can be used to address the resurgence of HIV and AIDS in Uganda. The factors responsible for the resurgence include prevention fatigue and the saturation of HIV and AIDS messages in the media. The audio-visual component of television makes it possible to convey HIV and AIDS messages innovatively through education-entertainment. Despite its potential, television has not played a leading role in conveying HIV-related knowledge, skills, and attitudes to urban youths. The study required looking at the televised HIV and AIDS educational programmes from the perspective of young people. In line with the interpretivist and social constructivist framework, the primary source of information about the programmes is the experiences of young people who are the target audience. A qualitative research approach was used in the study and an instrumental case design in particular was employed in data collection. Data were collected through focus group discussions, personal interviews, document analyses and participant observations. Findings have revealed that young people can learn about HIV and AIDS from both educational programmes and television soaps. While they undergo sexual socialisation through television soaps, they have the capacity to distinguish between fiction, fantasy and reality. However, they dislike the didactic and authoritarian approaches that are used in the educational programmes. An important finding is that communication gaps characterise televised HIV and AIDS educational programmes. Some of the prevention messages and the values propagated by television HIV and AIDS education are detached from the experiences and world views of the youths. This could be attributed to insufficient knowledge on the part of HIV and AIDS educators regarding the way in which youth experience televised HIV and AIDS programmes.
Thesis (PhD)--University of Pretoria, 2010.
Early Childhood Education
unrestricted

The overall purpose with this study is to analyse the challenges, it’s causes and effects, in the Ugandan education sector and the national education policies. In order to do so there is a need to describe the socio-political background of the current situation in Uganda, and in particular the Northern region. The development of Uganda as a country is important to contrast with the Northern region and it’s special circumstances, which is done through out the theses. It has been necessary to emphasise both social (cultural) and formal (academic) education in order to get a complete picture of the distortion and challenges in the education policies and it’s implementation as well as challenges in the overall development of the country.Nationally, it appears that Uganda is struggling to find policy, practice and methods, and it seems clear that Ugandan educationists will have a lot to do. The Education policy makers and implementing technocrats are yet to develop a real plan of action for both quality world-class social and academic education. The broader challenge for Uganda, however, is the central one: Uganda will need an education plan that will address itself to the fundamental activity of “Making the Nation”. It will mean investing correctly and efficiently in human resource development to produce national intellectuals and efficient work force dedicated to values and aspirations of the country, instead of production of tribal intellectuals, politicians and semi-skilled labour force.The key words for this research is Uganda, education, challenges and war affected children.

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.

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?

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.
Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
Unrestricted

This study investigates the complications raised in teaching a confessional Religious Education in a multi-religious context pertaining in Ugandan religiously founded public schools, government and private founded schools. The thesis contends that the introduction of Islam, Anglican and Roman Catholic Christian religious traditions in Uganda not only presented alternative religious systems to the existing African traditional religion but ushered in an era of competition for converts that subsequently led to religious conflict. The thesis also submits the view that the missionary aim of formal education in Uganda led to the creation, not only of a denominational, but a divisive educational system. While the study commends the colonial government and the first independent government's efforts towards establishing a nondenominational educational system, it suggests that their failure to address the controversial questions raised by the nature of RE at the time was a missed opportunity. The study probes the current syllabuses, aims and content of CRE and IRE for secondary and primary schools and suggests that their main intention of promoting spiritual growth of students is inappropriate for implementation in the multi-religious schools. The thesis questions the government's proposed exclusion of RE from the education curriculum and its replacement with Moral Education. It suggests that while Moral Education could be a subject on its own, Religious Education needs to be maintained but re-designed to address the multi-religious context. It presents a multi-faith RE as the ideal format of teaching about religion.

Approximately sixty countries have been designated `Fragile States' by international development agencies. Home to two billion of the world's poorest people, these fragile states are characterized by violence, weak institutions and shattered economies. Not only do they pose a challenge to regional security, they often become the breeding grounds for terrorism. Donor agencies pour billions of dollars annually into these countries - through policy advice and conditional loans - to alleviate fragility and promote development. Development, however it is defined, involves economic, social and political transformation. Such a transformation is shaped by ideas, engages multiple interests, and proceeds within rules and norms set by political institutions. Since the structure of political institutions is influenced by human agency, leadership becomes important to study. Leadership is crucial particularly in fragile states, where institutions are weak or have been destroyed by conflict; however, a systematic effort to examine the role of leaders and coalitions in fragile states is lacking. This dissertation seeks to create a methodology to improve understanding of the role of different leadership strategies in bringing about transitions in and out of fragility. To make the scope manageable, the study focuses on: (i) leadership at the national level; and (ii) fragile states in Africa. It does so by examining: (i) evidence from country level panel data on leadership (regime) change and fragility; and (ii) in-depth analytical case studies of transitions in and out of fragility in four countries: Zimbabwe, Uganda, Rwanda, and South Africa. The analysis looks at the relationship between the change agent's leadership strategy (the independent variable: political participation and inclusion, economic growth and inclusion, and security and justice) and fragility outcomes (dependent variable: conflict and security indicators, economic indicators, and the approach to political inclusion). The results of the regression analysis exhibit a robust association between leadership change and fragility. Furthermore, the country cases show how different types of leadership strategies lead to varying trajectories of fragile states' post-transition. The case studies reveal different approaches to sequencing of political inclusion and the role of leadership exit in transitions from fragility.

