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Item Development and social policy reform in Uganda: The slow emergence of a social protection agenda (1986-2014)(Centre for Social Science Research University of Cape Town, 2014) Grebe, Eduard; Mubiru, John BoscoThis paper provides a broad overview of the evolution of development and welfare policy—and the politics surrounding—it in Uganda, but focuses primarily on the increasing prominence of social protection, especially cash transfers, on the domestic political agenda. It analyses both how and why the development and social policy agendas almost fully excluded social protection prior to 2002, but then increasingly embraced it, especially since 2006. Non-contributory social assistance in the form of cash transfers have not traditionally played a significant role in Ugandan development and poverty reduction policy, with policymakers tending to focus on economic growth as a source of prosperity (expected to extend to all sections of society), with opponents seeing cash transfers (and social assistance more broadly) as unaffordable and counter-productive ‘hand-outs’ that create dependence on the state and disincentivise productive work. From the early 2000s donors, sections of the bureaucracy and civil society promoted cash transfers with limited success. But after 2006, systematic promotion of cash transfers started to bear fruit, and from 2010 a largely donor-funded cash transfer pilot scheme known as the Social Assistance Grants for Empowerment (SAGE) programme has been implemented in fourteen districts (with a fifteenth added in 2013). The paper describes the evolution of Ugandan development policy and highlight the political factors that have in the past been obstacles to social protection programmes featuring prominently on the development agenda (including the predominant socio-economic development paradigm, negative elite attitudes, resistance from conservative technocrats and lack of familiarity among key decision-makers) and examine how these have increasingly been overcome by the proponents of social protection. While donors have played a critical role in the promotion of social protection and cash transfers, other actors—including civil society and social development bureaucrats—and macropolitical factors (including electoral competition, changing international development discourse, emerging evidence from other countries, etc.), have also contributed to increased domestic political support. We conclude that the very existence of SAGE and the politics surrounding the pilot indicate a significant change in attitudes among a large proportion of policy-makers, including some historically sceptical technocrats, and political leaders, but that resistance is likely to continue from certain quarters and that the future of cash transfers remains uncertain.Item Sociology of the COVID-19 Lockdown: Critical Analysis of Its Effects on Private School Teacher Wellbeing(IGI Global, 2022) Sekiwu, Denis; Ocan, JohnsonMuch of the research on COVID-19 is gleaned on epidemiological, virological, and medical outcomes of the global pandemic. In education, research focus is skewed towards how school closure affected the psychological disposition of learners, ignoring debate on COVID-19 effects on teachers’ social and economic wellbeing. Mandatory school closure influenced private school owners to halt teachers’ payment on the pretext that schools had no revenue. In sociological and motivational theory, such a lag in earning is certainly linked to potential decline in the teacher’s social and economic wellbeing and henceforth a huge demotivator for this group. Critical analysis of private school teachers’ social and economic wellbeing during COVID-19 and the coping mechanisms are, therefore, the subject of this chapter.Item Uganda’s National Response to the COVID-19 Pandemic: Measures and Implications for Public Governance(The International Institute of Administrative Sciences, 2020) Bakenegura Namara, Rose; Nabaho, Lazarus; Kagambirwe Karyeija, Gerald; Nkata, James L.; Lukwago, RajabThis paper analyses Uganda’s response to the COVID-19 pandemic. Uganda responded to the pandemic decisively –with context-specific measures which were underpinned by science rather than fiction –thus registering quick wins and militating against high infection and death rates which are a norm in other jurisdictions. The efficacy of Uganda’s response is attributed to early preventive strategies that were implemented prior to the identification of first COVID-19 confirmed case, the leadership and decisiveness from the topmost decision making organs, unwavering commitment by political and technical officials, the scientific and social experience of handling previous viral epidemics, consistent communication of the guidelines to the populace, effective coordination of the different institutions and actors, and the involvement and vigilance of the masses. However, the responses were constrained by structural and practical challenges such as the limited resources for the health sector, limited inter-governmental coordination and some hiccups in the implementation processes. The early lessons from the Uganda’s experience underscores the critical role of leadership support, effective coordination and communication mechanisms; and the imperative to pursue whole and multilevel involvement of institutions and actors– including the population– in the fight against global pandemics.Item Parenting Initiatives in Uganda Learning from UZAZI AVSI Parenting Model and Related Initiatives(Fountain Publishers, 2021) Walakira, Eddy J.; Matovu, Fred; Kyamulabi, Agnes; Biribonwa Agaba, Alfred; Nyeko, John Paul; Luwangula, RonaldThis book provides a national context and state of parenting in Uganda. It introduces the concept of parenting and helps the reader to gain an understanding of the attributes and