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2. Teachers and Beyond: A Mapping of Prominent Education Workforce Tools and Frameworks. Working Paper
- Author
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Global Partnership for Education (GPE) and Göttelmann, Gabriele
- Abstract
The Global Partnership for Education's (GPE) interest in broader education workforce issues is situated within the context of the partnership's current strategic plan (GPE 2025), which recognizes "quality teaching" as a priority area within a wider system transformation agenda. GPE's work includes providing technical support in this area for the benefit of country operations, including the development and/or dissemination of tools and guidelines. Some GPE partner countries have shown particular interest in diagnostic or analytical tools to better understand the scope of their challenges related to quality teaching and the broader education workforce. Guidance in diagnosing the challenges of the education workforce and leveraging its potential for strengthened teaching and learning would be useful especially for those involved in preparing education sector plans or strategies, or specific programs aimed at improving teaching and learning. This paper: (1) Analyzes the guidance that prominent existing international frameworks and tools can provide for diagnosing challenges and strengths related to teachers and the broader education workforce. Special attention is given to tools dealing with teachers, teaching and learning and/or related policies and management, and for which several country applications have been reported. Challenges concerning the implementation and use of these tools are also explored tentatively through a set of interviews with professionals involved in their application and/or monitoring; (2) Attempts to identify the main gaps and challenges that remain to be addressed as regards the contents, methodology and implementation of future education workforce diagnostics; and (3) Suggests possible directions and considerations for the development of future education workforce diagnostic tools.
- Published
- 2022
3. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. Occasional Paper. RTI Press Publication OP-0068-2106
- Author
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RTI International, Dubeck, Margaret M., Stern, Jonathan M. B., and Nabacwa, Rehemah
- Abstract
The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students' learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
- Published
- 2021
4. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
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World Bank, Evans, David K., and Yuan, Fei
- Abstract
In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]
- Published
- 2019
5. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. Occasional Paper. RTI Press Publication OP-0060-1904
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RTI International, Stern, Jonathan M. B., and Piper, Benjamin
- Abstract
This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development-funded large-scale international education interventions in low- and middle-income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle-income countries' reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
- Published
- 2019
6. Effectiveness of Teachers' Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. Occasional Paper. RTI Press Publication OP-0053-1805
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RTI International, Piper, Benjamin, Sitabkhan, Yasmin, Mejía, Jessica, and Betts, Kellie
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This report presents the results of RTI International Education's study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers' guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers' guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers' guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers' guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers' guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
- Published
- 2018
7. Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
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Global Partnership for Education (GPE)
- Abstract
This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]
- Published
- 2018
8. Repetition of Primary 1 and Pre-Primary Education in Uganda. International Development Working Paper, No. 2017-02
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RTI International, Brunette, Tracy, Crouch, Luis, Cummiskey, Chris, Dick, Anna, Henny, Catherine, Jordan, Rachel, Merseth, Katherine, Nabacwa, Rehemah, Pressley, Jennifer, and Weatherholt, Tara
- Abstract
This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and attendance in pre-primary education. The study explored knowledge and practice about the age of entry for children into pre-primary education and Primary 1. It also documented parents' knowledge and expectations about participation in pre-primary education. The study was conducted in two purposefully selected districts in Uganda (a "high-risk" district--with higher rates of poverty and reported repetition--and a "low-risk" district--with lower rates of poverty and reported repetition) by RTI International, with support from the Development Research and Social Policy Analysis Center, a Ugandan data collection firm. In addition to answering research questions about early primary repetition and pre-primary attendance, the pilot aimed to test a methodology of triangulating information from the Education Management Information System, school records, and parents' reports. The study confirmed that it is possible to compare data from teacher and classroom records with data from parent and teacher interviews; parents or caregivers were invited to come to school for an interview, and a large percentage did. The study also showed that according to teachers and parents, repetition rates in Primary 1 are much higher than perceived by the system. Repetition rates in Primary 1, as perceived by parents and teachers, are quite high--roughly 30% to 40%, depending on source and location. In addition, parents reported that early entry into Primary 1 (and the possible resulting repetition) is being used as a substitute for pre-primary education due to the lack of pre-primary schooling options. Some parents send their children to school at an early age because they cannot afford pre-primary schooling, even though they realize the child might have to repeat the year or will learn less the first time through Primary 1. For children who attended pre-primary, the data demonstrate a strong "protective" effect on their chances of repeating Primary 1 (i.e., the children who attended pre-primary were less likely to repeat in Primary 1). Gender was not found to affect these issues to any significant degree. [For "Primary 1 Repetition and Pre-Primary Education in Uganda. Research Brief," see ED582360.]
- Published
- 2017
9. Not quite what's on paper? Comparison between theoretical and actual information-sharing networks in the Ugandan rural water service sector
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Dewachter, Sara, Bamanyaki, Patricia, and Holvoet, Nathalie
- Published
- 2019
10. Impact Investing in Education: An Overview of the Current Landscape. ESP Working Paper Series. 2013 No. 59
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Open Society Foundations (OSF), Education Support Program (ESP)
- Abstract
Despite the fact that access to education has dramatically increased over the past decade, 57 million children do not currently have access to education, and many of those who do receive limited, low-quality services. Recent estimates have shown that the stagnation of aid and inflation has meant that the funding gap needed to provide basic education for all children and adults has increased from $16 billion to $26 billion. In this context, impacting investing, which uses the tools of commercial capital deployment for social good, has emerged as a potential tool to support education access, equity, and quality. This study maps the emerging landscape of education impact investing, with a view to identify potential areas for intervention by investors. It describes the characteristics of impact investment, including sources of capital, investor profiles and preferences, and areas of investment. Its focus is on investments that broaden access to quality education, especially for the most vulnerable populations. This study, conducted by D. Capital Partners, is part of the Open Society Education Support Program's efforts to identify innovative financing mechanisms and approaches that can increase the availability and allocation of resources for education systems. [The working paper was written by D. Capital Partners.]
- Published
- 2013
11. Quality Teaching: Building a Flexible and Dynamic Approach. GEC Working Paper Series. Number 2
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Academy for Educational Development, AED Global Education Center, Leu, Elizabeth, Hays, Frances, LeCzel, Donna Kay, and O'Grady, Barbara
- Abstract
Good basic education depends on several factors working in harmony. The first is that students be healthy, safe, and ready to learn. Other essentials include an enabling policy environment and transparent management; a curriculum that reflects the society's values and aspirations for learning; and community support for education and parents' involvement in the lives of schools (UNESCO 2004; UNICEF 2000). The most important element of all, according to much current research and program experience, is the quality of teachers (ADEA 2004; Anderson 2002; Boyle, While, and Boyle 2003; Lewin and Stuart 2003; USAID 2002). Over the last two decades, the Academy for Educational Development (AED) has worked extensively with programs that address all of these crucial areas of basic education. This paper focuses on AED's approaches that address the heart of education: strengthening the quality of teachers and teaching through ongoing professional development at the local level. This paper summarizes the context and rationale for evolving approaches to teacher professional development, describe AED's early programs in this context, and outline a basic framework of AED's flexible and dynamic approach to decentralized, school- and cluster-based teacher professional development programs. The final section consists of six case studies showing how the approach has been adapted to strengthen teacher skills, morale, and professional commitment in Guatemala, Nicaragua, Uganda, Ghana, Namibia, and Ethiopia.
