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Relevant bibliographies by topics / School-linked human services – Uganda

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Academic literature on the topic 'School-linked human services – Uganda'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "School-linked human services – Uganda"

1

Kiiza, Dr Barnabas, and Dr George Omiat. "The Impact of Savings and Credit Cooperatives on Household Welfare: Evidence from Uganda." Journal of Economics and Public Finance 7, no. 3 (2021): p33. http://dx.doi.org/10.22158/jepf.v7n3p33.

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Savings and Credit Cooperatives (SACCOs) help in reducing the financial exclusion gap. This study examines whether SACCOs improve the welfare of households. Data used are from 2009/2010 and 2010/2011 World Bank’s Living Standards Measurement Surveys (LSMS) done in Uganda by the Bureau of Statistics. Treatment cases are households that saved in SACCOs only while control cases are those that did not use the services nor save in SACCOs, banks or microfinance institutions. Propensity Score Matching and a two-step Treatment Effects’ model are used. Findings show that SACCOs have a positive and significant impact on household dietary diversity score, food consumption score, household clothing/footwear expenditure, and school enrollment rates in Uganda. The results are robust to hidden selection bias. The results show that SACCOs play a key role in improving household food security, non-food expenditure, and human capital development for the poor facing financial exclusion from banks and traditional microfinance institutions.

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Pennekamp, Marianne. "Toward School-Linked and School-Based Human Services for Children and Families." Children & Schools 14, no. 2 (1992): 125–30. http://dx.doi.org/10.1093/cs/14.2.125.

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Aldrich, Sharon D., Robyn Boustead, and John Heskett. "Implications of Integrated, School-Linked Human Services for State Systems." Journal of Educational and Psychological Consultation 10, no. 3 (1999): 269–79. http://dx.doi.org/10.1207/s1532768xjepc1003_6.

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Smrekar, Claire. "The Missing Link in School-Linked Social Service Programs." Educational Evaluation and Policy Analysis 16, no. 4 (1994): 422–33. http://dx.doi.org/10.3102/01623737016004422.

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States and local communities have responded to the urgent demand for better coordinated services by creating organizational linkages across schools and human service agencies. In the rush to promote schools as the linchpin for this policy proposal, however, critical issues related to the nature of interactions between families and schools have been mostly ignored by policy-makers and educators. This study of the Kentucky Family Resource Centers explores the effect of family-school interactions on school-linked service programs. The findings suggest the need to connect the dialogue on integrated services to the impulses of reform in school-family-community networks.

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Kitagawa, Keiichi, and Atsushi Aoyama. "Discussing school value: an educational services viewpoint." International Journal of Educational Management 32, no. 5 (2018): 901–11. http://dx.doi.org/10.1108/ijem-08-2017-0233.

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Purpose The purpose of this paper is to define school value and its components. This paper discusses the contents of the school’s value and the structure of the school’s value. This paper also shows findings of educational services and value in high school. Design/methodology/approach Comprehensive and inclusive questions were posed about “school value” to high-school instructors. A grounded theory approach was then used to analyze the collected data. Findings This analysis found that school value consists of four core categories: “school,” “students,” “guardians” and “region,” which consist of 13 high-ranking categories believed to represent the substance of school value. In addition, three of the four core categories are linked in a star pattern around the core category of “school.” Research limitations/implications This research analyzes the value of the school using the grounded theory approach. The data used for the analysis are interview data on the value of the school. And these analyzes reveal the contents of school value and the structure of school value. Practical implications This study discussed school value based on hearing data of faculty members. In the analysis method of this research, each school can find its own value by changing the target and contents of interview. Social implications Study of this school value clarified a leader’s role and action in the creation scene of school value. This finding will enable efficient activities of school leaders. As a result, it can be expected to promote school improvement. Originality/value The authors identified the categories forming “school value” and their relative relationships. “School value” emphasizes results co-created by stakeholders.