Magister Legum - LLM (Criminal Justice and Procedure)
In previous centuries, millions of women, men and children were victims of inconceivable atrocities that deeply shocked the scruples of mankind. Regrettably, such crimes often went unpunished in the past. Several people lost lives in the two world wars and in conflicts in Rwanda, Sierra Leone and the former Yugoslavia. Although the International Military Tribunal and ad hoc courts prosecuted some of the major perpetrators in these conflicts, before then, many criminals such as German Kaiser, Wilhelm II, remained unpunished. The International Criminal Court (ICC) is the first permanent court with jurisdiction over the most malignant crimes threatening the peace, security and well-being of the world.

This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical research conducted in two UPE case study schools in Uganda. The study was conducted in order to highlight the role of teacher agency in teachers’ professional practice and to analyse the ecological factors that contribute in shaping it, as well as its effects. The thesis begins with a description of the UPE curriculum in its global dimensions. It subsequently reviews the theoretical and empirical literature dealing with the role of teacher agency in the reform of curriculum under UPE, under the themes of ‘globalisation’, ‘teacher/biographical barriers to UPE reforms’, ‘contextual challenges of the reforms on teachers’, ‘teachers’ mediation of the reform challenges’ and ‘effects of the teachers’ mediation of reforms’. The study’s theoretical position draws on the critical realist philosophy of Roy Bhaskar and Margaret Archer, which guided the development a two-phased study design comprising of secondary document analysis using retroduction (Elder-Vass 2010; Edwards et al. 2014) in phase one and field work within the framework of Priestley et al.’s (2015b) ecological approach to teacher agency in phase two. The field work involved semi-structured interviews, observation and primary document analysis. The study established that the globalisation of UPE was driven by Education for All (EFA) under a neo-liberal agenda, which involved both structural and cultural reform. The structural reform has impacted UPE’s ecology through the evolution of a new ‘governance’ structure underpinned by partnership, decentralisation and performativity. Furthermore, it has involved access and inputs reform, which has been characterised by universalisation and the adoption of a partnership funding approach. Cultural reform has focused on curriculum and pedagogy. However, at the micro level of school/classroom practice, most of the reforms have resulted in ‘first order’ changes (Cuban 1998; Priestley 2011a), which are currently manifested by only partial success in absorbing the curriculum and pedagogy reforms, coupled with the continued lack of inputs. This is attributed, among others, to the responses of the teachers, or teacher agency. The study analysed the role of teacher agency in the case studies and concluded that it is widely manifested and is primarily driven by the practical-evaluative dimension, followed by the projective and iterational dimensions respectively. Furthermore, it has significant effects, which are both positive and negative. It therefore plays a significant role in the teachers’ professional practice, which needs to be acknowledged in educational planning. Finally, the study offered some recommendations and suggestions for further research.