- Published
- 2005
12. Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48
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Bernard Van Leer Foundation (Netherlands), Vogler, Pia, Crivello, Gina, and Woodhead, Martin
- Abstract
Children face many important changes in the first eight years of life, including different learning centres, social groups, roles and expectations. Their ability to adapt to such a dynamic and evolving environment directly affects their sense of identity and status within their community over the short and long term. In particular, the key turning points in children's lives--such as "graduating" from kindergarten to primary school or going through a culturally specific rite of passage--provide challenges and opportunities for learning and growth on multiple levels. This paper provides a review of the major perspectives in research on early childhood transitions and reveals the predominant areas of focus in both academic and professional studies, as well as important neglected viewpoints and study populations. Beginning with a broad and inclusive definition of the topic, the authors provide an overview of early childhood transitions research, highlighting the underlying assumptions that informed the studies. They assess concepts in the developmental theory that preceded transitions research as well as in the logic that determines how transitions are structured. More recent approaches are examined, including systems theories and the role of children as active participants in transitions. Several examples in this review show how multidisciplinary collaboration and culturally sensitive interventions can result in better participation of both parents and children in crucial early childhood transitions. Citing the need to harmonise early childhood education and care programmes with local education practices, the authors stress the value of greater transparency in the creation of policy and programming for children, in order to identify potentially limiting assumptions. Broadening and diversifying perspectives on transitions can lead to more integrated and culturally relevant rights-based early childhood programmes worldwide. A glossary and a bibliography are included. (Contains 7 footnotes.)
- Published
- 2008
13. Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa. Secondary Education in Africa (SEIA) Thematic Study #4. GEC Working Paper Series 2005/#3
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Academy for Educational Development, AED Global Education Center, Mulkeen, Aidan, Chapman, David W., and DeJaeghere, Joan G.
- Abstract
Expanding and rethinking the nature of secondary education in Sub-Saharan African countries, traditionally reserved for elites and few others, are becoming crucial to successful individual and national participation in the global economy. As governments and donors turn their attention increasingly to secondary education, policies are being established to create more widely accessible, more relevant, and higher quality secondary education. This presents a particular challenge, since secondary education sub-systems are unlikely to be infused with large amounts of additional funding in the near future. Improving the quality of secondary education, therefore, must include policies that use current resources creatively and more effectively. Teachers and principals are the most expensive and, possibly, the most critical components in establishing quality in education systems. New and more effective approaches to the preparation, deployment, utilization, compensation, and conditions of service for teachers, accompanied by more effective school leadership, are therefore needed to achieve higher standards of secondary education in Africa. This study used an extensive literature review and subsequent field studies in Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda to identify current trends, challenges, and opportunities in the recruitment, retention, and retraining of secondary teachers and principals in Sub-Saharan Africa. The study also suggests ways of attracting teachers to the profession, retaining teachers and principals in the profession, and providing support to strengthen teachers' and principals' effectiveness. Insufficient data and information that differentiate lower and upper secondary education is a limitation of the study, especially in the context of the present growing interest in the lower or junior secondary level. There is a similar dearth of information in the literature on secondary principals and on gender issues as they relate to secondary teachers and principals. The findings of the study and the recommendations are intended to provide policymakers and other stakeholders with material for policy development and for the development of strategies for increasing the quality and effectiveness of secondary teachers and principals. (Contains 17 tables and 9 figures.) [This paper was written with Elizabeth Leu and Karen Bryner. It was prepared for the World Bank through the Academy for Educational Development and funded by the Irish Trust Fund.]
- Published
- 2005
14. School Report Cards: Some Recent Experiences. Working Paper
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Academy for Educational Development (AED), Educational Quality Improvement Program 2 (EQUIP2), Cameron, Laurie, Moses, Kurt D., and Gillies, John
- Abstract
Decentralization and an increased emphasis on community and parent participation represent significant education reform trends over the past decade. These reforms take place in the context of increased emphasis within Education for All (EFA) on improving education quality and outcomes and on strengthening accountability for results. They require that substantial information be available to local and regional stakeholders, school officials, and communities in order to increase transparency, establish a basis for accountability, and provide tools for effective management at the local level. Parents, teachers, school officials, and other stakeholders must be able to assess school performance and status. A number of countries are experimenting with school-level information systems known as "school report cards" to increase accountability and transparency. These systems have different formats and purposes, ranging from strict accountability systems that measure student performance to participatory diagnostic and management tools that support school managers. Efforts are relatively novel, and substantial evaluation information is not yet available. The purpose of this report is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved.
- Published
- 2006
15. Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36
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Bernard Van Leer Foundation (Netherlands) and Lansdown, Gerison
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"Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments, to exercise choices and to have their views respected and valued. (Contains 4 footnotes.)
- Published
- 2005
16. Locally Generated Printed Materials in Agriculture: Experience from Uganda and Ghana. Education Research Paper. Report.
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Department for International Development, London (England). and Carter, Isabel
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The needs of grassroots farmers in Uganda and Ghana for locally developed print materials were examined through a postal survey of nearly 200 organizations and examinations of 75 autonomous farmer groups and 95 organizations sharing agricultural information in both countries. Both printed agricultural information relevant to grassroots farmers and networks for distributing such existing information were in short supply. Most large organizations directed their efforts mainly toward networking with similar organizations rather than toward visiting grassroots farmers or meeting their information needs. Group support to grassroots farmers was deemed very important because it provides a safety net that allows members to share and try out new ideas. The study confirmed the existence of considerable potential for supporting extension services, nongovernmental organizations, mass media services, farmers, animators, and literacy services in the generation and production of agricultural information in local languages and aimed at group usage. (Thirty-two tables/figures and 100 references are included. The following items are among those appended: sample pages of the publication "Footsteps"; samples of materials in local languages; information about the survey respondents; a list of languages used for sharing information by survey respondents; maps showing areas and groups visited; lists of organizations contacted; and sample newsletters and locally generated materials.) (MN)
- Published
- 1999
17. Association for International Agricultural and Extension Education 1994 Conference Papers. Annual Conference (10th, Arlington, Virginia, March 24-26, 1994).
- Author
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Association for International Agricultural and Extension Education. and Steele, Roger E.
- Abstract
Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)
- Published
- 1994
18. Implementing Educational Policies in Uganda. World Bank Discussion Papers No. 89. Africa Technical Department Series.
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World Bank, Washington, DC. and Odaet, Cooper F.
- Abstract
At the time of independence from Britain in 1962, education in Uganda was more advanced than in neighboring countries, although still unsatisfactory. This paper reviews the recommendations of commissions, educational reviews, and 5-year plans for the development of educational policies since independence. There have been two main long-term government objectives--primary school expansion toward the goal of universal primary education, and the provision of sufficient manpower of the quality needed to meet the skill requirements of the economy. The implementation of these goals was severely hampered by the events of the 1970s, which were a decade of "total national calamity" that affected all sectors of the economy, including the education system. The Recovery Program in 1982/84 was adopted to reconstruct and rehabilitate the educational infrastructure. The report reviews the present-day status of education in Uganda with regard to internal and external efficiency, equity, and non-quantitative criteria such as national policy and Ugandanization. It finds four remaining major problem areas: continued illiteracy, high dropout rates at almost all levels, unqualified teachers and a shortage of qualified ones, and a widening gap between educational preparation and actual employment opportunities. (Author)
- Published
- 1990
19. Strengthening paper health register systems: strategies from case studies in Ethiopia, Ghana, South Africa and Uganda.
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Westley EW, Greene SA, Tarr GA, Ryman TK, Gilbert SS, and Hawes SE
- Subjects
- Ethiopia, Ghana, Humans, Organizational Case Studies, South Africa, Uganda, Health Information Systems organization & administration, Paper, Registries
- Published
- 2016
- Full Text
- View/download PDF
20. Bacterial contamination of Ugandan paper currency notes possessed by food vendors around Mulago Hospital complex, Uganda.
