Social Sciences

Permanent URI for this collection

https://nru.uncst.go.ug/handle/123456789/97

Browse

Now showing 1 - 20 of 1814

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.
The status of the Muslim community in Uganda
(Institute of Muslim Minority Affairs. Journal, 1982) Kiggundu, Suleiman I.; Lukwago, Isa K. K.
Islam was brought to Uganda in the middle of the nineteenth century by Arab traders coming from the East African Coast and especially from the trading centre of Zanzibar. The exact date of their arrival at the palace of the Kabaka of Buganda is still a matter of dispute and a subject for further research, but all opinion is agreed that this must have been during the last" fifteen years of (King) Sunna II's reign, that is between 1839 and 1854". l The fate and fortunes of Islam at this early stage were closely tied to the palace of the Kabaka of Uganda. The first Kabaka to be most aware of the existence of an outside world and to cultivate strong trade relations with foreigners was Mutesa, the First, whose reign stretched from 1854 to 1884. Mutesa is noted to have been a very wise ruler who was very keen and able to deal with foreigners in a way that tended to strengthen his kingdom. His trade with the Arabs increased his power by strengthening his army which could now be equipped with modern arms. In addition to the assistance they gave him in modernising his army and in streamlining the administration, the Arabs also taught Mutesa the religion of Islam: Thus Mutesa came to know many Arabs and hence their religion. He began to trust them and to listen to what they taught him. As a result he began to read Islam. As he was a King of immense power, he used this power to extend Islam to all his subjects. This is why we think that Mutesa I, was the first most important cultivator of Islam in Uganda. He used power to influence people in becoming Muslims.... After the demise of Mutesa, Christianity which had been introduced by Henry Morton Stanley, started to vie for influence and converts with Islam. Durine 1888-1889, or what Sir John Gray has called" The year if the three Kings" 3 there occured a fierce struggle between the Muslims and Christians, with each party seeking to dominate Buganda society. Nevertheless, throughout this period, and until they were defeated by the Christians with the assistance of the colonising British, the Muslims''were the arbiters of the political situation'': The Muslims were by far the largest and militarily the most formidable group. They had among them several dynamic leaders. All the palace armed guards for instance were Moslems and they even used to refuse access of the King to the Prime Minister, something unheard of in Kiganda history. The desire for continuation of Muslim dominance led to pressure on successive Kabakas to ensure that they did not challenge that dominance, or allow an upperhand to the Christians. Mwanga and Kiwewa resisted conversion to Islam despite the preponderance of the Muslims among their subjects.
Administrative Theory and Practice in Developing Countries: A Synthesis
(Administrative science quarterly, 1983) Kiggundu, Moses N.; Jørgensen, Jan J.; Hafsi, Taieb
Over 70 percent of the world's population lives in developing countries that face challenging administrative problems in trying to survive. Therefore, what managers and administrators in these countries do, or fail to do, is of great significance for the building of a universal administrative science. Reviewing 94 articles on organizations in developing countries, the authors looked for patterns in the structure of the research described (i.e., methodology, theoretical topics, geographical coverage, authors' affiliations) and in its substance, with special attention to the degree of correspondence (or fit) between Western-based theory and data provided. The most important findings are: (1) there is a great deal of interest in the utilization of administrative theory and techniques in developing countries; (2) authors of articles that focused on the technical core (organizational tasks and technology) were most likely to find no significant problems in the use of conventional theory in developing countries (strong fit); and (3) those authors focusing on the organization's relationship with its environment were more likely to find serious difficulties (weak fit) in the use of Western ideas, necessitating major adjustments to conventional theory.
Task Interdependence and Job Design : Test of a Theory
(Organizational behavior and human performance, 1983) Kiggundu, Moses N.
This paper develops the concept of task interdependence and integrates it in the Hackman and Oldham (1976) theory of job design. Two dimensions of initiated task interdependence and received task interdependence are developed as multidimensional concepts, each being made up of the elements of scope, resources, and criticality. A distinction is made between the two psychological states of experienced responsibility for one's own work and personal outcomes, and experienced responsibility for others" (dependents') work and personal outcomes for whom one initiates task interdependence. Autonomy is hypothesized to be related only to experienced responsibility for one's own work outcomes while initiated task interdependence is related to experienced responsibility for others' work outcomes. Initiated interdependence is also hypothesized to be positively related to the affective positive work and personal outcomes, while received task interdependence is negatively related to these variables. New snbscales for the measurements of these constructs are developed and reliability and validity coefficients are reported. The substantive results give support to the motivating potential of initiated task interdependence. However, the results do not support the hypotheses associated with received task interdependence. While autonomy was found to be much more strongly related to all the critical psychological states than the Hackman-Oldham theory would predict, job feedback yielded negative results. These findings are discussed by identifying potential areas of future research and extending the concept of interdePendence to the wider organizational context.
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.
The Uganda Muslim supreme council : an experiment in Muslim administrative centralisation and institutionalisation, 1972–82
(Institute of Muslim Minority Affairs. Journal, 1985) Kasozi, Abdu B. K.
The creation of the Uganda Muslim Supreme Council in 1972 gave Muslims hopes that for the first time their affairs which were formerly administered by a collection of organizations and individuals each in competition with the other, would not only come under one administrative umbrella, but would also promote firm institutional principles and procedures. The first preachers of Islam in these African parts were often traders who propagated the faith in their spare time or as a means to attaining other diplomatic objectives. They did not bequeath administrative institutions to their converts, or prepare them to generate such activity. Nor did they remain in contact with them with the purpose of guiding them in ways of managing Muslim affairs.' As a result, Muslims in sub-Saharan Africa have had no viable administrative institutions national in scope and well organized that are a key to the proper direction of the community
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' (
Mass media as agencies of socialization in Uganda
(Journal of Black Studies, 1990) Matovu, Jacob
Could the mass media be agencies of national unity and develop-ment in Uganda, the current violent upheavals notwithstanding? This article, adapted from a historical study, shows that Uganda’s mass media systems could not effectively play that role, given their structures. Socialization, the process by which people learn to be members of the human race and members of the culture in which they are bom, forms the theoretical framework of the study. At issue, therefore, is the extent to which the mass media could be agencies of socializing Ugandans to a common culture whose central elements would be national unity and development. Ugandans have had control of the modem systems of mass media since 1962, when Uganda became independent of Great Britain. But those systems are yet to be reorganized in ways that could make them more responsive and appealing to a broader spectrum of Ugandans. What follows is an assessment of the systems’ success or failure as agencies of socialization in Uganda in the context of their historical establishment and development.
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
Education and Training of Archivists at the East African School of Librarianship in the 1990s and Beyond
(The American Archivist, 1993) Kigongo-Bukenya, I. M. N.
This paper examines and recommends strategies for the education and training of archivists at the East African School of Librarianship (EASL) in the 1990s and beyond. First, it states the objectives of the National Information System (NATIS) in relation to coordinating the development of library and information services, a major component of which is education and training. The author then defines some terms and gives brief notes on education and training programs offered by selected African library schools, with special reference to archives. Finally, the current status of archival education and training at the East African School of Librarianship is discussed. The paper concludes with proposals for the future education and training of archivists at the EASL in the 1990s and beyond.
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.

Browse

Browsing Social Sciences by Issue Date

Results Per Page

Sort Options