Thesis (MA)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Both democracy and civil society is seen to be dysfunctional in many African countries. Political leaders are not accountable to the people and citizens’ participation in the democracies is low. Particularly, women have often been neglected both within formal politics and the civil society. The aim of this thesis has been to investigate the role of the women’s movements in Uganda, Kenya and South Africa. The study has focused on the relationship between the women’s movement and the state, and further addressed the extent to which the women’s movements have been able to direct the state and influence policymaking for improved women’s rights and gender equality in the respective countries. The thesis has found that the relationship between the women’s movements and the state in the three countries inhibits very different characteristics that give rise to varying degrees of success from the work of the women’s movements. Further, the relationship has been subjected to changes in accordance with the overall political developments in the three countries. In Uganda and South Africa the political transitions of the mid 1980s and early 1990s, each respectively represented a period of good connection and communication between the women’s movements and the state. The women’s movements were able to present a strong voice and, thereby, were able to influence the state for the adoption of national gender machineries. After the political transitions, the relationship between the women’s movements and the state in both Uganda and South Africa has, however, become more constrained. In South Africa, the debates on women’s rights and gender equality have been moved from the terrain of the civil society and into the state, leading to a seemingly weakened voice for the women’s movement outside the state. In Uganda, the women’s movement have come to be subjected to pressure for co-optation by the government. The government does not genuinely uphold a concern for increased women’s rights and gender equality, and the women’s movement has at times been directly counteracted. Further, in Kenya, the women’s movement’s relationship with the state is characterised by competition rather than communication. The women’s movement is subjected to high degrees of repression, attempts of cooptation and silencing from the state, and the women’s movement have been effectively restricted from presenting a strong voice and influence the state to any great. The three case- studies illustrates that the political opportunity structures present at a particular time influence the extent to which women’s movements can work effectively in different contexts.
AFRIKAANSE OPSOMMING: Menige Afrikaland se demokrasie sowel as burgerlike samelewing word as disfunksioneel beskou. Politieke leiers doen geen verantwoording aan die mense nie, en burgers se deelname aan demokrasie is gebrekkig. Veral vroue word afgeskeep in die formele politieke sfeer én die burgerlike samelewing. Die doel van hierdie tesis is om die rol van die vrouebewegings in Uganda, Suid-Afrika en Kenia te ondersoek. Die studie konsentreer op die verhouding tussen die vrouebeweging en die staat, en handel voorts oor die mate waarin die verskillende vrouebewegings die staat kan lei en beleidbepaling kan beïnvloed om beter vroueregte en gendergelykheid in die onderskeie lande teweeg te bring. Die tesis bevind dat die verhouding tussen die vrouebewegings en die staat in die drie lande onder beskouing baie uiteenlopende kenmerke toon, wat wisselende grade van sukses in die vrouebewegings se werk tot gevolg het. Voorts verander dié verhouding namate die oorkoepelende politieke bestel in die drie lande verander. Uganda en Suid-Afrika se politieke oorgange in die middeltagtiger- en vroeë negentigerjare onderskeidelik het ʼn tydperk van goeie bande en kommunikasie tussen die vrouebewegings en die staat verteenwoordig. Die vrouebewegings se stem het groot gewig gehad en kon dus die staat beïnvloed om nasionale beleid en werkswyses met betrekking tot gender in te stel. Ná die onderskeie politieke oorgange is die verhouding tussen die vrouebeweging en die staat in sowel Uganda as Suid-Afrika egter aansienlik ingeperk. In Suid-Afrika het die debat oor vroueregte en gendergelykheid van die gebied van die burgerlike samelewing na die staat verskuif, wat die vrouebeweging se stem buite die staat aansienlik verswak het. In Uganda is die vrouebeweging weer onderwerp aan druk van koöpsie deur die regering. Die regering blyk nie werklik besorg te wees oor beter vroueregte en gendergelykheid nie, en die vrouebeweging word by tye direk teengewerk. Daarbenewens word die Keniaanse vrouebeweging se verhouding met die staat gekenmerk deur kompetisie eerder as kommunikasie. Die vrouebeweging het te kampe met heelwat onderdrukking en koöpsie- en muilbandpogings van die staat, en word in effek daarvan weerhou om hul menings te lug en die staat in enige beduidende mate te beïnvloed met die oog op groter doelgerigtheid en beter beleidbepaling wat vroueregte en gendergelykheid betref. Die drie gevallestudies toon dat die politieke geleentheidstrukture op ʼn bepaalde tydstip ʼn uitwerking het op die mate waarin vrouebewegings doeltreffend in verskillende kontekste kan funksioneer.

