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African Wisdom has remained on the verge of collapse arising from Western knowledge dominance. In the global knowledge revolution however, all knowledge is critical in social transformation. This study examines the value of African wisdom in modern education. It interrogates the role of African wisdom in developing modern competence-education. Thus, the article documents the philosophical scope of African wisdom as naturalized epistemology. It explores the status of African wisdom in the wake of colonialism, painting the hegemonic character of Western knowledge production. It empirically examines the value of African Wisdom in development of competence-based education. Using qualitative research on Uganda, the paper analyzes the hidden educational treasure embedded in two African wisdom sources. Researchers used quantitative research to document the benefits and challenges of integration of African wisdom in modern education. Finally, the paper recommends transformative education in the social reconstruction of African education. [ABSTRACT FROM AUTHOR]

Due to climate change and increased urbanisation, the current level of freshwater withdrawals and corresponding water usage in Uganda has increased, affecting the availability of these resources and becoming a concern. Education can play a crucial role in providing support to and training students on sustainable water use, both at home and in relation to school activities. Therefore, it is imperative that the education system develops actions, approaches and materials to achieve this goal. The paper assesses the current state of existing Ugandan education on this subject, by identifying the water-related topics currently featured in the curriculum at different class levels, with the aid of questionnaires conducted in four schools in Uganda. Three questionnaires (one for primary school pupils, one for secondary school pupils and one for teachers) were designed for collecting targeted data, and thematic analysis was adopted to analyse the data collected. The results revealed important insights regarding students' behaviours towards water usage at home. They also revealed that water sustainability topics are delivered in the science curriculum at the primary level, as opposed to geography at the secondary level, confirming that overall, there is a lack of integrated practical teaching incorporated within the courses currently taught in Ugandan schools. [ABSTRACT FROM AUTHOR]

For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and 'legitimate' knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach—theoretical and pedagogical—to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments. [ABSTRACT FROM AUTHOR]

This biographical dialogue with Timothy Wangusa explores the interface between indigenous culture, Christianity and education in Uganda, how this disrupted the indigenous cultural base and practice and continued to inform and impact lives and culture in Uganda. It interrogates the binary colonial–cultural contestation and disorientation of indigenous identities from an existential base rooted in the body, the spirit and the land. It acknowledges tensions of identity for the African writer as a product of multiple heritages and the challenge of emboldening it in contestation of manifold historical and structural peripherisations in education and national development policies and interventions. In response to the general national emphasis on science in education and development, Wangusa highlights, through his example, the function of language in education and the value of an inclusive curriculum. He decolonises the definitional scope of science to a more inclusive and relational application as a function of civilisation and education. The word, 'language', remains central as an enabler in the understanding and pursuit of development and human civilisation. This interview, conducted on 6 July 2022, was a commemoration of Professor Timothy Wangusa at 80 years and part of the Department of Literature's activities during Makerere University Centennial celebrations, 2022. [ABSTRACT FROM AUTHOR]

Many education policies in low income countries impose eligibility limits, and these can generate household responses that distribute educational investments across children. In this paper, I study the effects of eligibility limits in the context of the Universal Primary Education (UPE) reform in Uganda. The program abolished elementary school fees for up to four children per household, with families paying fees on each additional child. Depending on the composition of children and their age at the onset of the reform, the policy generates costs for primary school that vary both within and across households. Children that are eligible for the tuition waiver but live in households with ineligible siblings complete fewer years of schooling. I estimate that the presence of ineligible siblings wiped out almost half of the overall impact of the UPE reform on educational attainment, with the effects concentrated among the poorest households. Household responses to the subsidy program are similar to those found in other types of schooling programs such as conditional cash transfers. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused disruptions in the education system and has worsened inequality within and between nations. The competitive power in academic achivement across nations including Uganda rests on pedagogy followed by school leadership. School leadership alone explains up to 27% of the differences in students' learning achievement across regions. While there is glaring literature on school leadership, and its role in learner achievement, the repositioned role of school leadership to match the demands of the post -COVID19 pandemic era has not been given the attention it deserves. Therefore, this narrative review specifically answered the role of school leadership in ensuring learning to thrive in the post-COVID-19 era. This role of education as a very powerful tool for socio-economic growth, development and transformation is clearly spelt out in a number of documents including; Uganda's vision 2040 and the National Development Plan III. Despite the thorough planning, a number of weaknesses in the education system have been exposed by the COVID-19 pandemic which clearly indicated the need for learning to thrive. In this case learners are able to think, provide solutions, and adopt. Accordingly, school leaders have a duty beyond the managerial role and the post COVID-19 era demands re-evaluation of the processes within the school setting to ensure quality and inclusive education while considering the 21st Century demands. Therefore, school leadership has an instructional, distinct, and systemic role to foster learning to thrive in the post-pandemic era. This can be supported by working more collaboratively to share knowledge and best practices with other schools and communities. [ABSTRACT FROM AUTHOR]