- Author
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Allan M, Atuhaire C, Nathan M, Ejobi F, and Cumber SN
- Subjects
- Commerce, Humans, Paper, Uganda, Bacteria isolation & purification, Food Contamination prevention & control, Food Handling standards, Food Microbiology
- Abstract
Introduction: Paper currency notes, exchangeable fomite, that is continuously contaminated because of the poor handling and storage practices. Objective: the general objective of the study was to determine the bacterial contamination of paper currency notes possessed by food vendors around Mulago National Referral Hospital Complex., Methods: A total of sixty paper notes of six denominations (1000, 2000, 5000, 10000, 20000, 50000) were collected from different food vendors. Each note was preserved in a sterile falcon tube and transported to the microbiology lab for bacteriological examination. Data from questionnaires was analyzed using SPSS version 23 (IBM SPSS Statistics)., Results: All sampled paper notes had bacterial contamination. The bacterial counts ranged from 4×10
2 cfu/ml to 6.8×109 cfu/ml, with the Shs.1000 notes having the highest average total bacterial load of 2.17×109 cfu/ml and highest average total coli form counts of 21.5×102 cfu/ml. The fifty thousand shillings note had no coliform detected. Of the analysed 60 samples, 27(45%) samples contained Staphylococcus aureus . None of the sampled paper notes had Escherichia coli ., Conclusion: The study revealed that most of Ugandan paper notes are contaminated with bacteria including potential pathogens that cause disease in healthy individuals and opportunistic pathogens that may cause disease in hospitalized and immunocompromised patients. This study showed that the most contaminated note denominations were those of low denomination (Shs.1000 and Shs.2000) which had the highest bacterial count. The study revealed the paper currency notes were stored in different places where the commonest was the drawer and kept with different items, the commonest being pens. Hence, great care must be taken while handling money during the preparation and handling of food to avoid cross contamination., Competing Interests: The author declare no competing interests.- Published
- 2018
- Full Text
- View/download PDF
21. Innovation Funds for Higher Education: A Users' Guide for World Bank Funded Projects. Education Working Paper Series. Number 1
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World Bank, Washington, DC. and Saint, William
- Abstract
The Education Working Paper Series is produced by the Education Unit at the World Bank (HDNED). It provides an avenue for World Bank staff to publish and disseminate preliminary education findings to encourage discussion and exchange ideas within the World Bank and among the broader development community. This Guide seeks to help those who design and manage innovation funds to do a better job. It strives to capture practical lessons and good practice associated with half a dozen World Bank financed innovation funds for higher education in Africa, Asia and Latin America. Staff who manage these innovation funds were brought together for this purpose in a workshop organized by the World Bank and hosted by the Ministry of Education and Culture of Mozambique in October 2005. For readers interested in more extensive exploration of worldwide experience with innovation funds, a list of additional references is provided at the end of this publication. Attached are: (1) World Bank Funded Higher Education Projects Containing Innovation Funds; and (2) Broad Impact Indicators for Innovation Funds. (Contains 5 tables.) [This publication was produced in conjunction with the World Bank's Africa Region Human Development Department (AFTHD) as part of the Africa Region Human Development Working Paper Series (Number 107).]
- Published
- 2005
22. School Linking--Where Next? Partnership Models between Schools in Europe and Africa. Research Paper No. 10
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University of London, Development Education Research Centre (DERC), Link Community Development (United Kingdom), Bourn, Douglas, and Cara, Olga
- Abstract
Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.
- Published
- 2013
23. Culture in Education and Development Principles, Practice and Policy. Bristol Papers in Education
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Stephens, David and Stephens, David
- Abstract
There is increasing recognition of the important role culture plays in the framing and delivery of education and development in the South. Whether this is in the reciprocal and synergistic relationship between theory and practice or the links between research and policy, it is clear that at the heart of successful educational development is a recognition of the importance of culture. This book critically reviews the relationships of culture, education and development both from a theoretical and methodological perspective and also from the perspective of the teacher, researcher and policy maker on the ground. The importance of context is stressed throughout with a series of case studies of educational developments drawn from a range of national settings. Issues such as education and poverty elimination, local and global knowledge transfers, and the role and discourse of development assistance to education are examined from the perspective of culture and context. Of particular value to the education researcher and policy maker, whether working in the North or South, this book provides a timely reminder of the importance of culture in the development of education. Following an introduction, the book is divided into three parts. Part I, Principles, includes: (1) Culture in Education and Development; and (2) Researching Culture, Education and Development. Part II, Practice, includes: (3) Girls and Basic Education in Ghana: Gender and Schooling within the Domains of Home, Economy and School; (4) Children and Health Education in Uganda: Issues of Culture, Language and Curriculum; (5) Schooling and Cultural Values in South Africa: Building Cultural Capital?; (6) Primary Education in Indonesia: Issues of Culture and the Aid Process; (7) Teachers and Cultural Identity: Critical Dialogues with Self--A Case Study of Student Teachers in South Africa; (8) Exploring the Backgrounds and Shaping of Beginning Student Teachers in Ghana: Toward Greater Contextualisation of Teacherducation; and (9) Action Research and Teachers in Laos: Issues of Knowledge, Research and Culture. Part III, Policy, concludes with: (10) Culture and Educational Development: Policy Implications and Ways Forward.
- Published
- 2007
24. Paper: violence, abuse and exploitation among trafficked women and girls: a mixed-methods study in Nigeria and Uganda.
- Author
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Kiss L, Fotheringhame D, Kyegombe N, McAlpine A, Abilio L, Kyamulabi A, Walakira EJ, Devries K, and Tanton C
- Subjects
- Adolescent, Adult, Child, Female, Humans, Nigeria, Uganda, Violence, Child Abuse, Sex Offenses
- Abstract
Background: Africa is the global region where modern-slavery is most prevalent, especially among women and girls. Despite the severe health consequences of human trafficking, evidence on the risks and experiences of trafficked adolescents and young women is scarce for the region. This paper addresses this gap by exploring the intersections between violence, migration and exploitation among girls and young women identified as trafficking survivors in Nigeria and Uganda., Methods: We conducted secondary analysis of the largest routine dataset on human trafficking survivors. We used descriptive statistics to report the experiences of female survivors younger than 25 years-old from Nigeria and Uganda. We also conducted 16 semi-structured interviews with adolescents identified as trafficked in both countries. We used thematic analysis to explore participants' perceptions and experiences before, during and after the trafficking situation., Results: Young female survivors of human trafficking in Nigeria and Uganda are exposed to a range of experiences of violence before migration, during transit and at destination. The qualitative data revealed that children and adolescents migrated to escape family poverty, violence and neglect. They had very low levels of education and most had their studies interrupted before migrating. Family members and close social contacts were the most common intermediaries for their migration. During transit, sexual violence and hunger were common, especially among Nigerians. Participants in both the quantitative and qualitative studies reported high levels of violence, deception, coercion, withheld wages and poor working conditions at destination. The adolescents interviewed in the qualitative study reported severe mental suffering, including suicide attempts. Only one reported the prosecution of perpetrators., Conclusions: Our findings suggest that interventions to prevent or mitigate the negative impact of adverse childhood experiences can contribute to preventing the trafficking of adolescents in Nigeria and Uganda. These interventions include social protection mechanisms, universal access to education, social service referrals and education of parents and carers. Importantly, effective prevention also needs to address the systemic conditions that makes trafficking of female adolescents invisible, profitable and inconsequential for perpetrators., (© 2022. The Author(s).)
- Published
- 2022
- Full Text
- View/download PDF
25. Improving the Quality of Basic Education, Volume 5. Country Papers: Brunei Darussalam, Canada, Kenya, Uganda. Conference of Commonwealth Education Ministers (11th, Barbados, October 29-November 2, 1990).
- Author
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Commonwealth Secretariat, London (England). and Commonwealth Secretariat, London (England).
