Browsing by Author "Ahikire, Josephine"

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    Improving Learning in Rural Lower Primary School through Provision of Informal ECD: Lessons from an NGO Model in Uganda
    (Journal of Education and e-Learning Research, 2018) Ezati, Betty Akullu; Madanda, Aramanzan; Ahikire, Josephine
    Despite the importance of early childhood education in improving academic achievements in subsequent years and also in social development, it remains out of reach for majority of children in developing countries. This leaves informal education as the main preparation children in rural areas receive before entry into primary schools. This paper focuses on contributions of informal early childhood education to pupils learning in lower primary schools. Data was drawn from a three-year longitudinal study of children who had benefitted from the informal early childhood education provided by a nongovernmental organization (LABE), in Uganda. Findings show that attendance of informal home based learning improves pupils’ performance in literacy and numeracy by primary three. Children who attend the informal early childhood education performed better than those who start school direct from home. Informal early childhood education also increases children readiness for schools and helps them cope better with school. The paper recommends adaptation of the LABE model in rural areas with inadequate formal ECCE provisions. In addition, for improved supervision, linking HLC and primary schools is critical.
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    Interrogating Large-scale Land Acquisitions and Land Governance in Uganda: Implications for Women’s Land Rights
    (2017) Ahikire, Josephine; Kanyesigye, Juliet; Nassali, Maria; Nakayi, Rose; Katushabe, Jovah; Pamara, Harriet
    Land is a key asset for the livelihood of the majority of people and is a key ingredient in the constitution of rights, entitlement as well as identity. Land is a key economic resource for agricultural production and accumulation as well as a key signifier in the constitution of social status and citizenship. Equally so, land disputes tend to constitute the largest percentage of conflict at household and community levels. Because of the potentially volatile nature of land, its governance is a critical issue and land issues have been noted as some of those that demand careful management.
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    Large Scale Land Acquisitions and Land Governance in Uganda: Implications for Women’s Land Rights
    (International development Research Centre, 2016) Ahikire, Josephine; Nassali, Maria; Kanyesigye, Juliet; Nakayi, Rose; Pamara, Harriet; Katushabe, Jovah
    Over 90 percent of Uganda’s population is dependent almost exclusively on agriculture for their livelihood which makes land a vital resource and in the same vein land governance then becomes a significant political question. Over the last two decades or so, there has been a relative land rush by foreign companies as well as national companies and individual investors and speculators. The phenomenon of LSLA in Uganda is quietly on the rise.
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    The politics of promoting gender equity in contemporary Uganda: Cases of the Domestic Violence Law and the policy on Universal Primary Education
    (ESID, 2015) Ahikire, Josephine; Mwiine, Amon A.
    The paper looks at the ways in which power and politics shape the realisation of women’s rights and gender equity in Ugandan state policy adoption and implementation. The key question explored is around the nature of political power and its influence on gender policy incentives in terms of adoption and implementation. The argument is structured around the politics of recognition – recognition referring to what has been made possible in the form of gender-sensitive policy outcomes, the incentives for the different courses of action, and what influences the ability of the political system to channel women’s interests and representation into effective policy formulation and implementation. This question is explored by investigating the progress of two policy agendas, namely the Domestic Violence Act of 2010 and the promotion of girls’ education within the Universal Primary Education (UPE) policy instituted in 1997.