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Relevant bibliographies by topics / Education, Rural. Uganda

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Academic literature on the topic 'Education, Rural. Uganda'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Education, Rural. Uganda"

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Nakabugo, Mary Goretti, Marissa Swanson, Olivia Schneider, and David C. Schwebel. "706 Childhood safety education in rural Uganda." Injury Prevention 22, Suppl 2 (September 2016): A253.2—A253. http://dx.doi.org/10.1136/injuryprev-2016-042156.706.

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Anderson, S. R., J. W. B. Bainbridge, A. Shah, P. El-Jassar, G. Schofield, H. D. D. Brook, and M. Kapila. "AIDS Education in Rural Uganda—A Way Forward." International Journal of STD & AIDS 1, no. 5 (September 1990): 335–39. http://dx.doi.org/10.1177/095646249000100506.

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Cheney, Kristen E. "“Village Life Is Better Than Town Life”: Identity, Migration, and Development in the Lives of Ugandan Child Citizens." African Studies Review 47, no. 3 (December 2004): 1–22. http://dx.doi.org/10.1017/s0002020600030420.

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Abstract:This article contextualizes Ugandan urban–rural relations through urban children's knowledge, imaginations, and experiences, which are affected by the present sociohistoric moment in Uganda. Influenced by urban–rural migration, changing notions of family and kinship, and the national government's prolific “development-through-education” campaign, urban schoolchildren imagine “the village” both as an integral imaginary space of ethnic identity origination and a location for fulfillment of national citizenship through development.

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Lourenço, Fernando, Natalie Sappleton, Akosua Dardaine-Edwards, Gerard McElwee, Ranis Cheng, David W. Taylor, and Anthony G. Taylor. "Experience of entrepreneurial training for female farmers to stimulate entrepreneurship in Uganda." Gender in Management: An International Journal 29, no. 7 (September 30, 2014): 382–401. http://dx.doi.org/10.1108/gm-05-2013-0054.

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Purpose – The purpose of this study is to evaluate the success of a scheme, supported by the Ugandan Agribusiness Initiative Trust, to fund gender and entrepreneurship training for women farmers in the north of Uganda (Gulu District and Lira District). Moreover, this paper reflects upon our experience of delivering training for women farmers and highlights key observations related to women’s entrepreneurship in Uganda. Design/methodology/approach – A practitioner-based reflection which shares the experiences of the process of developing and delivering gender and entrepreneurship training for women in Uganda. Findings – Through the experience of running gender and entrepreneurship training for women farmers in Uganda, a series of barriers to female rural entrepreneurs are highlighted: lack of access to credit, gender inequality, poor infrastructure, lack of access to knowledge and education, negative attitudes towards women and few initiatives to facilitate economic and business success. Originality/value – This paper provides reflection of the experience gained from the delivery of training and interaction with women farmers and entrepreneurs in Uganda.

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Openjuru, George Ladaah, and Elda Lyster. "Christianity and rural community literacy practices in Uganda." Journal of Research in Reading 30, no. 1 (February 2007): 97–112. http://dx.doi.org/10.1111/j.1467-9817.2006.00325.x.

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Mabumba, E. D., P. Mugyenyi, V. Batwala, E. M. Mulogo, J. Mirembe, F. A. Khan, and J. Liljestrand. "Widow inheritance and HIV/AIDS in rural Uganda." Tropical Doctor 37, no. 4 (October 1, 2007): 229–31. http://dx.doi.org/10.1258/004947507782332955.

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Despite current efforts to combat HIV/AIDS through behavioural change, ingrained socio-cultural practices such as widow inheritance in south-western Uganda has not changed. Low education, unemployment, dowry, widows' socioeconomic demands and the inheritor's greed for the deceased's wealth, influence widow inheritance. Voluntary counselling and testing is needed for the widows and their inheritors; formal dowry should be removed from marriage and widow inheritance stripped of its sexual component.

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Ariho, Paulino, and Abel Nzabona. "Determinants of Change in Fertility among Women in Rural Areas of Uganda." Journal of Pregnancy 2019 (December 19, 2019): 1–13. http://dx.doi.org/10.1155/2019/6429171.