dimensions that make parenting either successful on one hand or ineffective on the other. The book further sheds light on the evolving role of parents in the Ugandan context, identifies selected parenting interventions and in particular, pays greater attention to the UZAZI AVSI Parenting Model. UZAZI is positive parenting emphasizing authoritative nurturing of children. The presentation of the UZAZI AVSI Parenting Model gives the reader an opportunity to understand the effectiveness of the model based on its evaluation using rigorous scientific methods. The book concludes by making recommendations to improve research, policy and programming in the field of parenting within the context of families and children.Item Handbook on Participatory Methods for Community-Based Projects: A Guide for Programmers and Implementers Based on the Participatory Action Research Project with Young Mothers and their Children in Liberia, Sierra Leone, and Northern Uganda(PAR Project, 2010) Onyango, Grace; Worthen, MirandaParticipation” is a word that has been used in child protection and development circles for many years. The term has come to mean everything from a token consultation with a benefi ciary group to full-scale participation by affected ommunities in program development, implementation, and evaluation. In this handbook, we will be describing methods at this further end of the spectrum – that is, highly participatory approaches. Participatory Action Research (PAR) is one type of participatory methodology that is designed not only to achieve social change for a group or in a community, but also to document and learn from that process through research. PAR actively involves the target participants in a process to improve their situations. Participants become the “program designers” and “researchers” as they identify and implement solutions to the obstacles to achieving full participation in their community. Participants are key actors as evaluators of the project, refl ecting on how well the process has helped them reach their stated goals. This process whereby participants engage in self-refl ective inquiry into their own situations, identify problems and possible solutions, implement the solutions, and evaluate the project is an iterative one – as new problems or obstacles are recognized, approaches to addressing the problems are developed and implemented. Unlike traditional program design that is agency-centric where a problem is identifi ed, then a program is implemented, and after implementation, the program is evaluated, PAR offers multiple opportunities to develop and build upon what is learned throughout the process of implementation with the participants taking center stage.Item South–North collaboration and service enhancements at Makerere and Bergen University libraries(African Minds, 2016) Musoke, Maria G. N.; Landøy, and AneCollaboration between Makerere University in Uganda and the University of Bergen in Norway began in 1999. In 2009, the two universities celebrated the first ten years of their ongoing relationship, which includes research collaboration, scientific competence-building, student and staff exchanges, and institutional development (Musoke and Landoy 2014). The relationship also extends to the libraries at the two universities, and the collaboration between Makerere University Library (Maklib) and the University of Bergen Library (UOBL) is the focus of this chapter, although their partnership has gradually expanded to draw in libraries at other universities in Uganda, Norway and South Sudan.Item Frontiers of Phonology: Atoms, Structures, Derivations(Routledge, 1995) Durand, Jacques; Katamba, FrancisAtoms, Structures, Derivations is a collection of essays that present a selective overview of recent trends in the linguistic analysis of sound structure. During the 1970S and the 1980s a fairly radical reconfiguration of the field of phonology took place, largely against the backdrop of Chomsky and Halle's The Sound Pattern of English (1968), hereafter abbreviated as SPE. The need to move away from the spartan approach to phonological representations advocated in SPE is now universally accepted but the range of solutions provided within current frameworks can be quite confusing for the non-specialist. Our aim is not to attempt to provide an exhaustive, panoramic coverage of the entire field, but rather to explore theoretical issues in three core areas of phonological theory from a number of different perspectives. The questions fall into three broad categoriesItem Principles of Corporate Social Responsibility (CSR) A guide for students and practicing managers in developing and emerging countries(Strategic Book Publishing and Rights Co., 2012) Katamba, David; Zipfel, Christoph; Haag, David; Tushabomwe-Kazooba, CharlesPrinciples of Corporate Social Responsibility (CSR): A guide for students and practicing managers in developing and emerging countries, is a book that can be used to teach a thirteen-week course unit at undergraduate level, or it can be used by practicing managers to understand the practice of CSR. It is founded on the premise that businesses and organizational activities are organized and conducted for the purpose of making money for their owners, as well as members of the public who have invested in the company (shareholders). The emerging concept of Corporate Social Responsibility (CSR), however, suggests that businesses and organizations also have obligations and responsibilities to the many other entities affected by their decisions. These entities are called “stakeholders” and include employees, suppliers, customers, communities and even the environment. Therefore, this course unit intends to equip students (who are the future) and current managers with skills of how to integrate CSR into their business strategy and operations. It starts with defining CSR, then shows how to get