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Natunen, Kari, Johannes Lehtinen, Proscovia Namujju, John Sellors, and Matti Lehtinen. "Aspects of Prophylactic Vaccination against Cervical Cancer and Other Human Papillomavirus-Related Cancers in Developing Countries." Infectious Diseases in Obstetrics and Gynecology 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/675858.

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Cervical cancer and other human papillomavirus- (HPV-) related cancers are preventable, but preventive measures implemented in developing countries and especially in low-income rural regions have not been effective. Cervical cancer burden derived from sexually transmitted HPV infections is the heaviest in developing countries, and a dramatic increase in the number of cervical cancer cases is predicted, if no intervention is implemented in the near future. HPV vaccines offer an efficient way to prevent related cancers. Recently implemented school-based HPV vaccination demonstration programmes can help tackle the challenges linked with vaccine coverage, and access to vaccination and health services, but prevention strategies need to be modified according to regional characteristics. In urban regions WHO-recommended vaccination strategies might be enough to significantly reduce HPV-related disease burden, but in the rural regions additional vaccination strategies, vaccinating both sexes rather than only females when school attendance is the highest and applying a two-dose regime, need to be considered. From the point of view of both public health and ethics identification of the most effective prevention strategies is pivotal, especially when access to health services is limited. Considering cost-effectiveness versus justice further research on optional vaccination strategies is warranted.

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SKRTIC, THOMAS M., WAYNE SAILOR, and KATHLEEN GEE. "Voice, Collaboration, and Inclusion." Remedial and Special Education 17, no. 3 (1996): 142–57. http://dx.doi.org/10.1177/074193259601700304.

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Although the rise of constructivism calls conventional remedial and special education practices into question, it also represents a positive opportunity for progress and renewal in the professions and in society. emphasizing the constructivist principles of voice, collaboration, and inclusion, the authors identify the influence of constructivism across three interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and institutional reforms in human service systems generally relative to the “school-linked services integration” movement. by doing so, the authors argue that, far more than a new special education service delivery model, inclusion is the emerging cultural logic of the 21st century. they conclude the article with a political-economic argument for inclusive education and a discussion of the implications of constructivist reform efforts for the broader possibility of democratic renewal in society.

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Becker-Zayas, Ava, Maureen Kendrick, and Elizabeth Namazzi. "Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances." Applied Linguistics Review 9, no. 2-3 (2018): 365–89. http://dx.doi.org/10.1515/applirev-2016-1059.

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AbstractIn this study we draw on three analytic frameworks (Goffman 1981. Forms of talk. Philadelphia, PA: University of Pennsylvania Press; Rose 2007. Visual methodologies: An introduction to the interpretation of visual materials. London: Sage; Warburton 1998. Cartoons and teachers: Mediated visual images as data. In John Prosser (ed.), Image-based research: A sourcebook for qualitative researchers, 252–262. London: Routledge) to explore how multilingual children in a rural Ugandan primary school use visual and linguistic modes to create billboards messages about HIV/AIDS. Although HIV/AIDS education is required curriculum in public schools, and outside of the classroom students are exposed to various national public service announcements (e. g., on radio and television, and as billboards), there are still considerable cultural barriers that hinder open discussions between children and their teachers and parents about HIV/AIDS-related issues. Our findings suggest that communicating the complex language of HIV/AIDS prevention requires students in this cultural context to go beyond the linguistic mode and draw upon the visual in order to achieve a fuller range of socio-affective expression, and conceivably, to affect change by reaching a variety of audiences on multiple levels of human meaning making. Implications for literacy educators in multilingual contexts, where pressing social issues intersect with culturally sensitive or otherwise “unspeakable” topics, indicate that the visual offers a less institutionalized and culturally-laden space for children to synthesize the messages in their environments and their own relationship to them.

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9

Semiv, Lyubov. "Human development in the informational economy: challenges to social policy." Socio-Economic Problems of the Modern Period of Ukraine, no. 5(145) (2020): 13–19. http://dx.doi.org/10.36818/2071-4653-2020-5-3.