- Abstract
Commonwealth Ministries of Education were asked to report on how they are undertaking the improvement of the quality of basic education in their respective countries. The papers in this volume focus on: (1) Brunei Darussalam; (2) Canada; (3) Kenya; and (4) Uganda. Charts and statistical data support each country's report. (EH)
- Published
- 1990
26. Misinformation Literacy of COVID-19 Digital News in Kenya, Rwanda and Uganda.
- Author
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McIntyre, Karen, Sobel Cohen, Meghan, Semujju, Brian, Ireri, Kioko, and Munyarukumbuzi, Emmanuel
- Subjects
DIGITAL literacy ,ELECTRONIC paper ,MISINFORMATION ,WESTERN countries ,FALSE testimony ,DIGITAL libraries - Abstract
Amid a rise of misinformation worldwide, this paper examines digital misinformation literacy as it relates to COVID-19 news in East Africa. The study is grounded in inoculation theory and contributes to the body of scholarship examining misinformation literacy beyond the Western world. Data came from a comparative, cross-national survey in Kenya, Uganda and Rwanda (N = 3,203), making this the largest known empirical investigation into digital misinformation literacy in the region within the context of a pandemic. Paper surveys were distributed throughout all three countries in 2021. The data revealed differences in actual and perceived misinformation literacy levels. Kenyans and Rwandans were better at detecting false COVID-19 statements in the media, whereas Ugandans were better at detecting true messages. Similarly, Kenyans' and Rwandans' perceived levels of digital misinformation literacy were higher than Ugandans'. Regarding perceived exposure to COVID-19 information, Kenyans felt they were exposed to fake COVID-19 news online more often than Ugandans, who felt more exposed than Rwandans. This research contributes to the growing literature on digital misinformation literacy, an area which isn't significantly studied in many world regions, especially in Africa. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
27. Moralizing the Production and Sale of Student Papers in Uganda.
- Author
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Frye, Margaret and Woźny, Anna
- Subjects
- *
COLLEGE students , *ACADEMIC fraud , *ETHICS , *HIGHER education , *UNIVERSITIES & colleges , *EQUALITY , *RESEARCH , *STUDENT assignments , *SALES personnel , *ACQUISITION of property , *INTERVIEWING , *RATING of students , *MARKETING , *ETHNOLOGY research , *CONCEPTUAL structures , *SHOPPING , *PROFESSIONAL identity , *SOCIAL classes , *CORPORATE culture - Abstract
Sociologists have shown that moral understandings of market exchanges can differ between historical periods and institutional settings, but they have paid less attention to how producers' moral frameworks vary depending on their unequal positions within both markets and institutions. We use interviews and ethnographic observations to examine the vibrant market of research shops selling academic work to students around two of Uganda's top universities. We identify three groups of researchers—Knowledge Producers, Entrepreneurs, and Educators—who construct different professional identities and moral justifications of their trade, and who orient their market action accordingly. We demonstrate that these identities and moral frameworks reflect an interplay between the institutional contexts and the social class positions that researchers occupy within this illicit market. Knowledge Producers and Entrepreneurs both experienced a sense of "fit" with their respective institutional cultures, but the former now see their work as compromising ideals of research, whereas the latter capitalize on what they view as a broken system. Educators, disadvantaged at both institutions, articulate a framework countering the dominant institutional cultures and sympathetic to underperforming students. This approach illuminates how institutional contexts and individual class positions within them influence producers' moral frameworks, leading to differentiation of the market. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
28. Dried blood spots on filter paper as an alternative specimen for measles diagnostics: detection of measles immunoglobulin M antibody by a commercial enzyme immunoassay.
- Author
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Uzicanin A, Lubega I, Nanuynja M, Mercader S, Rota P, Bellini W, and Helfand R
- Subjects
- Case-Control Studies, Child, Child, Preschool, Female, Humans, Infant, Male, Measles epidemiology, Paper, Specimen Handling methods, Uganda epidemiology, Antibodies, Viral blood, Immunoenzyme Techniques methods, Immunoglobulin M blood, Measles blood, Measles diagnosis
- Abstract
Background: We compared the results of a serum-based measles immunoglobulin M (IgM) test with results of tests using paired reconstituted dried filter paper blood spot (DBS) samples to assess the feasibility of using DBS samples for measles diagnostic procedures., Methods: We collected 588 paired serum and DBS samples from 349 children aged 8 months through 12 years at Mulago Hospital in Kampala, Uganda; of these samples, 513 (87%) were collected from children with a clinical diagnosis of measles 0-33 days after rash, and 75(13%) were collected from children hospitalized for other reasons. Eluted DBS and serum samples were tested using a commercial measles IgM enzyme immunoassay. Detection of viral RNA was attempted on a subset of 20 DBS by reverse-transcriptase polymerase chain reaction., Results: Among the 513 sample pairs collected from children with measles, the concordances for samples collected during days 0-6 and >1 week after rash were 95.7% and 100%, respectively (P<.01). The relative sensitivity and specificity of the DBS-based assay during the first week were 98.7% and 88.9%, respectively, and the sensitivity and specificity >1 week after rash were 100% and 100%, respectively. Viral RNA was detected in 5 (26%) of 19 DBS samples tested. Among 75 sample pairs collected from children hospitalized for other reasons, concordance was 94.7%., Conclusions: DBS samples are a feasible alternative sample for measles diagnostic procedures in high-incidence settings., (Published by Oxford University Press on behalf of the Infectious Diseases Society of America 2011.)
- Published
- 2011
- Full Text
- View/download PDF
29. Centralized Services for Libraries. The African Experience. Occasional Paper No. 8.
- Author
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Tanzania Library Service, Dar es Salaam. and Kaungamno, E. E.
- Abstract
This paper discusses the development of library cooperation and the centralization of library services in East Africa (i.e., Kenya, Tanzania, and Uganda). Included are descriptions of interlibrary lending arrangements, the role of library associations, the education of professional librarians and the training of library paraprofessionals, specialized library networks, legal depository libraries in East Africa, cooperative bibliographic services (including the development of union lists and union catalogs), and library services and technical processes (including cataloging and classification, acquisitions, data processing, and the manufacture of library equipment). An 8-item list accompanies the text. (JL)
- Published
- 1979
30. The potential of natural succession to restore degraded areas of a Ugandan rainforest dominated by the exotic paper mulberry Broussonetia papyrifera (L.) L'Hér. ex Vent.
- Author
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Olupot, William
- Subjects
INTRODUCED plants ,MULBERRY ,FOREST degradation ,RAIN forests ,FOREST density ,PLANT invasions - Abstract
• Recovery of three forest sites under Broussonetia papyrifera was investigated. • Indigenous trees occurred in all stands but their degrees of recovery were variable. • The least recovered sites had the highest levels of anthropogenic disturbance. • %mulberry cover was -ly correlated with species richness and seedling density. • All sites showed potential to recover through natural regeneration and succession. There are many studies on the applicability of natural regeneration for recovery of degraded forests. Studies of the potential of natural regeneration and succession to restore degraded forest areas under invasive exotic plants are few in comparison. This study examined the potential of these processes to bring about the recovery of large areas under the exotic paper mulberry Broussonetia papyrifera in Mabira Forest, Uganda. The areas of focus were degraded by farming but abandoned and invaded by mulberry 30 years ago. Sampling was conducted in three mulberry-dominant stands (Int 1, Int 2, and Hv) that were differentiated by the degree of mulberry cutting by local communities and other anthropogenic disturbances. Primary forest (Nt) was a fourth stand used as a reference. Data were collected using Modified-Whittaker Plots, transects and other plot types adapted to record impact of disturbance. Analyses of stem density showed that both mulberry and native trees occurred in all the stands in varying densities and age classes from seedling to tree class size. Non-metric multidimensional scaling showed Int 1 (a relatively undisturbed stand with fully grown mulberry) to be closest to Nt floristically, followed by Int 2 (a disturbed stand with fully grown mulberry). Hv (a disturbed stand with low stature mulberry) was least similar to Nt. Overall, Int 1 was closer to Nt than to any of the other stands; while Int 2 was closer to Hv than to Int 1 or to Nt. Most analyses of seedling and sapling densities and species diversity of native trees showed a pattern whereby Hv < Int 2 < Int 1 < Nt. Numbers of forest-typical species varied between stands but not significantly. Inter-stand differences in the levels of disturbance were pronounced with Hv and Int 2 having significantly higher incidences of illegal indigenous tree cutting and charcoal kilning than Int 1. Regressions of percent cover values on seedling densities, sapling densities and species richness showed negative relationships between mulberry cover and native tree seedling density and species richness but not sapling density. Indigenous tree sapling densities were positively correlated with indigenous tree species cover. These findings suggest that anthropogenic disturbance and to a smaller extent mulberry factors; and not differences in rates of species colonization and degrees of species performance explain the current state of recovery of the stands. Natural regeneration and succession therefore have potential to recover the degraded sites and reverse the dominance of mulberry if the ongoing human disturbance is stopped. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