Thesis (DTh)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This study presents a practical-theological examination of the changing face of theological education in the Church of Uganda (COU). It explores the hypothesis that both the effectiveness of the Church’s training and its mission are inextricably tied to their responsiveness and integrity in the midst of multiple transitions. As an example of practical theology, it identifies itself with the praxis-centred stance of the contemporary practical theology movement, an identification that makes it both action-oriented and contextual. The action-oriented nature of the research is introduced in Chapter One, where it is described using social-science categories, and is developed in Chapter Two through an introduction to a specific theological framework for transforming theological education. This framework guides the study along practical, biblical, missional and local lines. The contextual concern is maintained throughout the study. Chapters Three, Four and Five draw on an extensive primary database and explore the Ugandan context from the socioeconomic, socio-cultural and ecclesiastical perspectives. That contextual analysis is shaped by, and continually connects with the concerns of theological education and those chapters raise and explore a number of issues. These include socio-economic challenges such as dramatic regional variation and demographic change, the need for theological education to connect with culture, particularly in relation to its heterogeneity and its oral-literary nature, and the significance of the unique narrative and identity of the COU for its theological education. However, through the synthesis of these contextual findings, two dominant requirements for the transformation of theological education in the COU emerge, namely integration and flexibility. The history, curriculum, pedagogy and structures of theological education in the COU are then evaluated in Chapters Six and Seven in the light of those two requirements, as well as from the perspective of the discipline of curriculum development. The analysis recognises where recent developments in the sphere have already begun to incorporate these values, but it also highlights the need for more radical transformation. With this in mind, Chapter Eight then examines the implementation of a recent model of training, Integrated Leadership Development (ILD), into the COU. It suggests that ILD is not only a valuable programme of transformational training in itself, but that it also serves as a pointer to and catalyst for wider changes in the education programmes of the COU. Finally, the study concludes by synthesising the findings into a dynamic curriculum development model for use in transforming theological education in the COU. Furthermore, the application of the model demonstrates its relevance and generates some specific strategic recommendations for change. As such the study contributes to both the local and global discourse on theological education, and to the field of practical theology.
AFRIKAANSE OPSOMMING: Hierdie studie is ‘n prakties-teologiese ondersoek wat die veranderende gelaat van teologiese opleiding in die Anglikaanse Kerk van Uganda navors. Die navorsing ondersoek die hipotese dat beide die effektiwiteit van die kerk se opleiding sowel as sy roeping integraal verweef is met die kerk se vermoë om met integriteit te reageer op die stroom van veranderinge waarmee dit gekonfronteer word. As praktiese-teologiese ondersoek volg dit ‘n praxis-georiënteerde, kontekstueel betrokke benadering. Hoofstuk een lei dit in, stel die probleem en hipoteses en verduidelik voorts die sosiaal-wetenskaplike aard van die studie. Die tweede hoofstuk beskryf ‘n bepaalde teologiese raamwerk vir die transformasie van teologiese opleiding. Dié raamwerk begelei die studie prakties, bybels, missionêr en kontekstueel. Die studie ontwikkel kontekstueel. Hoofstukke drie tot vyf gebruik belangrike primêre navorsingsdata wanneer dit die Ugandese konteks uit verskillende verbandhoudende perspektiewe beskryf: sosio-ekonomies, sosio-kultureel en ekklesiologies. Die analises is voortdurend in dialoog met die sentrale tema van teologiese opleiding wat van verskeie hoeke oopgedek word. Wat uitstaan is die sosio-ekonomiese uitdagings wat teweeggebring is deur die demografiese veranderings wat plaasgevind het. Die belang van die verband tussen teologiese opleiding en die kulturele situasie word hoe langer hoe skerper belig en mens besef die implikasies van die land se kulturele heterogeniteit en sy mondelinge tradisie. Dit het ‘n bepalende effek or die storie van die Anglikaanse Kerk in Uganda en die aard van sy teologiese opleiding. Die sintese van die kontekstuele analise wys twee wesentlike vereistes vir die transformasieproses van teologiese opleiding in die kerk uit: integrasie en soepelheid. Die geskiedenis, kurrikulum, opvoedkunde en strukture van teologiese opleiding in die Anglikaanse Kerk in Uganda word in Hoofstuk Ses en Sewe in die lig van die twee vereistes ge-evalueer. Dit word ook getoets aan die vereistes van kurrikulum ontwikkeling. Die analise wys daarop dat resente ontwikkelinge in die vakgebied reeds geïnkorporeer is in die praktyk, maar toon aan dat radikaler stappe nodig is. Teen die agtergrond toon Hoofstuk Agt aan hoe die model van Geïntegreerde Leierskap Ontwikkeling in die kerk geïmplementeer word. As sodanig toon dit aan dat Geïntegreerde Leierskap Ontwikkeling ‘n waardevolle transformasiegerigte opleidingsprogram is wat die weg kan aantoon vir verreikende veranderinge in die opleidingsprogramme van die kerk. Die studie sluit af deur die bevindinge van die studie saam te voeg in ‘n dinamiese model vir kurrikulum ontwikkeling wat die transformasieproses in teologiese opleiding in die Anglikaanse Kerk van Uganda kan begelei. Die toepassing van die model wys reeds die toebaarheid daarvan uit en genereer voortdurend belangrike strategiese voorstelle op die pad van die transformasieproses in teologiese opleiding. As sodanig lewer dit ‘n praktiesteologiese bydrae in die plaaslike en globale gesprek oor teologiese opleiding.

Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Education Policy Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

We assess empirically the changes in returns to education at the subnational level in Uganda using the Uganda National Household Surveys for 2002/2003 and 2005/2006. Our results indicate that average returns to schooling tended to converge across regions in the last decade. The overall trend in convergence of returns to schooling took place at all levels of educational attainment and this behaviour in returns to education is mostly driven by the dynamics of returns to schooling in urban areas. We analyse subnational convergence in returns to education and unveil deviant dynamics in Northern Uganda. We discuss the potential challenges to inclusive economic growth in Uganda which are implied by our results. (authors' abstract)
Series: Department of Economics Working Paper Series