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The scientific hypothesis about the influence of the components of the informational environment on the expansion of human development is tested. The trends in the Ukrainian information space on the level of implementation of informational technology in human life are revealed. The sample survey about living conditions of households in Ukraine in general and the oblasts of the Carpathian region, in particular, is conducted. The ways of use of Internet services by households for involvement of the population in various spheres of public activity and their influence on human development of the oblasts of the Carpathian region are analyzed. The analysis showed a significant reduction in the share of households by objectives: education and training (formal education in school and higher education, distance education, including online activities); software download. The search for information related to health issues and interaction with public authorities has great potential for human development. The paper concludes that the population of the Carpathian region is insufficiently involved in the use of Internet services. Based on the analysis of indicators of the Global Competitiveness Index, the problems in the field of expanding human development opportunities in Ukraine are described. There is mainly a downward trend in the development of areas involved in expanding human development opportunities in the transition to the information economy - education, health, labor, science and innovation. Relevant guidelines for the implementation of state social policy in this area are identified. Social policy as a direction of state regulation of the economy requires a transition from mostly passive to active and effective state social policy. It is necessary to update the mechanisms for conducting active social policy at the level of the state, various administrative, public organizations, and enterprises. Social policy must be closely linked with the implementation of internal reforms in the country (education, health, pensions, taxes and wages, etc.). Social policy measures should be coordinated with measures of other types of state policy - migration, the formation and development of the middle class, the policy of investing in human capital.

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Kinal, Nadiya. "Features of financial maintenance of the cultural domain in Ukraine." Socio-Economic Problems of the Modern Period of Ukraine, no. 5(145) (2020): 20–24. http://dx.doi.org/10.36818/2071-4653-2020-5-4.

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The scientific hypothesis about the influence of the components of the informational environment on the expansion of human development is tested. The trends in the Ukrainian information space on the level of implementation of informational technology in human life are revealed. The sample survey about living conditions of households in Ukraine in general and the oblasts of the Carpathian region, in particular, is conducted. The ways of use of Internet services by households for involvement of the population in various spheres of public activity and their influence on human development of the oblasts of the Carpathian region are analyzed. The analysis showed a significant reduction in the share of households by objectives: education and training (formal education in school and higher education, distance education, including online activities); software download. The search for information related to health issues and interaction with public authorities has great potential for human development. The paper concludes that the population of the Carpathian region is insufficiently involved in the use of Internet services. Based on the analysis of indicators of the Global Competitiveness Index, the problems in the field of expanding human development opportunities in Ukraine are described. There is mainly a downward trend in the development of areas involved in expanding human development opportunities in the transition to the information economy – education, health, labor, science and innovation. Relevant guidelines for the implementation of state social policy in this area are identified. Social policy as a direction of state regulation of the economy requires a transition from mostly passive to active and effective state social policy. It is necessary to update the mechanisms for conducting active social policy at the level of the state, various administrative, public organizations, and enterprises. Social policy must be closely linked with the implementation of internal reforms in the country (education, health, pensions, taxes and wages, etc.). Social policy measures should be coordinated with measures of other types of state policy – migration, the formation and development of the middle class, the policy of investing in human capital.

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Dissertations / Theses on the topic "School-linked human services – Uganda"

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Richerson, Lauren A. "Child, family, and school predictors of outcome of a school-based intervention for children with disruptive behavior problems." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1090939935.

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Du, Toit Hendrina Glaudina. "Die doeltrefendheid van die skoolondersteuningspan binne die inklusiewe onderwysstelsel /." Pretoria : [s. n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-181413.

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Du, Toit Hendrina Glaudina. "Die doeltrefendheid van die skoolondersteuningspan binne die inklusiewe onderwysstelsel (Afrikaans)." Pretoria : [s. n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05192008-181413.

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Achora, Susan. "School-based sexuality education in Uganda : a grounded theory approach." Thesis, 2014. http://hdl.handle.net/10500/18848.

