Browsing by Author "Lugalla, Joe"

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    The Effectiveness of Educational Support to Orphans and Vulnerable Children in Tanzania and Uganda
    (International Scholarly Research Notices, 2013) Shann, Mary H.; Bryant, Malcolm H.; Brooks, Mohamad I.; Bukuluki, Paul; Muhangi, Denis; Lugalla, Joe; Kwesigabo, Gideon
    Little evidence is available to assist policy makers and donors in deciding what kinds of programs in developing countries are more likely to be effective in supporting the entry and continuation of OVC in secondary schools. This is particularly important for females whose education has direct bearing on child mortality in the next generation. This study gathered four kinds of educational outcome measures in two East African countries ravaged by the AIDS/HIV pandemic. e goal was to determine whether direct scholarship aid to individual students versus various forms of block grants would be more effective in promoting lower rates ofabsenteeism, lower dropout rates, higher national examination scores, and higher pass rates for OVC of both genders. Insufficient evidence was available for recipients of scholarships, but OVC with block grant support performed as well or better than their non-OVC counterparts, and significantly better than OVC without support. Contrary to popular belief, girls had lower rates of absenteeism. There were no gender differences in dropout. However, boys consistently outperformed girls on academic tests. Insufficient data systems continue to impede more detailed analysis.
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    Gender Analysis of Educational Support Programs for OVC in Uganda and Tanzania: Are they Helping Girls in Secondary School?
    (Vulnerable Children and Youth Studies, 2014) Brooks, Mohamad; Bryant, Malcolm; Shann, Mary; Bukuluki, Paul; Muhangi, Denis; Lugalla, Joe; Kwesigabo, Gideon
    Gender plays an important role in education as most traditional societies give preference to boys over girls when it comes to educational opportunity. Increasing access to education for girls is important to the health and well-being of the individual, their future children, families, and communities. The objective of this paper is to understand the gender differences in educational outcomes for orphans and vulnerable children (OVC) attending secondary schools in Uganda and Tanzania. The study employed a four-year, retrospective record review utilizing both qualitative and quantitative methodologies. A total of 5738 student records were collected as part of the study. Students were grouped as “ever supported” OVC (receiving educational support from either a block grant or scholarship program during their secondary school education), “never supported OVC” (OVC students who did not receive any educational support), and “nonOVC students” (students identified by the school as neither orphaned nor vulnerable). Results of the study indicate that investment in secondary school education for OVC in Uganda and Tanzania can make a difference in educational outcomes, both for boys and girls. Although there was no gender difference in absenteeism or dropout rate among students those who received educational support, stark differences were found in secondary school Year IV national examination pass rates with girls significantly less likely to pass compared to boys. The disparity in secondary school learning achievement between male and female students is of concern and warrants further investigation.