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Fertility among rural women in Uganda continues to decline. Studies on fertility in Uganda have focused on the overall fertility in the country. In this study, we focus on determinants of change in fertility among rural women in Uganda using a multivariate Poisson decomposition technique to quantify the contribution of changes in the socioeconomic and demographic composition of women which we also refer to as the characteristic effects and changes in their fertility behavior (the coefficients’ effects or risk of childbearing) to the overall reduction in fertility among women in rural areas during the 2006–2016 period. The “characteristics effects” are used to mean the effect of changing composition of women by the socioeconomic and demographic characteristics between 2006 and 2016. On the other hand, fertility behavior also presented as coefficients’ effects mean changes in the risk or likelihood of giving birth to children by the rural women between the two survey years. Our findings indicate that the mean number of children ever born (MCEB) reduced from 4.5 to 3.9 in 2006 and this reduction was associated with both the changes in composition of women and fertility behavior. The composition of women contributed to 42% while the fertility behavior contributed to 58% of the observed reduction. The education level attained and the age at first sex showed significant contributions on both components of the decomposition. The observed decline in fertility is largely associated with the variation in the risk of childbearing among the rural women. The variation in the risk of childbearing by education and age at first sex of the rural women showed to be the biggest contribution to the observed change in fertility. Continued improvements in access, attendance, and completion of secondary schools by women in rural areas will be the key drivers to Uganda’s overall transition to low fertility. Furthermore, with improved access to mass media in the rural areas, there can be changes in attitudes and large family size preferences which can create a conducive environment for the utilization of family planning services in the rural communities. Efforts should therefore focus on applying appropriate methods to deliver packaged family planning messages to these communities.

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Tumwesigye, Samuel, Lisa-Marie Hemerijckx, Alfonse Opio, Jean Poesen, Matthias Vanmaercke, Ronald Twongyirwe, and Anton Van Rompaey. "Who and Why? Understanding Rural Out-Migration in Uganda." Geographies 1, no. 2 (August 25, 2021): 104–23. http://dx.doi.org/10.3390/geographies1020007.

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Rural–urban migration in developing countries is considered to be a key process for sustainable development in the coming decades. On the one hand, rural–urban migration can contribute to the socioeconomic development of a country. On the other hand, it also leads to labor transfer, brain-drain in rural areas, and overcrowded cities where planning is lagging behind. In order to get a better insight into the mechanisms of rural–urban migration in developing countries, this paper analyzes motivations for rural–urban migration from the perspective of rural households in Uganda. A total of 1015 rural households located in southwestern Uganda were surveyed in 2019. A total of 48 percent of these households reported having at least one out-migrant. By means of logistic regression modeling, the likelihood for rural out-migration was assessed using household- and community-level socioeconomic characteristics as predictors. The results show that most out-migrants are from relatively wealthy households with a higher-than-average education level. Typically, these households are located in villages that are well connected with urban centers. Poor households in remote locations send significantly fewer migrants because of their limited access to migration information and poor transport networks. From these findings, the following policy recommendations are made: Firstly, efforts should be made to extend basic social services, including quality education, towards rural areas. Secondly, in order to reduce socially disruptive long-distance migration and the eventual overcrowding and sprawls of major cities, government investments should be oriented towards the upgrading of secondary towns, which can offer rural out-migrants rewarding employment and business opportunities.

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Muyinda, H., J. Nakuya, J. A. G. Whitworth, and R. Pool. "Community sex education among adolescents in rural Uganda: utilizing indigenous institutions." AIDS Care 16, no. 1 (January 2004): 69–79. http://dx.doi.org/10.1080/09540120310001633985.

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Roh, Hyosun. "Reducing Rural-Urban Education Gap in Uganda Through ICT Appropriate Technology." Academic Society for Appropriate Technology 7, no. 1 (June 20, 2021): 33–40. http://dx.doi.org/10.37675/jap.2021.7.1.33.

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Dissertations / Theses on the topic "Education, Rural. Uganda"

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Penny, Anne Marie. "School access, children with motor disabilities in rural Uganda." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62560.pdf.

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Nakiyingi-Miiro, Jessica. "The impact of orphanhood on education outcomes in rural Uganda : are we approaching universal education?" Thesis, London School of Hygiene and Tropical Medicine (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549774.

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Kirunda, Rebecca Florence. "Exploring the link between literacy practices, the rural-urban dimension and academic performance of primary school learners in Uganda district, Uganda." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.

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Jones, Shelley Kathleen. "Secondary schooling for girls in rural Uganda: challenges, opportunities and emerging identities." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/279.