Growing evidence from multiple countries in Africa documents sexual violence in schools. However, when that violence is committed by teachers it is shrouded in secrecy. This article identifies disconnects between quantitative and qualitative research, policy and practice, which have contributed to these silences. We address some of these silences through a dialogical analysis of mixed methods data from the Contexts of Violence in Adolescence Cohort study (CoVAC) with young people in Uganda. The analysis illuminates girls' experiences of sexual violence by school staff, and patterns of discrimination and inequality that increase vulnerabilities. The data reveal how schools vary in their institutional responses and, in the absence of institutional support, girls develop strategies to resist sexual coercion. Overall, our analysis exposes significant disconnects between policies and practices of sexual exploitation in schools. We conclude that dialogical, mixed methods research approaches have strong potential to better understand and address silences in policy and practice on highly sensitive topics. [ABSTRACT FROM AUTHOR]

Thinking of food security and food supply in a region, the first factors that come to mind are its natural features, geographical location and climate, as these are all factors that fundamentally determine the agricultural potential of a given region. However, a number of other factors (e.g. infrastructure development) also influence the ability of a region to exploit its natural potential and to provide stable food security. The aim of this study is to explore, question and make recommendations on the causes of disparities and food security problems in two Central African regions, namely Nyangezi in South Kivu, DRC, and the Lake Bunyonyi region in Uganda. These two regions are very similar in terms of geography, climate and agriculture, but they differ significantly in terms of food security. The Democratic Republic of Congo is the 16th most populous country in the world, 60% of its territory is covered by forests, it is rich in mineral resources (especially copper, cobalt, coltan, gold and diamonds), but the standard of living of its population is not high (Palkovics, 2021), and it is the eighth poorest country in the world. 90% of its exports come from minerals, and it relies heavily on imports for food (both wheat and maize), which are insufficient to meet its needs. Agriculture accounted for 20.6% of GDP in 2015. Based on these indicators, it is relevant to examine the background of low food security. In this study, we address the food security characteristics of the Lake Bunyonyi area in Uganda, which is to be compared with the Nyangezi region of Congo. Although undernutrition is also observed here, food security is more stable compared to the Nyangezi region in Congo. [ABSTRACT FROM AUTHOR]

Copyright of Population (00324663) is the property of Institut National d'Etudes Demographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Uganda had the longest period of school closures worldwide as a response measure during the Covid‐19 pandemic. Drawing on longitudinal qualitative data from the Contexts of Violence in Adolescence Cohort Study (CoVAC) (2018–2023), we examine how this has affected the lives of adolescents in Uganda. Our analysis showcases how intersecting inequities based on socioeconomic circumstances, gender and location have intensified, with detrimental effects on young people's educational paths and life circumstances. Strategies that take the intersections of these inequities into account are urgently needed to help the most disadvantaged and marginalized young people return to school. [ABSTRACT FROM AUTHOR]

Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as 'sensitive'. Research Design: Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process. [ABSTRACT FROM AUTHOR]

Summary: Motivation: This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid‐19‐related school closures. Purpose: This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach: A sequential, explanatory mixed‐methods case‐study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender‐based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self‐confidence. Policy implications: The findings suggest that policy‐makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Estudios de Desarrollo is the property of Revista Iberoamericana de Estudios de Desarrollo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The government of Uganda eliminated primary school fees during the insurgency of the Lord's Resistance Army (LRA), a rebel group notorious for abducting school aged boys and girls to turn them into rebels through indoctrination and intimidation. Previous research shows that the no-fee policy, commonly known as the Universal Primary Education (UPE) programme, increases access to education mainly for girls. I test the hypothesis that UPE increases incentives of abducted girls to desert the LRA. Difference-in-differences estimates, which compare the change in desertion of girls in primary school age (treatment group) to the change of older females (control group), support the hypothesis. Investigating possible mechanisms, I find little support for the 'standard' opportunity cost hypothesis that dominates the literature, where education increases earning opportunities in the regular economy and thus makes staying with the rebels less attractive. Instead, the evidence supports a 'novel' opportunity cost hypothesis that has received little attention thus far: Girls long for education, and the prospect of going to school – which UPE increases substantially – entices them to abandon the rebels. [ABSTRACT FROM AUTHOR]

This article presents a qualitative study conducted in Gulu district, northern Uganda, in 2018 and 2019 on peacebuilding through early childhood care and education. The aim of the study was to understand the roles played by the parents and early childhood development institutions in promoting peacebuilding traits in children, which is not the norm in evidence-based studies and literature. The study was framed by the ecology-of-peace framework, the root causes or justice theory and the sociocultural theory. The study was exploratory, cross-sectional and descriptive in nature and adopted two nonprobability sampling techniques, namely purposive and convenience sampling. Semi-structured primary source data were collected through key informant interviews. Other sources of data were four non-participatory observations of children in three centres and document reviews of the Ugandan National Integrated Early Childhood Development Policy and its action plan, lesson plans and the curriculum. The findings indicate that many of the core parental roles fulfil the requirements for successful peacebuilding through early childhood care and education approaches, yet have gone unnoticed in peacebuilding and early childhood care and education. The role of early childhood care and education complement that of parents in preparing children to be better citizens. Recommendations are directed to stakeholders to support early childhood care and education. [ABSTRACT FROM AUTHOR]

