Thesis (Ph. D.)--Universität Osnabrück, 1993. / Includes bibliographical references.

No description available.

The overall purpose of this study was to explore the effectiveness of a feminist methodology in examining the inter-organizational relationships (IORs) of a partnership for girls' education in Uganda. An in-depth case study was carried out on the Alliance for Community Action on Female Education - Uganda chapter (the Alliance). The Alliance was a multi-sector partnership between international donors, the Ministry of Education and Sports (MOES), and Ugandan non-governmental (NGOs) and community based organizations (CBOs). / Using a feminist approach to spatial mapping, interviews, focus groups and collaborative research activities, the study explored the 'lived' inter-organizational experiences of the Ugandan women and men involved in the Alliance partnership. This choice in methodology responds to the belief that there is limited attention placed on how inter-organizational relationships are examined through the lens of gender, and that there is a need to challenge the male-dominated policy discourse and literature around international cooperation and development. The findings of the study yielded evidence of two main concepts: (1) the Alliance Model---the components that make up the Alliance partnership; and (2) the Alliance Approach---the pedagogies and processes through which the partnership is carried out. These concepts articulate how participants understand the Alliance's IORs from a gender perspective and how these IORs affect gender transformation in education. / The study also discusses the challenges implicit in using feminist methodology to interrogate inter-organizational relationships through the lens of gender. The findings of the study are therefore presented as a 'mapping' of a new language on how we understand and talk about multi-sector partnerships through the lens of gender. / The study has important implications for the way development partnerships in education are designed and managed. It recommends the use of explicit gender analysis and frameworks to ensure that programs and partnerships move beyond simply meeting 'practical' needs for girls and women and focus on creating models and approaches that lead to transformative gender equality results for girls' education.

This study, conducted in Uganda, was set up to observe, record and analyse the pattern of interactions among the participants of URLCODA's adult literacy programme which has taken a semi-formal intergenerational form. Inspired by Vygotsky's ideas on mediation, more 'capable peers' and the Zone of Proximal Development, it was thought that intergenerational interactions in URLCODA's literacy programme could be harnessed to maximise learning among the participants which could become an alternative model for promoting literacy across the board regardless of age, sex, race, location and social status. The main research question that guided the study was: what happens in the intergenerational interactions in URLCODA's adult literacy programme attended by children in Arua district of Uganda and what are the motivational, enabling and limiting factors in such a teaching and learning arrangement? The study, which adopted a qualitative design, used observation, interviews, documentary analysis and photography to collect data from a sample of 32 participants. These were purposively selected from URLCODA's intergenerational literacy programme. It was important to conduct the study because URLCODA's adult literacy programme attended by children is rare and has not, to the best of my knowledge, been reported on anywhere in Uganda. The study was unique because the learning relationships between the adult and child learners were the reverse of the Vygotskian concept of mediation that interested me to undertake the study. This is because in the formal literacy and numeracy skills lessons, it was the child learners who played the role of 'more capable peers' and not the adult learners. The data collected revealed that the teaching methods were conformist in nature, the learners depended entirely on the instructors for the teaching/learning and reading materials, the participants were motivated by various factors of which personal, social and economic ones outweighed the rest, such as political and environmental ones, the intergenerational interactions appeared to be beneficial to both adult and child learners who all appeared to be enthusiastic about the programme, and the greatest challenge to the programme lay in the area of lack of resources on the part of the organisers and poverty on the part of the literacy learners. The study concluded that the interaction between the adult and child learners is beneficial for exchange of ideas, experiences, skills and beliefs which helps in shaping their behaviour in the class and outside the class. The programme has serious resource limitations and design deficiencies, especially in terms of the content of the curriculum that needs to be addressed urgently. The study recommended that URLCODA should seek support from the government and charitable organisations, liase with other organisations to institute credit schemes to support and strengthen the livelihood or functional nature of the programme, solicit and provide reading materials to the learners, put in place post-literacy programmes, further develop the intergenerational nature of the programme, offer training opportunities for the instructors, balance the curriculum to ensure that the programme meets the needs of all the participants and embark on fund-raising and other resource mobilisation drives to enable the programme achieve its intended goals. Finally the study identified a number of areas for further research. These include: the assessment of the impact of such an intergenerational programme on the performance of children in the primary schools in case of those attending Universal Primary Education (UPE), the assessment of the impact of the programme on the behaviour of children outside the literacy class and whether such a learning arrangement can create a democratic situation for the two groups to freely share information for enhancing learning opportunities and promoting the concept of lifelong learning. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

Thesis (doctoral)--Joensuun yliopisto, 2005. / Added t.p. and errata slip for series numbering from publisher inserted. Includes bibliographical references (p. 397-430) and index.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 448-461).

When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.