involved in CSR, communicating CSR activities to stakeholders and tracking CSR performance. It concludes by offering students practical skills in designing CSR strategies and using them for enhanced competitiveness, as well as tracking— assessing and measuring the performance of CSR programs. Students are also taught about international bodies that provide guidelines and benchmarks for CSR activities, the UN Global Compact, Global Reporting Initiatives, as examples.Item Teacher education in Uganda: Policy and practice(Cambridge University Press, 2016) Aguti, Jessica NorahTeacher education is concerned with helping teachers acquire the attitudes, knowledge and skills they need to carry out their duties and responsibilities as teachers; and this is vital since teachers are central in the school system. Perraton et al. (2002, 7) argue that ‘teachers are vital. Unless we can get more teachers, and better teachers, we will not reach the target of making quality education available to all by 2015.’ Quality education is certainly impossible to achieve without teachers. So as more and more children join schools, more teachers will be needed. The number of children needing education will continue to grow because the world population is continuing to grow. Table 1 gives the population of people aged 5–14 in the different countries of East Africa.Item Perceived Organizational Support and Employee Engagement: Interrogating Dynamics of Job Satisfaction through Teacher Perceptions(Academia, 2020) Kasekende, FrancisThe purpose of this paper is to examine the influence of job satisfaction on the perceived organizational support-employee engagement relationship among secondary school teachers in Uganda. The study took a cross-sectional descriptive and analytical design. Out of a population of 654, the study targeted a sample size of 250 respondents. Using random sampling procedures, data were obtained in two rounds, the 2nd round carried out after 6 months from the 1st. In the 1st round, data were obtained from 212 usable questionnaires and from 231 usable questionnaires in the 2nd round. Using SPSS and AMOS all the four hypotheses were tested and analyzed. The results are presented in terms of Regression Analysis models, CFA and SEM. Results indicate that perceived organizational support and job satisfaction were significant predictors of employee engagement. Furthermore, perceived organizational support significantly associated with teacher engagement at work. Similarly, job satisfaction emerged as a mediator of the perceived organizational support - employee engagement relationship. The study is relevant in that managers of schools will ensure they set up and implement human resources policies and practices that are relevant for increasing job satisfaction and support at work.Item Financial liberalization and its implications for the domestic financial system: The case of Uganda(African Economic Research Consortium, 2003) Kasekende, Louis A.; Atingi-Ego, MichaelThis paper presents an analysis of the impact of financial liberalization on the conduct of banking business and its impact on the real sector. Survey results show that the overall assessment by commercial banks of financial sector liberalization is positive. Financial sector reforms and interest rate deregulation appear to have engendered efficiency gains in the banking industry and consequently growth of credit to the private sector is increasing. The econometric results also reveal that increased credit to the private sector appears to be leading economic growth. However, increased credit allocation to the private sector should not compromise monetary policy objectives. The study also recognizes the dualistic nature of the financial system in Uganda and proposes as a policy recommendation the linkages of the banking system with micro-credit institutions as one way of enhancing financial intermediation in order to promote economic growth.Item Sharia Law and Islamic Banking in Uganda(Jescho Publishing House, 2022) Lubogo, Isaac ChristopherWhen I see the mountains and think of them firmly fixed, they shall pass away as the clouds pass away. (Such is) the handiwork of God, who carries out all things with utmost proficiency." (Quran 27:88) Your wisdom is witnessed in your creation, and especially in the creation of the human being, You created the human being in the best of forms: you grant wisdom to whom you please, and whoever is granted wisdom is indeed given a great good, but none perceive this except those of understanding." (Quran 2:269). You grant the exceptional ability to look into problems and come up with workable solutions, and when I face a crisis or difficulty can weigh every consideration in a proper and balanced way.Item Using school-based early warning systems as a social and behavioral approach for HIV prevention among adolescent girls(Routledge Studies in Health in Africa, 2020) DeSoto, Julie; Belsan, Asha; Wamala, Robert; Ochaya, Victor; Lulua, Rita Laura; Ekpo, Gloria; Cherian, Dennis; Benson, ShelbyA growing body of literature discusses social and behavioral approaches to HIV prevention. In a recent literature review of adolescent-focused HIV prevention research by Pettifor et al., (2018), the authors noted the need for combining HIV prevention strategies addressing individual, dyadic (peer/partner/parent), community (e.g. school environment), and societal- level risk and protective factors. In a systematic review of programs for HIV prevention among youth in sub-Saharan Africa, Harrison et al., (2010) concluded there should be emphasis on social risk factors for HIV, including gender, poverty, and alcohol, adding that future programs should work to change social norms and target structural factors contributing to HIV infection among adolescents. In 2008, Coates et al., called on the behavioral science community to better inform promising