Social Sciences

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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.
Increased Government Control of Buganda's Financial Sinews since the Revolution of 1966
(Public Administration and Development, 1971) Nsibambi, Apolo
The quest for a more equitable allocation ofresources and income in all parts of Uganda, has gained more commitment, support and above all possibilities and credibility since the revolutionary changes which abolished "federalism" in Uganda and Buganda's special privileges and political hegemony. Indeed even before 1967 the Government was exposed to pressure from the "neglected" areas to rectify the imbalance of not only economic resources allocation but of political "goods" as well.! For example, members of the West Nile District Council proposed that their district should be represented in the cabinet, claiming that industries were being established only in the districts which were represented in the cabinet and that tractors were only given to such districts.e The determination of the government of Uganda to distribute the economic growth and social services has been boldly and publicly declared and reiterated. Only recently the Minister of Planning and Economic Development Mr. J. M. Okae who was touring Lango District, declared, "economic development of Uganda, is aimed at bringing those areas neglected by the British Administration in line with other parts of the country't.t He added, "during the colonial administration, some areas were not allowed to grow some crops, and others were not given the essential services."
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.
Urban Planning Law in East Africa with special reference to Uganda
(Progress in Planning, 1974) Kanyeihamba, George W.
The city has always held a magnetic attraction for all manner of men. To urban dwellers, it is a home and a recreational centre. To rural dwellers, it is a market place for their produce and a shopping centre. To foreign visitors, it is a stopping place on their journey to the country and a source of souvenirs. To the unemployed and to the criminal, it offers work and opportunities. If it happens to be the administrative capital of the state, it is likely to contain the major political and economic institutions of the country and, invariably, major national policies are decided there. In almost all countries, the city is the centre and symbol of modernisation.
Testing for linear engel curves
(Elsevier Ltd, 1984) Kasekende, Louis
The demand system, NLES, proposed recently by Blundell and Ray (1982), is shown to aggregate consistently across households. It is then used to analyse time series expenditure data of Korea, Greece, Israel and Puerto Rico. The empirical results reject linear Engel curves for each country.
Corruption in Uganda
(Ufahamu: A Journal of African Studies, 1987) Nsibambi, Apolo
What is corruption? A public official is corrupt if he accepts money or money's worth for doing something that is his duty anyway, that is not his duty, or to exercise a legitimate discretion for improper reasons.We must distinguish between public and private corruption. Public corruption entails using the state machinery for personal gains. The legally established norms are thus violated. Private corruption occurs when, for example, "X " has an 'affair' with his brother's wife. His actions may not immediately affect the state and he need not use state machinery in order to indulge in sexual corruption. However, if he is discovered and is either beaten or taken to court, what was a personal sexual adventure now turns into a public scandal and the established laws of the state are used to punish him. If "X" is not punished, people may take the law into their own hands and the sobriety of the state may be impaired.
Teaching and Learning Biology in Secondary Schools in Kenya
(Studies in Science Education, 1989) Namuddu, Katherine
This paper presents two case studies of teaching and learning biology in 2 secondary schools in Kenya. The data were derived during a 3 year study (1982-1985) whose goal was to understand the nature of the teaching-learning process. A theoretical framework from interpretive research (Erickson, 1973, 1980 and 1986), was used, with data collection and analysis centred on exposing and clarifying teachers' and students' everyday meanings of their actions and events in the teaching-learning processes. Data were collected through participant and non-participant observation, interviews, self-reports by teachers and students and reflective discussion with teachers based on reviewing audio and video classroom lessons. The basic assumption was that participants assess the quality of the social environment in the school and classroom and, using their perspectives as individuals and as group members, devise short and long term strategies for participation in the teaching-learning process. Therefore, what is learnt and how it is learned may or may not be concordant with stated goals of teaching and learning biology.
Spurious high-tone extensions in Luganda
(South African Journal of African Languages, 1990) Hyman, Larry M.; Katamba, Francis X.