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Today, 1.2 billion adolescents stand at the challenging crossroads between childhood and the adulthood. Driven by a combination of biological, psychological and social forces, adolescence is a period of “stress and storm” for many adolescents predisposing them to risky behaviours with long term consequences. Adolescence is not only a time of vulnerability; it is also an age of opportunity for investment in sustained health and wellbeing through education and preventive efforts to help them navigate risks and vulnerabilities. Evidence-based sexuality education programmes are a cornerstone in reducing adolescent sexual risk behaviours and promoting sexual health. A qualitative, grounded theory study was undertaken to explore and describe experiences of adolescents, teachers and perceptions of parents of school-based sexuality education (SBSE). An indepth literature review through concept analysis on the phenomenon was conducted to assist the researcher with theoretical sensitivity and theoretical saturation. In-depth Individual interviews and focus group interviews were conducted to generate data. Interviews were audio-taped and transcribed by the researcher verbatim. The direct quotes of participants were coded and arranged into meaning units for analysis. A constant comparison method of data analysis was applied by following a Strauss and Corbin (1998) analysis process of open, axial and selective coding to analyse textual qualitative data until themes, categories and sub-categories were identified and developed. Data analysis revealed that adolescents benefitted from SBSE but the implementation of programme was undermined by challenges at national, institutional, community, family and individual levels enshrined in the physical. There were also challenging contextual factors at various levels that influenced the benefits of the SBSE. It is recommended that there is need to review the teaching and learning resources and to fully integrate sexuality education into the formal curriculum. The ministry of education in Uganda should take a leadership role in fostering engagement and participation of major stakeholders, particularly teachers, parents and other community groups in delivering school-based sexuality education that addresses the needs of the schoolgoing children<br>Health Studies<br>D. Litt. et Phil. (Health Studies)

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Motsepe, Gaseope Franscina Malefyane. "Supporting parents of children with learning impairments." Diss., 2006. http://hdl.handle.net/10500/1972.

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The purpose of this study was to assess school-based psycho-educational support to parents of children with learning impairments and how the parents' needs differ according to the age of the child, the severity of the learning impairment and the educational status of the parent. The study presents a literature review of the neuro-physiological origin of learning impairments, cognitive development, common problems experienced by children with learning impairments, the effects on the family of having a child with learning impairments and an overview of school support services in South Africa. A survey study was used. Data was collected by means of a questionnaire. The results of the study showed that parents need to be equipped with knowledge and skills irrespective of the age of the child, the severity of the learning impairment, the number of years the child has been in special school and the educational status of the parents.<br>Educational Studies<br>M.Ed. (Guidance and Counselling)

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Sello, Theresia Mamakonyane. "Guidelines for guidance programmes for Xhosa parents with children with cerebral palsy : and orthopedagogical perspective." Thesis, 2007. http://hdl.handle.net/10500/1711.

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This research investigated the need of Xhosa parents with children with cerebral palsy in the Eastern Cape for support through specially designed parent guidance programmes. The research problem that was investigated was: Do Xhosa parents with children with cerebral palsy need guidance programmes, and what guidelines can be given pertaining to such programmes? The aim was to determine whether Xhosa parents needed guidance programmes and if so, to provide guidelines that addressed this need. A literature study was done and thereafter a survey was conducted using a questionnaire with closed items to collect data from 180 Xhosa parents with children with cerebral palsy living in the rural areas of the Eastern Cape's former Transkei. They were sampled by using a non-random (purposive) sampling method. One hundred and two (102) parents (out of the total of 180) answered the questions in the questionnaires and returned them by mail. The same types of questions were used to interview 54 parents. The data was analyzed by a statistical analyst by Microsoft Excel spread sheets. Data was presented in the form of tables and pie charts and the researcher interpreted the outcomes in the light of the literature and her own indigenous knowledge of the Xhosa community. The implications of findings for all Xhosa parents with children with cerebral palsy are that they lack knowledge of issues such as cerebral palsy, inclusive education and how to deal with their children with cerebral palsy. Relationships within the family and the community are affected because of the children's cerebral palsy. Moreover, Xhosa parent guidance programmes are not available in the Eastern Cape or in other provinces in South Africa. As a result, guidelines are provided which may be used for constructing Xhosa parent guidance programmes.<br>Educaional Studies<br>(D.Ed. ( Education Management))

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Books on the topic "School-linked human services – Uganda"

1

League, Texas Research. School-linked services. The League, 1995.