31. Leveraging growth of savings and credit cooperatives through innovative practices-cases from Uganda.
- Author
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Nassuna, Agnes Noelin, Jeppesen, Soeren, and Balunywa, Waswa
- Subjects
COOPERATIVE banking industry ,TEAMS ,LITERATURE - Abstract
Purpose: This paper explores how the growth of selected Savings and Credit Cooperatives (SACCOs) in an African setting was nurtured through innovative practices that enabled them to fulfill their roles. Design/methodology/approach: The paper applies an exploratory qualitative approach using face-to-face interviews and observation to obtain in-depth primary data. Data were then examined using thematic and matrix analyses to understand the key resources, innovative practices and growth strides in the cases studied. Findings: The SACCOs undertook a variety of innovative practices based on resources, which included: creating teams, focusing on community needs, involving top management and all SACCOS' members and having visionary entrepreneurial leaders. This led to an increase in outreach and savings. Originality/value: Whereas the concept of innovative practices has been widely studied, there is scanty literature on how such practices within SACCOs are developed based on the resources of SACCOs in Africa. This paper further provides new insights based on empirical data from SACCOs that applied innovative practices and were able to grow. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
32. Maternal and neonatal implementation for equitable systems. A study design paper.
- Author
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Ekirapa-Kiracho E, Tetui M, Bua J, Muhumuza Kananura R, Waiswa P, Makumbi F, Atuyambe L, Ajeani J, George A, Mutebi A, Kakaire A, Namazzi G, Paina L, and Namusoke Kiwanuka S
- Subjects
- Adult, Female, Focus Groups, Health Services Research, Humans, Infant, Newborn, Maternal Health Services standards, Power, Psychological, Pregnancy, Prenatal Care organization & administration, Quality of Health Care standards, Research Design, Rural Health Services standards, Uganda, Capacity Building organization & administration, Health Services Accessibility organization & administration, Maternal Health Services organization & administration, Quality of Health Care organization & administration, Rural Health Services organization & administration
- Abstract
Background: Evidence on effective ways of improving maternal and neonatal health outcomes is widely available. The challenge that most low-income countries grapple with is implementation at scale and sustainability., Objectives: The study aimed at improving access to quality maternal and neonatal health services in a sustainable manner by using a participatory action research approach., Methods: The study consisted of a quasi-experimental design, with a participatory action research approach to implementation in three rural districts (Pallisa, Kibuku and Kamuli) in Eastern Uganda. The intervention had two main components; namely, community empowerment for comprehensive birth preparedness, and health provider and management capacity-building. We collected data using both quantitative and qualitative methods using household and facility-level structured surveys, record reviews, key informant interviews and focus group discussions. We purposively selected the participants for the qualitative data collection, while for the surveys we interviewed all eligible participants in the sampled households and health facilities. Descriptive statistics were used to describe the data, while the difference in difference analysis was used to measure the effect of the intervention. Qualitative data were analysed using thematic analysis., Conclusions: This study was implemented to generate evidence on how to increase access to quality maternal and newborn health services in a sustainable manner using a multisectoral participatory approach.
- Published
- 2017
- Full Text
- View/download PDF
33. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
- Author
-
International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2014
34. Announcing the winner of the John J. Sciarra IJGO Prize Paper Award for 2014.
- Author
-
Adanu RM
- Subjects
- History, 21st Century, Periodicals as Topic, Survivors psychology, Uganda, Awards and Prizes, Near Miss, Healthcare history, Obstetrics history, Survivors history
- Abstract
The editors of the International Journal of Gynecology and Obstetrics (IJGO) are pleased to announce the winner of the prize paper award for the best clinical research paper from a low- or middle-income country published in the IJGO during 2014. The winning paper is: Dan K. Kaye, Othman Kakaire, Annettee Nakimuli, Scovia N. Mbalinda,Michael O. Osinde, Nelson Kakande. Survivors' understanding of vulnerability and resilience to maternal near-miss obstetric events in Uganda. Int J Gynecol Obstet 2014;127(3):265–8. It was published in the December 2014 issue of the IJGO.
- Published
- 2015
- Full Text
- View/download PDF
35. Surveillance of Plasmodium falciparum pfcrt haplotypes in southwestern uganda by high‐resolution melt analysis.
- Author
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Kassaza, Kennedy, Long, Anna C., McDaniels, Jennifer M., Andre, Mharlove, Fredrickson, Wasswa, Nyehangane, Dan, Orikiriza, Patrick, Operario, Darwin J., Bazira, Joel, Mwanga-Amumpaire, Juliet A., Moore, Christopher C., Guler, Jennifer L., and Boum II, Yap
- Subjects
PLASMODIUM falciparum ,HAPLOTYPES ,FILTER paper ,DETECTION limit ,ALLELES - Abstract
Background: Chloroquine (CQ) resistance is conferred by mutations in the Plasmodium falciparum CQ resistance transporter (pfcrt). Following CQ withdrawal for anti-malarial treatment, studies across malaria-endemic countries have shown a range of responses. In some areas, CQ sensitive parasites re-emerge, and in others, mutant haplotypes persist. Active surveillance of resistance mutations in clinical parasites is essential to inform treatment regimens; this effort requires fast, reliable, and cost-effective methods that work on a variety of sample types with reagents accessible in malaria-endemic countries. Methods: Quantitative PCR followed by High-Resolution Melt (HRM) analysis was performed in a field setting to assess pfcrt mutations in two groups of clinical samples from Southwestern Uganda. Group 1 samples (119 in total) were collected in 2010 as predominantly Giemsa-stained slides; Group 2 samples (125 in total) were collected in 2015 as blood spots on filter paper. The Rotor-Gene Q instrument was utilized to assess the impact of different PCR-HRM reagent mixes and the detection of mixed haplotypes present in the clinical samples. Finally, the prevalence of the wild type (CVMNK) and resistant pfcrt haplotypes (CVIET and SVMNT) was evaluated in this understudied Southwestern region of Uganda. Results: The sample source (i.e. Giemsa-stained slides or blood spots) and type of LCGreen-based reagent mixes did not impact the success of PCR-HRM. The detection limit of 10
− 5 ng and the ability to identify mixed haplotypes as low as 10 % was similar to other HRM platforms. The CVIET haplotype predominated in the clinical samples (66 %, 162/244); however, there was a large regional variation between the sample groups (94 % CVIET in Group 1 and 44 % CVIET in Group 2). Conclusions: The HRM-based method exhibits the flexibility required to conduct reliable assessment of resistance alleles from various sample types generated during the clinical management of malaria. Large regional variations in CQ resistance haplotypes across Southwestern Uganda emphasizes the need for continued local parasite genotype assessment to inform anti-malarial treatment policies. [ABSTRACT FROM AUTHOR]- Published
- 2021
- Full Text
- View/download PDF
36. Advancing Sustainable Higher Education: Embracing the Triple Bottom Line Integration in Uganda.
- Author
-
Gichuru, Eutychus Ngotho
- Subjects
HIGHER education ,SUSTAINABLE development ,CLIMATE change mitigation ,SOCIAL responsibility - Abstract
The purpose of this conceptual paper was to revise Triple Bottom Line Theory of sustainable development as proposed by John Elkington, so as to propose ways of advancing sustainable higher education in Uganda. The major tenets of this theory are economic viability, environmental sustainability and social responsibility. Reduced fiscal spending by governments to higher education, the global calls for mitigation of climate change, youth unemployment and equity calls for higher education to be sustainable, including in Uganda. This paper concludes by proposing that sustainable higher education in Uganda is as a result of Economic viability (job creation, skill development, research & innovation, community engagement, global education- partnerships with international institutions), environmental sustainability (integration of sustainability in curricula, use of experiential learning, collaboration with stakeholders, addressing resource limitations, empowerment and economic benefits) and social responsibility (community engagement, addressing local and global challenges, integrating social responsibility into missions, and merging social responsibility with internationalization efforts). The paper concludes by recommending empirical validation of the model, both in Uganda and outside Uganda. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
37. Evaluation of Filter Paper Transfer of Whole-Blood and Plasma Samples for Quantifying HIV RNA in Subjects on Antiretroviral Therapy in Uganda.