A handful of mostly older descriptions of Bantu tone systems note an unexpected H tone effect on verb stems containing a causative -j- or passive -u- extension. Meeussen cites these effects as archaic and reconstructs H tone on these vocalic suffixes in Proto-Bantu. It has been difficult to evaluate this historical claim, since not all Bantu tone systems exhibit what we are calling 'spurious H-tone extensions', and still fewer of these have been described in detail. In this article we present a reasonably complete description of spurious H-tone effects in Luganda, demonstrating that spurious H can (and must) appear only when these extensions occur on a 'modified base' (
Uganda: contradictions of the IMF programme and perspective
(Willey, 1991) Mutebile, Emmanuel Tumusiime
In his article ‘Uganda: Contradictions of the IMF Programme and Perspective’, published in Development and Change in July 1990, Professor Mamdani sought to criticize the stabilization and structural adjustment programme in Uganda through its immediate economic consequences; through a longer term historical analysis raising more fundamental issues of social transformation; and through a comparative discussion using South East Asian development experience (Mamdani, 1990: 427). Considerations of space limit the scope of this comment to pointing out that the economic analysis of his article is weak and, in particular, the analysis of the effect of official exchange rate devaluation is incorrect. However, because his analysis of the economics of stabilization underpins the analysis of wider social issues, the faulty economic analysis calls into question the validity of his overall conclusions. The economic crisis in Uganda is the cumulative result of specific events since the early 1970s - albeit in a wider historical context. But the immediate problem in Uganda is economic: a severe fiscal crisis combined with a persistently fragile balance of payments position. Such disequilibria are unsustainable and must be corrected. With or without the IMF, no country can escape the constraint of making ends meet. It is essential that this process of adjusting to meet changed circumstances takes place in an orderly manner so that the benefits of managed change are realized at least cost to
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.
Gender Perspectives in African Higher Education
(University of Zimbabwe (UZ), 1992) Namuddu, Katherine
This paper discusses three main issues, namely (a) some basic facts on the access of females and males to higher education in Africa (b) participation of men and women with higher education in the labour market particularly, in the civil service, higher education and in entrepreneurial activities; and (c) some of the reasons why there is disparity in the percentages of men and women who have access to higher education. These issues are explored with emphasis on the social and cultural impediments, and the dis-empowering effects of the curriculum and methodology of education. Emphasis is placed on what takes place in the home at primary and secondary school, and during higher education. It is concluded that once females have overcome the cultural and social impediments at the household level, education itself becomes a stumbling block in their progress through school. This is because the curriculum and methodology at all levels of the system teaches technical knowledge and skills without ensuring that students acquire basic skills in social justice and developmental work.
The Status of Educational Research and Policy Analysis in Sub-Saharan Africa
(IDRC, Ottawa, ON, CA, 1993) Namuddu, Katherine; Tapsoba, J. M.
Although building a functional and credible research capacity is a costly enterprise, donor agencies as well as policy makers recognize more and more that if universities in Africa areVto play a positive role in the development process, an effort should be made to build aV"critical mass of professional African analysts" (World Bank 1990a: 1) through investment in human capital and in key institutions, as well as in a mobilization of resources to implement programmes of action. A chief motivating factor is the realization that after two or three decades of development activity, most sub-Saharan African countries, instead of experiencing the expected expansion and consolidation of their educational systems, have suffered a decline since the early years of their independence. Researchers argue that the acuteness of the perception of this decline is related to the faith placed in education as a key to economic development (Wright 1981). In some countries loss of faith in the educational system can be used to explain cuts in budgetary provisions for education in general and higher education in particular. In others such cuts have more to do with general economic decline. Whatever the cause, researchers have suggested that one of the direct consequences of budgetary restrictions has been a decline in research capacity. This, in tum, has marginalized universities in their quest to produce knowledge from research and data that can influence their societies (Kinyanjui 1991).
A New Approach to Tone in Luganda
(Language, 1993) Hyman, Larry M.; Katamba, Francis X.
