Makerere Institute of Social Research (MISR) - IDS

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Browsing Makerere Institute of Social Research (MISR) - IDS by Subject "Education"
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    Implementation of curriculum reform and its implications: The case of Kenya.
    ( 2005) Makerere Institute of Social Research
    Education is intimately associated with social and economic and political development in any nation. In Kenya's pre-independence education was provided within the context of social and economic organization. Colonial education system was exclusive and organized along racial lines with the few Africans receiving an education conceived to be inferior. The enthusiasm for education increased tremendously after independence which led to phenomenal growth in education at all levels. In pre-colonial process of education, moral and ethical values were known and accepted as a way of life by all. Democratic practices of Government, justice and co-curricular activities were imparted to the society on an informal basis. The mode of delivery involved practical application of new knowledge in a real life situation. This inclusive process of education was, however, disrupted by the colonial government through the segregated education system.
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    Improving the management of sexual maturation at primary schools: information needs from the perspective of Ugandan school children
    (Makerere Institute of Social Research, 2002-06-14) Kasente, Deborah
    A series of studies conducted in Kenya, Uganda and Zimbabwe between 2000 - 2001 about management of puberty in Primary Schools all came to the same and poignant conclusion namely: the current management of sexual maturation within the primary education system is systematically failing to meet the needs of all children, but especially of girls. Specifically, the education system was found to be failing children at three levels by omitting to provide the following: Accessible and accurate knowledge and information about the process of sexual maturation; • Essential facilities to ensure that children, especially girls, are not excluded from full participation in the system because of their maturing bodies; • An adequate and appropriate value system through which children can be guided into safe and healthy adulthood.
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    Improving the management of sexual maturation at primary schools: information needs from the perspective of Ugandan school children
    (Makerere Institute of Social Research, 2002-06-14) Kasente, Deborah
    A series of studies conducted in Kenya, Uganda and Zimbabwe between 2000 - 2001 about management of puberty in Primary Schools all came to the same and poignant conclusion namely: the current management of sexual maturation within the primary education system is systematically failing to meet the needs of all children, but especially of girls. Specifically, the education system was found to be failing children at three levels by omitting to provide the following: Accessible and accurate knowledge and information about the process of sexual maturation; • Essential facilities to ensure that children, especially girls, are not excluded from full participation in the system because of their maturing bodies; • An adequate and appropriate value system through which children can be guided into safe and healthy adulthood.
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    The integration of refugees into Uganda's education system
    ( 1999) Harrell-Bond, B.E.
    This is a proposal for a four-year research programme designed to monitor the impact of the process of integration of educational services for refugees in Adjumani, Arua, and Moya Districts. This process will be part of the implementation of a new policy of the Government of Uganda (GoU) and the UN High Commissioner for Refugees (UNHCR). In July 1998, the GoU/UNHCR announced its new policy, 'From Local Settlement to Self-Sufficiency: A Long-Term Strategy for Assistance to Refugees in Uganda, 1999-2002'. Initially it is to apply to Sudanese refugees in three northern districts. Over a four-year period, the GoU and UNHCR aim to bring the refugees in these three districts to self-sufficiency and to integrate services for refugees with those of the host society. These districts also contain large numbers of self-settled refugees who are already using local services, including schools.1 Moreover, some of the 'refugee schools' provide education to the children of nationals. The proposed research has been conceived and will be implemented as a discrete study within the broader framework of an EU-sponsored project, Research on Policy Issues in "Refugee Health and Welfare. A major objective of this umbrella project is to build local capacity in research and teaching. Collaborating 2 institutions are the Refugee Studies Programme (RSP), University of Oxford, UK; the Institute of Tropical Medicine, Antwerp, Belgium; Institute of Public Health, Makerere University, Uganda, and the Centre for Refugee Studies/Medical School, Mai University, and Kenya.3
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    The integration of refugees into Uganda's education system
    ( 1999) Harrell-Bond, B.E.
    This is a proposal for a four-year research programme designed to monitor the impact of the process of integration of educational services for refugees in Adjumani, Arua, and Moya Districts. This process will be part of the implementation of a new policy of the Government of Uganda (GoU) and the UN High Commissioner for Refugees (UNHCR). In July 1998, the GoU/UNHCR announced its new policy, 'From Local Settlement to Self-Sufficiency: A Long-Term Strategy for Assistance to Refugees in Uganda, 1999-2002'. Initially it is to apply to Sudanese refugees in three northern districts. Over a four-year period, the GoU and UNHCR aim to bring the refugees in these three districts to self-sufficiency and to integrate services for refugees with those of the host society. These districts also contain large numbers of self-settled refugees who are already using local services, including schools.1 Moreover, some of the 'refugee schools' provide education to the children of nationals. The proposed research has been conceived and will be implemented as a discrete study within the broader framework of an EU-sponsored project, Research on Policy Issues in "Refugee Health and Welfare. A major objective of this umbrella project is to build local capacity in research and teaching. Collaborating 2 institutions are the Refugee Studies Programme (RSP), University of Oxford, UK; the Institute of Tropical Medicine, Antwerp, Belgium; Institute of Public Health, Makerere University, Uganda, and the Centre for Refugee Studies/Medical School, Mai University, and Kenya.3
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    The monkey clan in Buganda
    ( 1950-07-17) Kamulegeya, John J.
    The history of Buganda tells us that all the clans-found in Buganda started during the reign of Kabaka Kintu. Kabaka Kintu was the first Kabaka who had a settled administration of Buganda. Kabaka Kintu came from the north of Uganda; it is said that he was accompanied by a group of people. On their way down to Buganda they came across a place where there was no food. Some people say that it was a drought in that particular place. Kabaka Kintu, as the leader of that group of people, suggested that each and everyone should look for something to eat; some hunted animals, some caught insects and some brought different sorts of things. In addition to his suggestion, he said that they all should try to eat that particular thing each had brought; and if one vomited or felt unwell after eating that particular thing, then it would become one's totem and automatically, of course, one's clan. The suggestion was carried out; and it is now the known origin of the totems and clans of the Baganda.
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    Some practical and theoretical problems of general ability testing at the African standard six level in Southern Rhodesia.
    ( 1962) Irvine, S. H.
    The testing of abilities in Africa, until after the Second World War, was largely comparative in nature and theoretical in its approach. It. was designed to illustrate differences between ethnic groups and their respective cultures. Applied research, where emphasis was placed on the relationship of the individual to his peers has been the result of the need to classify and use African labour in primary and secondary industry and lately, to cope with the problems of selecting from a large number of primary school leavers, those who could most benefit from further schooling.
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    Some practical and theoretical problems of general ability testing at the African standard six level in Southern Rhodesia.
    ( 1962) Irvine, S. H.
    The testing of abilities in Africa, until after the Second World War, was largely comparative in nature and theoretical in its approach. It. was designed to illustrate differences between ethnic groups and their respective cultures. Applied research, where emphasis was placed on the relationship of the individual to his peers has been the result of the need to classify and use African labour in primary and secondary industry and lately, to cope with the problems of selecting from a large number of primary school leavers, those who could most benefit from further schooling.
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