- Author
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Waters, Laura, Kambugu, Andrew, Tibenderana, Hilda, Meya, David, John, Laurence, Mandalia, Sundhiya, Nabankema, Maggie, Namugga, Irene, Quinn, Thomas C., Gazzard, Brian, Reynolds, Steven J., and Nelson, Mark
- Subjects
- *
FILTERS & filtration , *EQUIPMENT & supplies , *BLOOD , *BLOOD plasma , *DIAGNOSIS of HIV infections , *RNA , *ANTIRETROVIRAL agents , *HIV-positive persons - Abstract
The article presents medical research into the evaluation of filter paper transfer of whole-blood and plasma samples for quantifying HIV RNA in HIV-positive persons undergoing antiretroviral therapy (ART) in Uganda. Filter paper transfer is being investigated as an alternative to plasma-based RNA assays for virologic monitoring in resource-limited settings.
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- 2007
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38. Strengthening the accountability of agricultural field agents: a principal-agent perspective.
- Author
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Namyenya, Angella, Rwamigisa, Patience B., and Birner, Regina
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AGRICULTURE ,AGRICULTURAL extension work ,INFORMATION asymmetry ,CONTENT analysis ,MUNICIPAL services ,BUSINESS improvement districts - Abstract
To assess the potential of a paper diary for strengthening accountability in public agricultural extension services. Therefore a paper diary called 'Diary for Agricultural Extension Officers' was developed and tested in Uganda. A qualitative case study research approach was applied for the development and assessment of the diary. Data were collected using focus group discussions and individual face-to-face interviews. Data analysis was conducted using the content analysis method. Paper diaries can strengthen accountability in public agricultural extension services by enabling alignment of the extension activities of the field agents to the goals of the extension service and to the needs of the beneficiaries, in addition to mitigating information asymmetry about the extension activities. However, the implementation of paper diaries requires sensitization of the beneficiaries on the need for verification and feedback. This study is centred around addressing a practical problem of field agents' accountability and results have the potential to improve management of public services such as agricultural extension. Moreover, the findings could also be relevant for all types of organizations and service delivery methods. This study expanded the boundaries of the principal-agent theory by applying it to the accountability of agricultural extension services using paper diaries, which have hitherto not been widely applied. This study advances the debates of accountability and coordination of agricultural extension services by assessing the potential of a paper diary as the literature has to date assessed the potential of electronic diaries. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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39. Creation and evaluation of EMR-based paper clinical summaries to support HIV-care in Uganda, Africa.
- Author
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Were MC, Shen C, Bwana M, Emenyonu N, Musinguzi N, Nkuyahaga F, Kembabazi A, and Tierney WM
- Subjects
- Adult, HIV-1, Humans, Outcome Assessment, Health Care, Time and Motion Studies, Uganda, Efficiency, Organizational standards, Electronic Health Records statistics & numerical data, HIV Infections therapy, Office Visits statistics & numerical data, Practice Patterns, Physicians', Quality of Health Care
- Abstract
Purpose: Getting the right information to providers can improve quality of care. We set out to provide patient-specific Electronic Medical Record (EMR)-based clinical summaries for providers taking care of HIV-positive adult patients in the resource-limited setting of Mbarara, Uganda., Methods: We evaluated the impact of implementing these clinical summaries using time-motion techniques and provider surveys., Results: After implementation of EMR-based clinical summaries, providers spent more time in direct care of patients (2.9 min vs. 2.3 min, p<0.001), and the length of patient visits was reduced by 11.5 min. Survey respondents indicated that clinical summaries improved care, reduced mistakes, and were generally accurate. Current antiretroviral medication, patient identifying information, adherence information, current medication, and current medical problems were among the highest-rated elements of the summary., Conclusions: By taking advantage of data stored in EMRs, efficiency and quality of care can be improved through clinical summaries, even in settings with limited resources., (Copyright 2009 Elsevier Ireland Ltd. All rights reserved.)
- Published
- 2010
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40. What the papers say: Reading therapeutic landscapes of women's health and empowerment in Uganda.
- Author
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MacKian SC
- Subjects
- Adolescent, Adult, Attitude to Health, Bibliometrics, Female, HIV Infections epidemiology, HIV Infections prevention & control, Health Policy, Health Services Accessibility, Humans, Medicine, African Traditional, Newspapers as Topic, Personal Autonomy, Pregnancy, Pregnancy in Adolescence, Sexual Behavior, Social Values, Uganda, Maternal Welfare trends, Women's Health, Women's Rights
- Abstract
The Ugandan Ministry of Health emphasises the pivotal position of women in securing the nation's health. Drawing on the concept of therapeutic landscapes, this paper explores media constructions of health in Uganda in order to question what role these may play in creating or undermining a 'therapeutic landscape' which supports women's empowerment in a health context. The paper argues for the importance of understanding discursively constructed notions of health in order to ground the promotion of a health care strategy in the everyday lives and discourses of the users implicated. Given the Ugandan government's current drive to both empower women and push an agenda of formally provided health care, this paper provides an exploratory analysis of how far newspapers facilitate or hinder this vision.
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- 2008
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41. pH paper trumps expensive kits in measuring acidity.
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Willyard C
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- Clinical Trials as Topic, Female, Humans, Hydrogen-Ion Concentration, Uganda, Indicators and Reagents economics, Reagent Strips economics, Vagina metabolism, Vaginosis, Bacterial diagnosis
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- 2007
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42. What do we know about how children and adolescents conceptualise violence? A systematic review and meta-synthesis of qualitative studies from sub-Saharan Africa.
- Author
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Turner, Ellen, Kelly, Susan A., Eldred, Emily, Bouzanis, Katrina, Gatuguta, Anne, Balliet, Manuela, Lees, Shelley, and Devries, Karen
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STREET children ,FEMALE genital mutilation ,TEENAGERS ,VIOLENCE against LGBTQ+ people ,VIOLENCE ,CHILD abuse - Abstract
Background: Half of the world's children experience violence every year, but the meaning of violence is not universally agreed. We may therefore risk failing to measure, and address, the acts that matter most to children and adolescents. In this paper, we describe and synthesise evidence on how children and adolescents in sub-Saharan Africa conceptualise different behavioural acts which are deemed violence in childhood under WHO and UN CRC definitions. Methods and findings: We conducted a systematic review of qualitative studies. We searched PsychINFO, CINAHL, Embase, Global Health, Medline and ERIC for all publications released prior to March 2023. 30 papers met inclusion criteria. We synthesised primary data from children and adolescents and drew upon theoretical and contextual interpretations of authors of included studies. Only 12 of more than 45 sub-Saharan African countries were represented with relevant research. Of the 30 included papers, 25 came from three countries: South Africa, Uganda and Ghana. Only 10 of 30 papers reported data from young children (pre-adolescence), and 18 of 30 papers primarily focused on sexual violence. 14 studies used child friendly and/or participatory methods. From this limited evidence, we identified six overarching themes in how children and adolescents conceptualised their experiences of acts internationally recognised as violence: 1) adults abusing or neglecting responsibility; 2) sexual violence from peers, family and community members; 3) violence in established intimate relationships; 4) emotional violence surrounding sex from peers and community members; 5) fighting and beating between peers; 6) street and community dangers. No studies meeting our inclusion criteria specifically examined children or adolescents' conceptualisations of homophobic or transphobic violence; violence against children with disabilities; boys' experiences of sexual violence from male perpetrators; trafficking, modern slavery or conflict; child labour; or female genital mutilation. We found that three dimensions were important in how children and adolescents constructed conceptualisations of violence: their age, relationship to the perpetrator, and the physical location of acts they had experienced. These dimensions were interrelated and gendered. Conclusion: The current limited evidence base suggests children and adolescents' conceptualisations of violence overlapped with, but were also distinct from, the WHO and UNCRC definitions of violence. Currently international survey tools focus on measuring types and frequencies of particular acts and neglect to focus on children's understandings of those acts. Relationship to perpetrator, age of child, physical location are all important in how children conceptualise their experiences of acts internationally recognised as violence, and therefore might be important for their health and social outcomes. Those developing measures should account for these dimensions when developing items for testing. [ABSTRACT FROM AUTHOR]
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- 2024
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43. Prices, profit margins and intermediary market power: evidence from the matooke value chain in Uganda.