Since McCawley 1970, the Luganda tone system has been well known for its property of allowing at most one High]to Low pitch drop per word. To account for this property, the underlying system has been analyzed both in terms of underlying accents of various kinds (e.g. diacritic) and in terms of underlying tone (e.g. H vs. 0). Most accentual proposals, however, fail to account for the fact that THREE marks are necessary to characterize the high to low 'melody': a mark for the first H mora, a mark for the place of the H-to-L drop, and a mark for the place of the last L mora. After evaluating previous accentual and tonal analyses, we present a new approach to tone in Luganda that integrates tone and accent in the following way: (i) Accent in Luganda consists of designating certain moras as metrically strong (and hence capable of attracting tone); (ii) Tone in Luganda consists of lexical and grammatical occurrences of underlying HL contours (or 'potential pitch drops'). This new analysis, which continues to recognize the importance of the H to L pitch drop, provides additional evidence for the coexistence of tone and accent, which may interact in complex ways in the same language
An Assessment of the Impact of Microfinance Services in Uganda: Baseline Findings
(Assessing the Impact of Microenterprise Services (AIMS), 1998) Barnes, Carolyn; Morris, Gayle; Gaile, Gary; Kibombo, Richard; Kayabwe, Samuel; Namara, Agrippinah; Waalwo-Kajula, Peter
USAID/Uganda has undertaken a two-stage assessment of the impact of microfinance services in Uganda. The objective of the assessment is to identify the impact of microfinance programs upon clients, their households and enterprises. The study will examine if participation in a microfinance program leads to improvements in the economic welfare of households, enterprise growth or stability, increases in empowerment of women, and strengthened social networks with rural areas. Utilization of survey research methods will result in identification of the nature, extent and distribution of impacts.
Social Disclosure in Uganda? A research note on investigating absence
(Social & Environmental Accounting, 1998) Kisenyi, Vincent; Gray, Rob
Western researchers in the (so-called) developed nations can too easily become myopic in their fascination with the parochial concerns of their own countries. Whilst we are steadily learning more about social and environmental accounting and disclosure practices in English-speaking and European countries, (as past issues of SEA testify), we still know too little about practices in ex-colonial, smaller and/or emerging countries. Learning about these countries is not only valuable for the stimulation it offers to the jaded palattes of western scholars but, more importantly, it can provide vivid challenges to the presuppositional baggage with which western researchers typically approach issues.
Optimality of Supermarket Inventory Policies Under Stochastic Demand in Uganda:A Case Study of Milk Powder Product
(PROCEEDING OF THE EIGTH OPERATIONS RESEARCH SOCIETY FOR EASTERN AFRICA (ORSEA) INTERNATIONAL CONFERENCE, 1998) Mubiru, Kizito Paul; Kariko-Buhwezi, Bernard; Lating, Peter
Effective inventory management requires cost-effective methods in determining the optimal ordering decisions of cycle inventories in a stochastic demand environment. In this paper, an inventory model with stochastic demand is developed to analyze the ordering decisions of milk powder in supermarkets given a periodic review inventory system under stochastic demand. Adopting a Markov decision process approach, the states of a Markov chain represent possible states of demand for milk powder product. The decision of when to order is made using dynamic programming over a finite period planning horizon. The approach demonstrates the existence of an optimal state-dependent ordering policy as well as the corresponding total inventory costs.
Educating Agricultural Researchers: A Review of the Role of African Universities
(International Food Policy Research Institute, 1998) Beintema, Nienke M.; Pardey, Philip G.; Roseboom, Johannes
The number of higher-education institutions and the students enrolled in them has grown rapidly throughout Africa since the early 1960s. The number of universities increased from less than 20 in 1960 to nearly 160 by 1996; student numbers grew from 119,000 to almost two million over the same period, yet enrollment ratios in Africa continue to lag well behind developed and other-developing country norms. Funding for higher-education in Africa kept pace with the expanding institutional base during the 1960s and 1970s, but has fallen well behind the growth in student numbers since 1980. The pattern of the development of the agricultural sciences has matched the general pattern of development of the higher-education sector. Three quarters of the countries in Africa currently offer some tertiary training in the agricultural sciences. Only one half of the African faculties of agricultural sciences offer postgraduate degrees, and most of these programs were established in the past decade. Nonetheless, much of the rapid growth in the number of national scientists working in national agricultural research institutes continues to rely on scientists trained to the postgraduate (and also BSc) level outside the region.