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This dissertation represents a year-long (August 2004-August 2005) ethnographic case study of 15 adolescent schoolgirls attending a secondary school in a poor, rural area of Masaka District, Uganda which explores the challenges, opportunities and potential for future identities that were associated with secondary level education. This study includes an extensive analysis of the degree to which the global objective of gender equity in education, prioritized in UNESCO’s Education For All initiative as well as the United Nations’ Millennium Development Goals, is promoted and/or achieved in the National Strategy for Girls’ Education in Uganda (NSGE). I consider various ideological understandings of international development in general as well as development theory specifically related to gender, and I draw on the Capabilities Approach (as developed by Amartya Sen and Martha Nussbaum) and Imagined Communities and Identities (Benedict Anderson, Bonny Norton) to interpret my findings. My research reveals that girls’ educational opportunities are constrained by many “unfreedoms” (Sen, 1999), such as extreme poverty, sexual vulnerability and gender discrimination, that are deeply and extensively rooted in cultural, historical, and socioeconomic circumstances and contexts, and that these unfreedoms are not adequately addressed in international and national policies and programme objectives. I propose several recommendations for change, including: a safe and secure “girls’ space” at school; mentorship roles and programmes; counselors; comprehensive sexual health education and free and easy access to birth control and disease prevention products, and sanitary materials; regular opportunities for dialogue with male students; employment opportunities; closer community/school ties; and professional development opportunities for teachers.

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Downing, Julia Dorothy. "A meta-evaluation of an HIV/AIDS palliative care education strategy in rural Uganda." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434061.

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Tumusiime, James. "Investigating a rural community's use of communication technology : a study of Nakaseke Community Multi-media centre in Uganda /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/904/.

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Kakuru, Doris Muhwezi. "The combat for gender equality in education rural livelihood pathways in the context of HIV/AIDS /." Wageningen, the Netherlands : Wageningen Academic Publishers, 2006. http://books.google.com/books?id=1PaeAAAAMAAJ.

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Openjuru, George L. "An ethnographic study of rural community literacy practices in Bweyale and their implications for adult literacy education in Uganda." Thesis, 2008. http://hdl.handle.net/10413/1098.

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This was a study of rural community literacy practices in Uganda. I used the social practices theory of literacy as a theoretical framework to investigate literacy use in rural community life in Bweyale. The social practices theory of literacy sees literacy as variable social practice that can only be understood within the social context of its use. Consistent with the social practices theoretical perspective and following similar research traditions in this area of literacy study, I used ethnographic research methods to collect data and grounded theory methods to analyse data on literacy use in Bweyale. The study revealed that rural people, contrary to popular perceptions about their illiteracy and hence lack of literacy, actually use reading and writing in a variety of ways in different domains of literacy use. Literacy pervades most aspects of rural community life, making rural people use literacy in many rich and creative ways. Most people, regardless of their literacy status, participate in local literacy practices. The most prominent areas of literacy use in rural community life are livelihood activities, education, religion, bureaucracy, household life, and personal life. The study also found that the conception of literacy among rural people in Bweyale is similar to the dominant conception of literacy. In this conception, literacy is seen as equal to education and/or schooling and it relates to modernity. Rural people see literacy as a valuable and important aspect of life. The literacy they value most is the dominant English language literacy. This is due to the multilingual nature of Uganda and the national language policy that made English the dominant language of literacy even in rural community life. The use of English literacy is also reinforced by its use as the language of instruction in Uganda’s education system where most people learn how to read and write. This dominance of English complicates literacy use in rural community life because it brings in the need for translation, especially when people who do not understand English are involved in a literacy event. It also complicates local language literacy learning. The use of English is closely associated with the dominant non-traditional activities like school education, the police service, modern trade practices, and to some extent, Christian religious practices. Local language literacy is mainly used when communicating information relating to traditional activities, for example, traditional medicinal practices or for personal use. The study recommends that adult literacy education curricula should be tailored to the local literacy practices of the people for whom the literacy programmes are being developed. This will help to make the literacy programmes immediately relevant to the everyday literacy practices of the learners’ community. The programmes should promote literacy use in the community by exploring new areas of literacy use in rural community life. These are areas in which the use of literacy could lead to better management of some activities in rural community life. In all, rural people are literate in ways that are not acknowledged in dominant literacy thinking and hence even by rural people themselves. This way of thinking must be discouraged.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2008.

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Ngaka, Willy. "The role of literacy in enhancing capabilities for participation in Uganda's plan for modernism of agriculture : exploring the experiences of rural subsistence farmers in Manibe Sub-County." Thesis, 2009. http://hdl.handle.net/10413/9469.

