Browsing by Author "Kajubi, W. Senteza"

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    Educational priorities in Africa
    (Prospects, 1973) Kajubi, W. Senteza
    When over half the nation is illiterate and the people clamour for education; when public expenditure on education is mounting, but the number of children who are denied the right to education is increasing; when classroom techniques are autocratic and teachers are in short supply and inadequately trained; when government and private firms demand trained recruits, but unemployment is widespread and is increasing; when a country is poor, what policies should the national officials responsible for the planning of educational development pursue? Although these problems do not occur to the same extent in every country, it would be true to say that to a greater or lesser degree, all countries of the world are faced with the problem of the population explosion, and of the scientific and technical revolution, both of which have resulted in more people to be taught and more information to be learned, which have in turn caused an unprecedented and almost insatiable social demand for more and better education. However, despite public zeal and heavy investment in formal education, the gap between supply and demand for education in the various countries is wide and increasing, as is the gulf IV. Senteza Kajubi (Uganda). Director of the National Institute of Education, Makerere University, Kampala. Chairman of the Association for Teacher Education in Africa ( A TEA). 76 between the rich and the poorer countries of the world. About half of the world's population can neither write nor read, while only half of the children of primary school age receive more than a few years of schooling in most developing countries. Combined with this is the widening cleavage between country and town, and the inability of the economies of the developing countries to absorb readily the products of the schools. These, and similar problems, baffle policy makers and educational planners everywhere. How can the limited resources available for education be used to tackle these massive problems, and make a difference? The report of the International Commission on the Development of Education (I972) is a wide-angle lens covering a vast array of educational problems and zooming in on a number of the major issues related to educational development.
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    Financing of higher education in Uganda
    (Higher Education, 1992) Kajubi, W. Senteza
    Uganda faces severe financial constraints which have resulted in a serious decline in the quality of higher education and the government faces an urgent need to find new sources of finance for higher education. At present virtually all tuition costs and students' living expenses are financed from public funds, whereas families must bear a substantial part of the costs of primary and secondary education. This “inverted pyramid” is inequitable and results in substantial transfer of income from poor tax payers to rich parents and their children. This article considers arguments for increased cost recovery and the introduction of student loans and also considers obstacles to student loans in Uganda.
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    New Directions in Teacher Education in East Africa
    (International Review of Education, 1971) Kajubi, W. Senteza
    The three countries of Kenya, Tanzania and Uganda, of 650,000 square miles and an estimated population million, form a compact geographical and quasi-political East African Community. They have much in common: Lake Victoria; they have a common historical and political having been until recently under British administration. common market and customs union, and an inter-state running such services as railways, harbours, posts and telecommunications, aviation, research, and (until June 1970) a federal university. share the same problems relating to their economic and social This paper is concerned with the problems involved in improvement of education in these countries, with particular the education of teachers.