Youth unemployment in Uganda increased from 12.7% in 2012/13 to 13.3 in 2016/17, despite a decline in the overall national unemployment rate from 11.1% to 9.2%. This poses serious development challenges, particularly to the ongoing efforts to poverty reduction. The main objective of the current study is to examine the extent to which gender, education, residence, and age determine youth unemployment in Uganda. Using recent data from the Uganda National Household Survey 2016/17 collected by the Uganda National Bureau of Statistics, we obtained a sample of 5,912 respondents for the ages between 18 years and 30 years. The main findings based on a binary logistic regression approach, reveal that education, gender, residence, and age are all critical in driving youth unemployment. The Ugandan youth who has some level of education is more likely to be unemployed compared to those with no education. But the youth that attended post-secondary education is associated with the highest unemployment probability followed by those with secondary school education and finally by primary education. While an increase in age appears to increase youth unemployment for females, the married youth have less chances of being unemployed compared to the unmarried youth. Moreover, as the probability of being unemployed reduces for the married youth, being divorced increases that probability. Similarly, the male youth are found more likely to be unemployed than their female counterparts. Additionally, the urban youth increased their chances of unemployment compared to the rural ones. Likewise, males are far more likely to remain in unemployment relative to females, just as living in the northern, eastern, or western region as a youth is less risky in terms of unemployment compared to living in the central region. On the other hand, whereas the education level of the household head is not important for youth unemployment, the marital status and gender of the household head are critical. The indirect effects of education, gender, residence, and age are clearly notable. Implications for policy and research are drawn. [ABSTRACT FROM AUTHOR]

Objective: We examined associations of urine iodide excretion, proxy for iodine intake, with child development and growth.Design: This is a secondary analysis of a 1:1 cluster-randomised trial with a 6-month nutrition/stimulation/hygiene education intervention among mothers of children aged 6-8 months to improve child development and growth. Development was assessed using Bayley Scales of Infant and Toddler Development-III (BSID-III) and Ages and Stages Questionnaire (ASQ), whereas anthropometry was used to assess growth. Urine iodide concentration (UIC) and urine iodide/creatinine ratio (ICR) were measured.Setting: The current study was conducted in southern Uganda.Participants: We randomly selected 155 children from the 511 enrolled into the original trial and analysed data when they were aged 20-24 and 36 months.Results: Median UIC for both study groups at 20-24 and 36 months were similar (P > 0·05) and within the normal range of 100-199 µg/l (0·79-1·60 µmol/l), whereas the intervention group had significantly higher ICR at 20-24 months. The BSID-III cognitive score was positively associated (P = 0·028) with ICR at 20-24 months in the intervention group. The ASQ gross motor score was negatively associated (P = 0·020) with ICR at 20-24 months among the controls. ICR was not significantly associated with anthropometry in the two study groups at either time-point.Conclusions: Following the intervention, a positive association was noted between ICR and child's cognitive score at 20-24 months, whereas no positive association with ICR and growth was detected. Iodine sufficiency may be important for child's cognitive development in this setting. [ABSTRACT FROM AUTHOR]

To determine the nutrition competency level and training needs of agricultural extension workers (AEWs) in Uganda. A cross-sectional survey was conducted in four districts with 61 private and 163 public AEWs. Data were collected using self-administered structured questionnaires and analysed using means, Chi-square and Mean Weighted Discrepancy Score. AEWs require 9 core competence domains: Basic nutrition; Nutrition needs of household members; Hygiene and sanitation; Post-harvest handling; Planning and resource allocation among others. AEWs were above average competence in most (8) competency domains. Private AEWs perceived themselves to be more competent (( X ¯ = 4.26) than the public AEWs ( X ¯ = 3.77), χ2 (224) = 20.1182, p = < 0.01). Prioritized needs by public and private AEWs were; Understanding nutrition needs of different household members, Farming systems that promote nutrition and Postharvest handling and food safety. Pre-service and in-service training of AEWs should focus on the identified core competence domains and the priority training needs respectively, depending on the organization contexts. This study demonstrates that the competency profile of AEWs should include community based nutrition education. Situations where private AEWs have higher capacity than their public sector counterparts, present an opportunity for cross-learning. Community based nutrition education has been traditionally the mandate of health sector ministries, and the capacity requirements of AEWs who are not nutrition experts has been contested. This study provides empirical evidence regarding nutrition education competence needs of AEWs to enable them ably complement other sectors in multi-sectoral nutrition policy contexts. [ABSTRACT FROM AUTHOR]