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Relevant bibliographies by topics / Education, uganda

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Journal articles

Academic literature on the topic 'Education, uganda'

Author: Grafiati

Published: 11 December 2022

Last updated: 25 July 2024

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Journal articles on the topic "Education, uganda"

1

Summers, Carol. "Learning leadership? Elite Ugandan students and late colonial politics." Africa 89, S1 (2019): S127—S143. http://dx.doi.org/10.1017/s0001972018000943.

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AbstractIn Uganda, teaching and learning were important metaphors for colonial rule, suggesting a benign protectorate under Britain's guidance. Ugandans, though, repurposed images of teaching, studying and educational sponsorship. Drawing on indigenous ideas about effective education as a sort of experiential education in leadership, they perceived student activism as a resource for a new political and social system. Articulate Ugandans sought elite British education as a weapon. Others emphasized the harsh competitiveness of Uganda's elite schools as the basis for new class solidarities. And

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2

Mugerwa-Sekawabe, Muyenga. "Increasing access to education for refugees in Uganda." Law, Democracy and Development 25 (January 28, 2021): 1–29. http://dx.doi.org/10.17159/2077-4907/2021/ldd.v25.19.

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This article investigates the scope of the right to education as enjoyed by refugees in terms of domestic (Ugandan), regional (African) and international law. One of the main obstacles to accessing education for refugees in Uganda is financiai constraints, which the principle of burden sharing seeks to ameliorate in refugee hosting countries in the Giobai South. This principie of burden sharing lies at the heart of the Giobai Compact on Refugees (GCR) which was adopted by the United Nations Generai Assembiy to reaiise a more equitabie distribution of refugee popuiations, who are disproportiona

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3

ALANI, JIMMY, PATIENCE ATUHAIRWE, and DAVID L. OKODEL. "Government Education Funding and Government Higher Education Investment in Uganda." Uganda Higher Education Review 11, no. 2 (2024): 35–56. http://dx.doi.org/10.58653/nche.v11i2.4.

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The paper examines the relationships between government funding of education and government investment in higher education in Uganda during the 2005 to 2020 period. The major hypotheses of the study are that government funding of higher education (GHE) depends on government investment in education (GIE) and the reverse is true. During the given period, government spending on education as a percentage of GDP for Uganda was on average 2%, while the world average was 4% (World Bank, 2022). This implies that low levels of government funding are responsible for the low levels of government investme

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4

Thomson, Jane, and Gemma Garrett. "Science Clubs for Uganda." Biochemist 35, no. 1 (2013): 40–42. http://dx.doi.org/10.1042/bio03501040.

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Following a productive fact-finding mission to Uganda in April 2012, two members of the Education team, Gemma Garrett and Jane Thomson, have come up with a plan to address some of the challenges being encountered by Ugandan science teachers and their students at the secondary school level. Working closely with our Ugandan Local Ambassador, Deus Tusibira, the pair returned to Uganda in September to implement some of their ideas, get feedback and gather momentum for the scheme.

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5

Otyola, Roberts Wandera, Proscovia Nalwadda, Godfrey Wamani Bagamba, John Bukenya, Edward Kamaga, and Susan Bantebya. "Examining the Successes of Universal Primary Education and Universal Secondary Education Policies in Uganda." American Journal of Education and Practice 6, no. 3 (2022): 14–25. http://dx.doi.org/10.47672/ajep.1153.

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Purpose: The mission statement of the Ministry of Education and Sports (MoES) in Uganda is to provide for, support, guide and co-ordinate, regulate, and promote quality education and sports to all persons in Uganda for national integration, individual and national development. It is in these lenses that the Ugandan government adopted the UPE and USE programs to educate her children. Methodology: This paper uses document review methodology to assess successes achieved by both the Universal Primary Education and Universal Secondary Education programs adopted by the Uganda government in 199

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6

Uzorka, Afam. "Perspectives on Online Education in Higher Education." International Journal of Technology in Education and Science 8, no. 1 (2024): 111–20. http://dx.doi.org/10.46328/ijtes.523.

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This inquiry explores the opinions of lecturers and students on the advantages and difficulties of switching from traditional face-to-face mode to online mode of delivery in Ugandan higher education institutions during and even after the COVID-19 pandemic. The study investigates participants' perspectives and experiences regarding the benefits and downsides of online learning. The study's results shed light on the advantages of online learning, such as its adaptability and accessibility, more learning chances, improved engagement and interaction, and promotion of self-directed learning abiliti

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7

Nabukeera, Madinah. "The COVID-19 and online education during emergencies in higher education." Archives of Business Research 8, no. 5 (2020): 183–90. http://dx.doi.org/10.14738/abr.85.8130.

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Higher education faced unplanned, unwanted, un experienced, tense test in online learning with Novel Covid-19 pandemic. For all the stakeholders participating in this type of training from lecturers, students and support ICT staff its unwelcome but the university systems were stuck on how they have to go through to ensure that they end Semester II academic year 2019/20. Early January 2020, the outbreak of the Covid-19 caused Ugandan universities to close the physical campuses following a presidential directive. On 20th March 2020, from lower primary, secondary education to universities. This f

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8

Garrett, Gemma, and Jane Thomson. "Uganda on the agenda?" Biochemist 34, no. 4 (2012): 44–47. http://dx.doi.org/10.1042/bio03404044.

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The Society is exploring ways of expanding our reach internationally, and supporting developing countries through our charitable work. With this in mind, two members of the Education team – Gemma Garrett and Jane Thomson – embarked on a week-long visit to Uganda in April. The trip was designed to inform the development of appropriate educational resources and activities for Ugandan schools. Working closely alongside our excellent Ugandan Local Ambassador, Deus Tusibira, the itinerary included visits to seven schools, two universities, the Ugandan National Council for Science and Technology and

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9

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

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While the Lord’s Resistance Army has gained notoriety for its brutal tactics and abduction of Ugandan children, little attention has been given to the return and reintegration of these formerly abducted child soldiers. The absence of a formal reintegration program in Uganda has placed the burden of reintegration on international NGOs, but reliance on non-local organizations to successfully reintegrate child soldiers has proven challenging. This paper seeks to evaluate whether the process of reintegration in Uganda has been successful. With an overwhelming lack of up to date and methodologicall

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10

Masaazi, Fred, Medadi Ssentanda, and Willy Ngaka. "On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era." Apples - Journal of Applied Language Studies 12, no. 2 (2018): 1–17. http://dx.doi.org/10.17011/apples/urn.201809144126.

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The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda t

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