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This study examined the role of literacy in enhancing rural people's capabilities for participation in Uganda's Plan for Modernisation of Agriculture (PMA), an intervention aimed at improving rural livelihoods through commercialising subsistence agriculture. Using Amartya Sen's capability approach, in which poverty is conceptualised to be a capability deprivation as the conceptual frame of reference, the study aimed at exploring how literacy facilitates or inhibits rural subsistence farmers' participation levels in PMA activities in Manibe Sub-County, Arua District. Using data collected from 54 research participants analysed interpretively, the study revealed that the majority of PMA activities demand a high degree of interaction with written materials, mostly in English, which created an unconducive atmosphere for the unschooled in the target group, thereby forcing them to depend on literacy mediators. It further revealed that there were more women than men participating in parish level activities which greatly decreased in favour of men at sub-county levels and above. It also found that farmers' groups were treated uniformly which negatively affects some of them in terms of access to resources and options. It further revealed that lack of supporting resources, stringent conditions for accessing Enterprise Development Funds, and difficulties in meeting farmers' co-funding requirements, were creating serious obstacles in undertaking group activities, hence making many potential participants avoid PMA activities. The main thesis in the study is that transforming rural subsistence producers into small-scale commercial farmers as a rural poverty reduction strategy, without providing them with the means to expand their basic capabilities so as to move out of capability deprivation, will not by itself increase rural incomes and reduce poverty. It is argued further that engaging the rural subsistence farmers in commercial agriculture will tend to enrich the educated few who are already better resourced. Since capability deprivation, amongst others, manifests itself through widespread illiteracy, the study recommends that efforts to eradicate rural poverty should focus on expanding the capabilities of the target group through building their literacy skills and improving their access to basic resources.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

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Janzen, Melanie D. "Researcher as learner, participants as knowers an ethnographic snapshot of women sharing knowledge in a rural Uganda community /." Thesis, 2005. http://hdl.handle.net/1993/111.

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Books on the topic "Education, Rural. Uganda"

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Women's World Congress (2002 Makerere University). Women's World Congress: 21st [-] 26th July 2002, Makerere University, Uganda : "Our Place" and turn-to-tea/coffee : anti-aids rural community education strategy. Jinja, Uganda: Ttabo Foundation, 2002.

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Walque, Damien de. How does the impact of an HIV/AIDS information campaign vary with educational attainment?: Evidence from rural Uganda. Washington, D.C: World Bank, 2004.

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Bank, World, ed. Teachers for rural schools: Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda. Washington, DC: World Bank, 2008.

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It is the young trees that make a thick forest: A report on Redd Barna's learning experiences with participatory rural appraisal : Kyakatebe, Masaka District, Uganda, March 7-17, 1994. Kampala, Uganda: Redd Barna Uganda, 1994.

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Highlights of Rockefeller Foundation support to Uganda. [Kampala?]: NARO, 2004.

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Walque, Damien de. How Does the Impact of an HIV/AIDS Information Campaign Vary with Educational Attainment? Evidence from Rural Uganda. The World Bank, 2004. http://dx.doi.org/10.1596/1813-9450-3289.

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Book chapters on the topic "Education, Rural. Uganda"

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Thorsen, Dorte, and Thomas Yeboah. "Mobility and the rural landscape of opportunity." In Youth and the rural economy in Africa: hard work and hazard, 78–91. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245011.0005.

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Abstract This chapter looks at young women's and men's strategies for mobility in rural economies in Uganda, Ethiopia, Nigeria and Côte d'Ivoire. It draws on livelihood, life history and photo-voice interviews, as well as focus group discussions, with young people across 16 sites in the four countries. The chapter focuses on spatial mobilities resulting from: involuntary relocations because of conflict in society and/or disruption within the family setting; relocations for education; and relocations for work. The analysis investigates in particular the gendered nature of youth mobilities and immobilities, and their implications for livelihood building.

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Ssentanda, Medadi. "Tensions between English medium and mother tongue education in rural Ugandan primary schools." In Ugandan English, 95–118. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/veaw.g59.05sse.

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Ayorekire, Jim, and Revocatus Twinomuhangi. "Uganda: Educational Reform, the Rural–Urban Digital Divide, and the Prospects for GIS in Schools." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 283–89. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_31.