Household Coping Strategies in Response to the Introduction of User Charges for Social Service : A Case Study on Health in Uganda
(Institute of Development Studies, 1999) Lucas, Henry; Nuwagaba, Augustus
This study examines approaches to health care seeking and financing by households living in communities in two poor rural districts of Uganda. It seeks to explore differences in the choice of provider and methods of funding care between the two districts, and the economic circumstances and social attitudes which influence these differences. It considers the impact on households budgets of health care charges, both at public facilities (licit and illicit) and by private sector providers. Qualitative fieldwork was used to determine attitudes to the introduction of user charges, the extent to which they have influenced health care seeking behaviour and whether attempts by households to find sustainable coping strategies, either individually or through community organisations, have been successful in ensuring adequate health care for all their members. The research raised issues as to the appropriate definition of utilisation of services in circumstances where profession staff are often substituted by 'assistants' and drugs are frequently prescribed in public facilities but then have to be purchased from private suppliers. It stresses the relative autonomy of facility staff and constraints on effective supervision. Under these circumstances there is room for considerable confusion between sanctioned user-charges and illicit demands by providers. Many households face difficulties with what they see as a multiplicity of demands for cash payments, of which education and health charges are a major component. Community organisations do not appear to make a major direct contribution to meeting such charges. However, community based savings and credit societies, where they exist, appear to play a central role in overcoming seasonal fluctuations in cash availability. Making these more accessible to poor households or developing effective and sustainable systems for providing services on credit might alleviate current problems.
Integrating Women’s Reproductive Roles with Productive Activities in Commerce: The Case of Businesswomen in Kampala, Uganda
(Urban Studies, 1999) Kwagala, Betty
Uganda has registered signi® cant improvement regarding economic growth and the raising of women’s status at the macro level. Commerce is one of the sectors that attracts women of varying social status. The paper is based on an exploratory and cross-sectional study that focused on Kampala businesswomen’s experiences in coping with productive and reproductive roles. Quantitative and qualitative methods of data collection were utilised. The survey involved a total of 224 women. Results reveal an increasingly asymmetric gender division of roles, to women’s disadvantage, especially as their incomes increase. Women’s experiences in integrating reproductive roles and productive activities in commerce, which have a strong bearing on their economic performance, are discussed.
Uganda's experience with aid
(Oxford academic, 1999) Kasekende, Louis
This paper presents Uganda's experience with aid flows over the period 1970-96. It discusses the compilation of aid data and also reviews the chronological developments in aid flows to Uganda. Over this period, the sectoral distribution and type of aid is largely dictated by the government's economic programmes in place. The period 1962-71 largely reflects government borrowing for on-lending to agriculture and industry whereas the period 1979-85 shows a wider range of sector-specific programmes driven by the need to reconstruct and rehabilitate the economy. Although the need to reconstruct and rehabilitate the economy continued, support for policy reform began to take up an increasing proportion of aid over the period 1987-96. We also analyse the impact of aid on some major macroeconomic variables and find that investment and real exchange rate developments have been largely driven by official development aid flows. Although we find a similar relationship between aid and improved policy environment, the findings show that in the latter part, i.e., 1992-6, the continued policy reform was driven more by ownership of the programme than by aid. Indeed, in this latter period, the aid/GDP ratios declined. The major lesson drawn from this study is that ownership of a reform programme is more critical for its success, hence our conclusion that aid should be used for financing rather than buying reforms.

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