cognitive-behavioral, persuasive communications, and peer education approaches with theoretical frameworks. More recently, Govender et al., (2018) reviewed key challenges for mitigating HIV risk through sexual contact among young people in Eastern and Southern Africa (ESA), the region with the highest HIV burden. Overall, researchers and practitioners recommend that interventions focused on adolescents and young people should be developed using theoretical frameworks, contain multiple strategies, and comprehensively engage different levels of the ecosystem (schools, communities, individuals, families).Item Literacy as placed resource in the context of a rural community member’s everyday lives: The case of Bweyale in Uganda(Routledge, 2016) Openjuru, George LadaahLiteracy is a placed resource that is used differently in the different places of everyday life in rural communities. Bweyale is a multilingual rural community in Uganda. In this chapter, I report a study of rural community literacy use in Bweyale to show how literacy used varies from one place to another. Literacy pervades every aspect of rural community life and rural people use literacy in many rich and creative ways. Contexts for literacy use include rural community livelihoods, education, religion, bureaucracy, household and personal life. The ethnographic study reported in this chapter was informed by the theory of literacy as social practice. The findings show that literacy use is influenced by activities which are embedded in the different spaces in which people are involved as they live their everyday lives.Item Leveraging community capacity to manage improved point-water facilities(2015) Mugumya, Firminus; Munck, Ronaldo; Asingwire, NarathiusCommunity-based water management systems (CBWMSs) are now a popular policy strategy for sustainable rural safe water supply in Africa. However, the effectiveness of the model is marred by numerous bottlenecks of varying character and scale. This chapter, which is based on a case study of a rural parish in south-central Uganda, examines some of these bottlenecks. The study indicates that whereas CBWMSs are well known among water-sector actors as desirable for achieving functional sustainability of improved water facilities, conscious actions have not been taken to leverage the effectiveness of these water management systems. This failure is at the very heart of the weaknesses within the new policy frameworks which embrace principles of community participation, privatization, and public–private partnerships. The study advocates a public authority with renewed attention to local conditions that determine CBWMS effectiveness, especially in developing countries like UgandaItem The Female Genital Mutilation Economy and the Rights of the Girl Child in Northeastern Uganda(Springer, Cham, 2017) Ochen, Eric A.; Musinguzi, Laban K.; Nanfuka Kalule, Esther; Ssemakula, Eugene G.; Kukundakwe, Rebecca; Opesen, Chris C.; Bukuluki, PaulItem Objection my Lord: legal practice demystified(Jescho Publishing House, 2022) Lubogo, Isaac ChristopherHaving received a brief of the client’s case, and identified legal issues. You should develop a Checklist to enable you pick necessary legal information you would need to advise the client and also in case of court action, sufficient information to support the action and also the mode of Commencement. In developing one you can be guided by the Substantive legislation on the matter, case law and even the CPR for example Check list No Standard template Make sure it covers the details of the workshop question There and general things in the personal details 0.7. 1 is also a guiding factor.Item Objection my Lord: legal practice demystified Vol. 1: Land Transactions(Jescho Publishing House, 2022) Lubogo, Isaac ChristopherHaving received a brief of the client’s case, and identified legal issues. You should develop a Checklist to enable you pick necessary legal information you would need to advise the client and also in case of court action, sufficient information to support the action and also the mode of Commencement. In developing one you can be guided by the Substantive legislation on the matter, case law and even the CPR for example Check list No Standard template Make sure it covers the details of the workshop question There and general things in the personal details 0.7. 1 is also a guiding factor.Item Objection my Lord: legal practice demystified Vol. 2: Family Law & Practice(Jescho Publishing House, 2022) Lubogo, Isaac ChristopherHaving received a brief of the client’s case, and identified legal issues. You should develop a Checklist to enable you pick necessary legal information you would need to advise the client and also in case of court action, sufficient information to support the action and also the mode of Commencement. In developing one you can be guided by the Substantive legislation on the matter, case law and even the CPR for example Check list No Standard template Make sure it covers the details of the workshop question There and general things in the personal details 0.7. 1 is also a guiding factor.Item Objection my Lord: legal practice demystified Vol. 3: Criminal Law and Practice(Jescho Publishing House, 2022) Lubogo, Isaac ChristopherHaving received a brief of the client’s case, and identified legal issues. You should develop a Checklist to enable you pick necessary legal information you would need to advise the client and also in case of court action, sufficient information to support the action and also the mode of Commencement. In developing one you can be guided by the Substantive legislation on the matter, case law and even the CPR for example Check list No Standard template Make sure it covers the details of the workshop question There and general things in the personal details 0.7. 1 is also a guiding factor.
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