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Kuijpers, Rob, Smits, Esther, Steijn, Cedric, Mulumba, Nasser, Asindu, Marsy, Kruijssen, Froukje, and Kikulwe, Enoch Mutebi
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MARKET power ,PROFIT margins ,VALUE chains ,PLANTAIN banana ,MARKET design & structure (Economics) ,TRADE routes - Abstract
Purpose: There is widespread belief that intermediaries in African agri-food value chains have disproportionate market power. In this paper, the authors examine this belief by uncovering the purchasing and selling prices, costs and profit margins by farmers, intermediaries and retailers in the matooke (cooking banana) value chain in Uganda, and by analysing the prevailing value chain and market structures, seasonal entry and exit dynamics and the trading relationships in the chain. Design/methodology/approach: Data for this study were collected along the trading routes from the main matooke producing districts in South-West Uganda (Kabarole, Bunyangabo, Bushenyi, Isingiro and Mbarara) to the main urban markets around the capital Kampala. A structured survey was administered with 383 producers, 172 collectors and wholesalers and 71 retailers. In addition, key informant interviews and focus group discussions were held. Findings: The authors find that price mark-ups by intermediaries (selling prices minus purchasing prices) vary with the type of intermediary, season and location but generally reflect the costs of moving matooke down the value chain to the urban consumer. The authors do not find evidence for disproportionate market power among the intermediaries in the chain. Intermediaries enter and exit the market in peak and off-peak season, such that profits are kept in check. This seasonality does imply a small shift in market power in favour of farmers in off-peak season and in favour of intermediaries in the peak season. Research limitations/implications: The investigation concentrated on an important and relatively homogenous staple crop along its main trade route. More remote areas, where there is less of an abundance of matooke, might still be characterised by local monopsonies where intermediaries have more market power due to high search and transport costs. Similarly, (local) monopsonies might exist for products for which there is a smaller market (segment), for products with a stronger seasonal variation in supply and for more perishable products. Originality/value: While there is an important literature on the role of intermediaries in African agri-food value chains, the evidence on intermediary market power is scant. Beliefs on intermediary market power are largely based on anecdotal evidence from farmers or inferred from observed prices or market structures. The paper contributes in addressing this important knowledge gap by studying the matooke value chain in Uganda. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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44. BILATERAL AGRICULTURAL AID TO GHANA AND UGANDA: DONOR PRACTICES UNDER DIFFERENT INSTITUTIONAL QUALITY.
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Lee, H.
- Subjects
AGRICULTURE ,INTERNATIONAL economic assistance ,NONGOVERNMENTAL organizations ,AGRICULTURAL technology ,AGRICULTURAL innovations ,AGRICULTURAL development ,AGRICULTURAL implements - Abstract
Agriculture has been the backbone of African economies, and agricultural development has the potential to drive overall economic growth. Considering the importance of agriculture in Africa, foreign aid donors have supported the sector to help push economic growth and reduce poverty. Studies indicate governance quality of a recipient country is an important factor for agricultural aid. Building upon this, the paper explores how bilateral donors provided agricultural aid to two African countries that have different institutional quality, Ghana and Uganda. The analysis of agricultural aid in those two countries was carried out with bilateral aidprofile data from 2011 to 2022. Despite the similar economic importance of agriculture in Ghana and Uganda, donors to Ghana invested the largest amount in agriculture among aid sectors, followed by health. On the other hand, donors to Uganda supported mainly health-relevant sectors with agriculture being ranked only fifth. Donors in both countries implemented agricultural aid mostly as project types. Yet, donors disbursed their aid funds through different aid channels. Donors to Ghana disbursed 48% of agricultural aid funds through the public sector institutions channel (or the state channel). By contrast, donors to Uganda disbursed only 24% of agricultural aid funds through the state channel, essentially bypassing Ugandan public agencies. They instead provided 76% of agricultural aid through the non-state channels such as non-governmental organizations, multilateral organizations, and private entities. Similar donor preferences of the aid disbursement channels were observed with total aid across all aid sectors. Overall, the donor aid profiles suggested donors provided Ghana with more flexible agricultural aid, while in Uganda they controlled agricultural aid more tightly. There could exist multiple underlying reasons for this, but the different level of institutional quality is highly likely one of the possible reasons. For foreign aid, governance quality is an important issue equally to both donors and recipients. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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45. Operational Paper Bill payment behaviour in urban water services: empirical data from Uganda.
- Author
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Kayaga, Sam, Franceys, Richard, and Sansom, Kevin
- Subjects
- *
MUNICIPAL water supply , *CONSUMER behavior , *WATER utilities , *PUBLIC utilities , *CORPORATE image , *CUSTOMER satisfaction , *CUSTOMER loyalty - Abstract
Previous research has shown that, despite the low-income levels in developing countries, cost recovery is a prerequisite for sustainability of urban water services. The challenge for service improvement is continually growing, as it is projected that 88% of the increase in global population will live in urban centres of low-income countries by the year 2015. Yet bill collection efficiency in some African urban water utilities is lower than 50%. In order to improve cost recovery levels, the new public managerialism paradigm suggests that water utility managers need to change their business philosophy from being supply-driven to engendering customer focus. This study used empirical data, obtained through a cross-sectional survey in 11 major towns in Uganda to establish customer perceptions that influence bill payment behaviour of water utility customers. Regression analysis of data obtained showed that service value and customer satisfaction contribute about 20% of the variation in customer loyalty, which in turn significantly influences bill payment behaviour. Therefore, in order to improve cost recovery, utility managers have to work towards improving customer satisfaction and perceived value of the services delivered. The effect of corporate image, of significance in high-income countries, was not found to be relevant in Uganda. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
46. Anaplasmosis in Uganda. I. Use of dried blood on filter papers and serum samples for serodiagnosis of anaplasmosis--a comparative study.
- Author
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Ssenyonga GS, Kakoma I, Montenegro-James S, and Hansen R
- Subjects
- Agglutination Tests veterinary, Animals, Blood Specimen Collection methods, Blotting, Western veterinary, Cattle, Complement Fixation Tests veterinary, Enzyme-Linked Immunosorbent Assay veterinary, Specimen Handling methods, Specimen Handling veterinary, Uganda, Anaplasmosis diagnosis, Blood Specimen Collection veterinary, Cattle Diseases diagnosis, Serologic Tests
- Abstract
The suitability of blood collected on filter papers in comparison with corresponding conventional serum samples in the diagnosis of bovine anaplasmosis was studied using the complement fixation test, DOT-ELISA, Western immunoblot and rapid card agglutination test. Dried blood on Whatman filter paper no. 1 was eluted in PBS 0.05% Tween 20 giving an initial dilution of 1:10. The reactivity of the eluted samples in both DOT-ELISA and Western immunoblotting were similar to those obtained with the corresponding straight serum sample dilutions. Filter paper samples gave lower reactivity in the remaining tests when compared with corresponding serum samples. There was no significant difference in the reactivity between the eluates from filter papers stored at temperatures ranging between 15.5 and 24 degrees C and those kept refrigerated. Storage at 15.5 to 24 degrees C did not significantly affect reactivity for up to six months. Eluates from filter papers stored for six months at 15.5 to 24 degrees C continued to give similar reactivity as those from freshly prepared filter papers in both DOT-ELISA and Western blot, and in the rapid card agglutination test. It is concluded that collecting blood on filter papers is a suitable technique for large scale seroepidemiological studies on anaplasmosis and offers many advantages in developing countries where transport and cold chain facilities are a major constraint.