To make education a profitable enterprise and contributor to social development requires that schools infuse values into schooling as part of the ethical construction of learners and citizenship building. This research used Kampala district as the case study to conduct a qualitative inquiry with grounded theory to examine the integration of values into the management of learners’ discipline in Ugandan schools. Using a sample of 60 participants, the researcher gathered data using personal interviews, focus group interviews, and documentary analysis. Through the analysis of this data, the researcher established that the School Governing Body (SGB), government, educators, missionaries and the community are stakeholders highly involved in directing the process of values integration into learners’ discipline. He also discerned that different schools impart moral, spiritual, academic, aesthetic, social and universal values into the learners. However with the 1963 Castle Report on Education that led to the nationalization and secularization of schools, denominational schools strongly felt that government robbed them of their powers to control and manage schools through the “principle of subsidiarity”. This seems to have led to the gradual erosion of values and breakdown of discipline in the denominational schools as well as the others. The central argument of this thesis is that integrating values into school discipline in Uganda would result into an inclusive education system that supports both theist and atheist attitudes towards formal schooling. Some respondents argued that values should be directly integrated into learners’ discipline while others opposed values integration. Those who supported values integration into school discipline pointed out that it is an integral part of life-education. On the other hand, those who oppose integrating values argued that values integration might be misused to impose secular influences on the learners. The existing avenues of optimal integration of values into school discipline include use of physical punishment and restorative justice, although custodial methods are widely condemned by human rights activists for being too harsh, punitive and retaliatory. Restorative justice methods used include the use of religious and social clubs as well as counseling and guidance. Collective stakeholder participation in school management is also widely used where school management, government, parents and the community take on a collaborative role in empowering and creating an environment for positive discipline. Finally, missionary educators play a significant role in learners’ behavioural modification. The challenges of values integration into school discipline, on the other hand, are policy-related; including poor school administrative styles, failure to define which values to emphasize in disciplinary management, lack of staff motivation and educators’ unethical behaviour. The classroom-related challenges were an over emphasis on academic values that, consequently, turn education into a theoretical rather than a practical exercise. This is compounded by the poor teaching methodologies used like rote-learning due to the problem of dealing with large classes especially in UPE and USE schools and the strict emphasis on an examination-centered syllabus. The social-related challenge observed was the negative influence of the media on young people’s life styles, consequently, leading to permissiveness, aggressive, violent and militant behaviours now common in schools. The study underscored the need to emphasise stakeholder responsibility in school disciplinary management, and the necessity to offer visionary and collegial leadership, identify a common set of values critical to the promotion of life-long learning, promotion of life-education to ensure formation of morally upright learners, and encourage inclusive education (UBUNTUISM). Government should draft a national education philosophy to guide schools in integration of values education, emphasizing secular, moral and religious values, as well as the need for restorative justice, and employing more pragmatic teaching methodologies. There is also the need to create role-models and staff motivation. All these are cardinal remedies in ensuring constructive school discipline. Finally, the central theory that explains the integration is an Integrated Values Framework (IVF) for Positive Discipline (PD). It advocates that discipline is a process of nurturing learners through the provision of inclusive education, life-long learning and citizenship building.

Doctor Legum - LLD / The study has three major aims: To give a detailed discussion of the question of punishment and the three major theories or objectives of punishment – retribution, deterrence and rehabilitation, from a philosophical point of view; To discuss the law and jurisprudence relating to life imprisonment in the international criminal tribunals of Nuremberg, Tokyo, the Former Yugoslavia, Rwanda, International Criminal Court and the Special Court for Sierra Leone (SCSL). The emphasis will be on the theories of punishment these tribunals have stressed in sentencing offenders to life imprisonment; To discuss the history and major legal developments relating to life imprisonment in three African countries, viz, Mauritius, South Africa and Uganda. The study will also discuss: the offences that carry life imprisonment; the courts with jurisdiction to impose life imprisonment; legal representation for accused facing life imprisonment on conviction; the theories of punishment that courts have emphasised in sentencing offenders to life imprisonment; and the law and mechanisms governing the release of offenders sentenced to life imprisonment in the above three countries. / South Africa

SMEs have been acknowledged by governments globally as a prime source of economic growth and development. In Africa there has been a noticeable increase in the number of SME establishments. In Uganda, SMEs are the most popular business choice and play a major role in the national economy. Although SMEs significant economic contributions are generally acknowledged, being ethical and successful has become a challenge, as many SMEs in Uganda have not fully adopted and integrated ethics into their business strategies. Understanding the reasons for the increased unethical behaviour in SMEs is central to their continued business success. The primary objective of the study was to investigate the factors that influence ethical business conduct in Ugandan SMEs. From a comprehensive literature review, three main independent variables (staff-, business- and external environment factors) were identified as variables influencing ethical business conduct (dependent variable) of SMEs. A hypothetical model was developed to determine whether the independent variables have an influence on the dependent variable. Twelve hypotheses were formulated to test the relationships between three staff factors, five business factors, four external environment factors and ethical business conduct. The study sought the perceptions of SME owners or managers in the Kampala District and utilised the quantitative research paradigm. A survey was conducted with the aid of a structured self-administered questionnaire distributed by three fieldworkers. A combination of convenience and snowball sampling was utilised. The final sample comprised 384 respondents. The validity of the measuring instrument was ascertained by using exploratory factor analysis. The Cronbach‟s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. A total of ten valid and reliable factors were retained. Pearson product-moment correlation and multiple regression analysis were used to test the correlation and statistical significance of the relationships hypothesised between the various independent and dependent variables. One statistically significant relationship was found between the staff factors (employee attitude) and ethical business conduct. Two statistically significant relationships were found between the business factors (knowledge acquisition and management practices) and ethical business conduct. Three statistically significant relationships were found between the external environment factors (legal requirements, industry norm and media power) and ethical business conduct. External environmental factors seem to have a greater influence on SME ethical business conduct in Uganda. Multivariate Analysis of Variance (MANOVA) was used to identify if significant relationships exist between the eight demographic variables and seven reliable and valid independent variables. Furthermore, post-hoc Scheffé tests identified where the significant differences occurred between the different categories. Cohen‟s d-values were calculated in order to assess the practical significance of the mean scores. A total of twelve practical significant relationships were identified. SME owners or managers should consider employing staff with the right attitude to uphold sound ethical business values. They should implement ethical management practices to promote ethical business conduct amongst employees and ensure that employees are made aware of what is regarded as acceptable ethical business behaviour. SME owners or managers should adhere to legal requirements and industry norms to be known as businesses exhibiting ethical behaviour and utilise media to instil and guide ethical values in employees. Lastly, they must pay attention to the role that demographical variables such as: gender, level of education, current employment status, number of years in business and number of employees, play in behaving ethically in business.