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Arinaitwe, Gilbert, John Williamson, and Sue Kilpatrick. "‘Birds of a Feather Flock Together!’: Rural Teacher Recruitment Policy and Retention in and for Hard-to-Staff Ugandan Schools." In Teacher Education in Globalised Times, 295–310. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_16.

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Kjær, Anne Mette, and Nansozi K. Muwanga. "The Political Economy of Education Quality Initiatives in Uganda." In The Politics of Education in Developing Countries, 152–71. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835684.003.0008.

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Uganda has seen a significant increase in access to primary education since 1996 but without an increase in quality learning. We show that there are weak political incentives to undertake reforms to enhance quality learning, for three reasons: (i) A system of decentralized rent management renders quality improvements arbitrary; (ii) There is a legacy of fee-free education playing an important part in the electoral appeal of the National Resistance Movement for rural voters; (iii) The pressure to push through education quality-enhancing reforms, whether from civil society, powerful interest groups, or parliament, is too weak to overpower incentives to address the learning crisis head-on. At the local level, the school administrations in high-performing schools were able to draw upon resourceful networks in order to mobilize local council funds and parents’ contributions, in spite of the official policy of free education.

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"Role of nonfarm income and education in reducing poverty: Evidence from Ethiopia, Kenya, and Uganda." In Rural Poverty and Income Dynamics in Asia and Africa, 169–97. Routledge, 2008. http://dx.doi.org/10.4324/9780203885055-12.

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Okaka, Wilson. "The Issues and Prospects for E-Governance in Eastern Africa." In Advances in Electronic Government, Digital Divide, and Regional Development, 130–42. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6296-4.ch010.

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This chapter discusses the issues, prospects, and challenges of e-governance in Africa with a focus on the progress of universal primary education in east Africa. It uses Uganda to showcase the need for e-governance of primary school education. The objectives are to describe the current status of the universal primary education, the key issues encountered in an effort to achieve MDG 2, and highlight the prospects of e-governance in achieving education. In this chapter, the authors collate published evidence on the performance of Uganda in implementing the MDG 2. There is a wide rural-urban digital gap, weak ICT infrastructures, and low awareness at the expense of quality UPE. There is limited access to ICT, ICT illiteracy, poor quality education, lack of e-books or ICT instructional materials to cut the costs of school administration like communication. E-governance has yet to achieve full deployment in education service delivery.

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Lwasa, Stephen, Narathius Asingwire, Julius Juma Okello, and Joseph Kiwanuka. "Awareness of ICT-Based Projects and the Intensity of Use of Mobile Phones Among Smallholder Farmers in Uganda." In Technology, Sustainability, and Rural Development in Africa, 89–101. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3607-1.ch007.

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As the use of information and communication technologies (ICT) is embraced in Uganda, determinants of awareness of ICT based projects remain unknown. The intensity of use of mobile phones among smallholder farmers in the areas where such projects operate is unclear. To address this knowledge gap, 346 smallholder farmers in two ICT project sites in Mayuge and Apac districts were subjected to econometric analysis using bi-variate logistic and zero-inflated negative binomial regression models to ascertain determinants of projects’ awareness and intensity of use of mobile phones. The authors find that education, distance to input markets, and membership in a group positively influence awareness. The decision to use a mobile phone for agricultural purposes is affected by distance to electricity and land cultivated and negatively influenced by being a member of any farmer group. Lastly, intensity of mobile phone use is affected by age, farming as the major occupation, and distance to an internet facility, being a member of a project, having participated in an agricultural project before, value of assets, size of land cultivated, possession of a mobile phone, and proximity to agricultural offices. The paper discusses policy implications of these findings.

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"Cultural Issues Affecting the School Drop-Out Rate Among Rural Boys in Uganda." In The Burden of Educational Exclusion, 175–89. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460912849_013.

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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Advances in Psychology, Mental Health, and Behavioral Studies, 182–213. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2224-9.ch011.

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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.

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Conference papers on the topic "Education, Rural. Uganda"

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Kaahwa, Mark, Chang Zhu, Moses Muhumuza, Rodgers Mutyebere, and Robert Mawenu. "ASSESSING THE EFFICACY OF AUDIO MEDIA TECHNOLOGY IN ENHANCING FINANCIAL LITERACY KNOWLEDGE OF RADIO LISTENING CLUB MEMBERS. A CASE OF SELECTED RURAL COMMUNITIES IN WESTERN UGANDA." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.011.

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