- Published
- 1992
- Full Text
- View/download PDF
47. Hopeful futures for refugees in higher education: cultivation, activation, and technology.
- Author
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Gallagher, Michael, Nanyunja, Sandra, Akello, Martha, Mulondo, Apollo, and Miranda, Juan-Jose
- Subjects
HIGHER education ,REFUGEES ,QUALITATIVE research ,ACADEMIC achievement ,DIGITAL technology - Abstract
This paper discusses hopeful futures for higher education and the use of technology in realising those futures through the lens of refugee education in Uganda. Through an analysis of qualitative research done with refugee students and teachers participating in a blended bridging programme designed to prepare students for entry and success in higher education, this paper explores the interplay between contingency and positions of hope for refugee students in relation to higher education and further assimilation into civic society. Two themes emerged from the analysis that suggested a prioritarian orientation for higher education to realise a more hopeful future. First, hope renders as an act of cultivation as refugee students become exposed to new concepts and develop confidence in relation to them. Second, digital technologies broaden the cultivation of hope towards greater civic participation, even if access to higher education is not achieved. Third, hope correlates to action not necessarily as a linear progressive trajectory but as a diligent watchfulness for positive possibility. The implications for higher education are that taking a prioritarian lens for refugees in educational design engages with the contingencies that impact all, placing the sector deliberately in search of positive possibility in its orientation and design. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
48. The suspension of the Democratic Governance Facility in Uganda: the illusion of "politically smart aid".
- Author
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Vandeputte, Nathan
- Subjects
RULE of law ,HUMAN rights - Abstract
In 2021, the President of Uganda suspended the "Democratic Governance Facility" (DGF), which is a European basket fund aimed at providing financial support in areas such as democracy, human rights, and rule of law. Paradoxically, the DGF had explicitly adopted a new "politically smart framework", which is a development approach that promises to deliver aid more effectively and sustainably in contentious environments. This raises the question: what went wrong? Informed by post-development theoretical arguments and through a discursive analysis of the DGF's implementation of this new aid framework, this paper argues that this framework itself does not allow proper understanding of what makes aid "political"; in casu that it does not allow appreciation of local viewpoints of democracy, representation, and ownership. Then, rather than improving the status quo, this paper argues in favour of making aid "political" through a fundamental reconsideration of the very substance and infrastructure of aid itself. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
49. The role of trust as an informal social mechanism for contract enforcement among young women microenterprises in financial markets in sub-Saharan Africa.
- Author
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Okello Candiya Bongomin, George, Malinga, Charles Akol, Amani, Alain Manzi, and Balinda, Rebecca
- Subjects
YOUNG women ,CULTURAL pluralism ,TRUST ,FINANCIAL markets ,SOCIAL contract ,FINANCIAL inclusion ,ETHNICITY - Abstract
Purpose: The main purpose of this paper is to establish whether trust plays a significant mediating role in the relationship between access to microcredit and survival of young women microenterprises in under-developed financial markets in sub-Saharan Africa. The main focus of this paper is to specifically test whether relational social capital built by young women from homogeneous and heterogeneous groups can be more effective in promoting economic exchange in under-developed financial markets since interpersonal trust has recently been found to harbor group collusion, especially among kins. Overall, the paper distinguishes trust among individuals based on their age, gender and ethnic diversity. Design/methodology/approach: This study used structural equation model to test whether trust significantly mediates the relationship between access to microcredit and survival of young women microenterprises using Analysis of Moments Structures (AMOS) based on recommendations by Hair et al. (2022) and Baron and Kenny (1986). Findings: The findings from this study revealed that trust significantly and positively mediate the relationship between access to microcredit and survival of young women microenterprises in under-developed financial markets in sub-Saharan Africa. Trust developed from relational social capital among young women from homogeneous and heterogeneous groups create a stronger basis for economic exchange in under-developed financial markets. Research limitations/implications: While this study generates a positive evidence on the impact of access to microcredit on survival of young women microenterprises, the results cannot be over emphasized and generalized because the data were collected from only a single developing country. Future research may extend the current study to include other developing countries to make a more justified comprehensive analysis. Practical implications: The findings from this study highlights the importance of using a blend of social policy guided by norms combined with formal regulations as an informal contract enforcement mechanism to achieve efficient economic exchange in under-developed financial markets. Relational social capital formed on the basis of informal norms among groups from diverse population can supplement formal laws to enforce contractual obligations in microcredit access, especially among youthful microentrepreneurs, who seems to have stronger relational behaviors than adults. Financial institutions such as banks should use informal contract enforcement system to increase the scope of financial inclusion of young microentrepreneurs, especially in unbanked rural communities in sub-Saharan Africa, Uganda inclusive where formal laws are weak and sometimes not functional. The findings also show that younger people have a stronger relationship behavior than adults. Therefore, policy should create structures that can promote social activities among youth. Governments in sub-Saharan Africa, Uganda inclusive through their respective Ministry of Gender, Labour and Youth Affairs should create youth clubs that can increase interaction and relational social capital among the younger population to derive economic empowerment. sub-Saharan African governments, Uganda inclusive should rely more on social policy based on relational social capital as a missing link to promote and achieve economic development. Originality/value: This paper provides an evidence on the unique role of age, gender and ethnicity in information sharing and exchange based on social policy in the financial market to limit group collusion. The authors indicate that diversity in relational social capital among young women microentrepreneurs prohibit strategic defaults, which promotes access to microcredit for survival of women micro small and medium enterprises (MSMEs) through socialization. High level of interaction among younger women microentrepreneurs from homogeneous and heterogeneous groups allow them to close the information gap to timely meet borrowing contractual obligations to derive economic benefits. The paper shows that younger women have more trust than older women while searching for economic value through socialization. In fact, social policy can wholly supplement formal policy to promote growth and survival of young women microenterprises, especially in sub-Saharan Africa, Uganda inclusive. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
50. Efficiency in Uganda's seed potato systems.
- Author
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Aheisibwe, Ambrose R., Lokina, Razack B., and Hepelwa, Aloyce S.
- Subjects
SEED potatoes ,POTATO seeds ,POTATOES ,ECONOMIC efficiency ,RECOLLECTION (Psychology) ,ECONOMIC impact - Abstract
Purpose: This paper aims to examine the level of economic efficiency and factors that influence economic efficiency among seed potato producers in South-western Uganda. Design/methodology/approach: The paper analyses the economic efficiency of 499 informal and 137 formal seed producers using primary data collected through a structured questionnaire. A multi-stage sampling technique was used to select the study sites and specific farmers. A one-step estimation procedure of normalized translog cost frontier and inefficiency model was employed to determine the level of economic efficiency and the influencing factors. Findings: The results showed that mean economic efficiencies were 91.7 and 95.2% for informal and formal seed potato producers, respectively. Furthermore, results show significant differences between formal and informal seed potato producers in economic efficiency at a one percent level. Market information access, credit access, producers' capacity and experience increase the efficiency of informal while number of potato varieties, market information access and producers' experience increase economic efficiency for formal counterparts. Research limitations/implications: Most seed potato producers, especially the informal ones do not keep comprehensive records of their production and marketing activities. This required more probing as answers depended on memory recall. Practical implications: Future research could explore panel data approach involving more cropping seasons with time variant economic efficiency and individual unobservable characteristics that may influence farmers' efficiency to validate the current findings. Social implications: The paper shows that there is more potential for seed potato producers to increase their economic efficiency given the available technology. This has a direct implication on the economy through increased investment in the production and promotion of high yielding seed potato varieties to meet the growing national demand for potatoes. Originality/value: The paper bridges the gap in literature on economic efficiency among seed potato producers, specifically in applying the normalized translog cost frontier approach in estimating economic efficiency in the context of potato sub-sector in Uganda. Peer review: The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-10-2021-0641 [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
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