Browsing by Author "Namuddu, Jane"

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    Availability of human immunodeficiency virus prevention services in secondary schools in Kabarole District, Uganda
    (Journal of Public Health in Africa, 2015) Namuddu, Jane; Waiswa, Peter; Nsangi, Betty; Matovu, Joseph; Maganda, Albert; Kekitiinwa, Adeodata
    The aim of this study was to assess the level of availability of HIV prevention strategies in secondary schools in Kabarole district, Uganda in order to inform the design of interventions to strengthen HIV Prevention and psychosocial support. Quantitative and qualitative research methods were used in eight secondary schools in Kabarole district to establish available HIV prevention and psychosocial support services. Questionnaires were administered to 355 students 12-24 years old. In addition, 20 Key Informant interviews were held with education service providers. Quantitative data was analyzed using Epi-data and qualitative data were analyzed by thematic content analysis. Seven of the eight schools had at least one HIV prevention strategy. Two teachers in each of the five schools had been trained in HIV prevention. No school had a nurse trained in HIV prevention, care and support. Education service providers had limited knowledge of HIV prevention support and care of students living with HIV. We found out that students had knowledge on how one can acquire HIV. HIV prevention services reported by students in schools included: talks from teachers and guests (19%), drama with HIV prevention related messages (16%), peer education clubs (15%), workshops and seminars on HIV (8%), sensitization about HIV/AIDS (7%), guidance and counseling (6%), talking compounds- (5%), abstinence talks (6%), keeping students busy in sports (4%), straight talk (4%). Sixty three percent reported receiving HIV reading materials from various sources. Preventing HIV infection among students in schools is still demanding with limited interventions for students. Efforts to support school interventions should focus on including HIV Prevention in the school curriculum, working with peer educators as well as education service providers who spend much of the time with the students while at school.
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    Social protection in Uganda: A call for action
    (Department for International Development, 2008) Lwanga-Ntale, Charles; Namuddu, Jane; Onapa, Paul
    This paper is the first in a series of theme-focused papers which will be issued in the next 2-3 years by Development Research and Training (DRT), as part of the organisation’s wider efforts to create awareness and to stimulate discussion and interest in Social Protection in Uganda. It is intended to contribute to the campaign for adoption of wide-ranging Social Protection policies and approaches which favour especially the chronically poor. The paper has been prepared by staff members of DRT, building on initial discussions made by representatives of selected Civil Society Organisations (CSOs)1 . Additional ideas on the role of tradition and culture in Social Protection have also been drawn into the paper from emerging findings of an on-going study by the Cross-Cultural Foundation of Uganda (CCFU). The paper also draws on key findings from the Uganda Participatory poverty Assessment Project (UPPAP), the Vulnerability and Poverty Analysis, which accompanied the design of Uganda’s Pilot Cash Transfer Programme, and from a background paper on Social Protection in Uganda which was prepared by, Devereux, Rachel Sabates-Wheeler and Lwanga-Ntale (2002)