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Office, General Accounting. School-linked human services: A comprehensive strategy for aiding students at risk of school failure : report to the chairman, Committee on Labor and Human Resources, U.S. Senate. U.S. General Accounting Office, 1993.

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Office, General Accounting. School-linked human services: A comprehensive strategy for aiding students at risk of school failure : report to the chairman, Committee on Labor and Human Resources, U.S. Senate. U.S. General Accounting Office, 1993.

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Office, General Accounting. School-linked human services: A comprehensive strategy for aiding students at risk of school failure : report to the Chairman, Committee on Labor and Human Resources, U.S. Senate. The Office, 1993.

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Office, General Accounting. School-linked human services: A comprehensive strategy for aiding students at risk of school failure : report to the Chairman, Committee on Labor and Human Resources, U.S. Senate. The Office, 1993.

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Office, General Accounting. School-linked human services: A comprehensive strategy for aiding students at risk of school failure : report to the Chairman, Committee on Labor and Human Resources, U.S. Senate. The Office, 1993.

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Office, General Accounting. School-linked human services: A comprehensive strategy for aiding students at risk of school failure : report to the Chairman, Committee on Labor and Human Resources, U.S. Senate. The Office, 1993.

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Office, General Accounting. School-linked human services: A comprehensive strategy for aiding students at risk of school failure : report to the Chairman, Committee on Labor and Human Resources, U.S. Senate. The Office, 1993.

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Knoff, Howard M. Project ACHIEVE and the need to create effective building-based social skills, discipline/behavior management, and school safety systems. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.

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How human service providers can collaborate to improve education: A case study of the Saskatchewan SchoolPLUS project. Edwin Mellen Press, 2008.

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Book chapters on the topic "School-linked human services – Uganda"

1

Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. "Schools as Relational Networks." In Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.003.0008.

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Changing the economic and structural systems of schooling, as explored in the previous chapter, is essential. But systems change, in and of itself, is insufficient for true transformation (Elmore, 2007). Our schools are more than structural systems. They are communities—networks of human relationships that inform the trajectory of students’ future lives while defining their current experiences. As discussed in Chapter 2, under-resourced, siloed systems create a fractured framework troubled with economic inefficiencies. These same conditions simultaneously promote a splintered relational network. In other words, schools with the greatest opportunity gaps face multiple layers of resource-related stressors that shape not only their physical and systematic design but also the psyches of entire school communities. Parents come to expect that schools lack either the willingness or the ability to help their children and engage with schools in a manner consistent with this underlying belief. Students make sense of the system by figuring out what others expect from “students like them” and acting out their assigned role accordingly. Staff squabble over the few resources that do exist and blame each other for the gaps in support and services available. To mitigate the effects of resource-related stressors we must cultivate school communities of safety, acceptance, and belonging. In this chapter, we ask: How can specific intentional approaches to relationship remediate past experiences of exclusion? Childhood poverty is widespread in the United States and income inequality has become increasingly pronounced in recent years. According to a report published by the National Center for Children in Poverty, nearly half of our nation’s children (30.6 million) live in families classified as “low income,” many without consistent means to meet their most basic needs (Jiang, Ekono, & Skinner, 2016). Nowhere is America’s class divide more evident than in our nation’s schools. Low socioeconomic status has time and again been linked to reduced educational outcomes. Ultimately, students from low-income families nationwide are less likely to graduate on time than their peers (National Center for Education Statistics, 2015).

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