Bakgrund På grund av den ekonomiska kris som nu råder växte vårt intresse för resurser och hur beroende vi egentligen är av dem. Vi blev intresserade av att ta reda på hur lärare i ett u-land, som vanligtvis har färre resurser än ett i-land, löser sina undervisningssituationer. Vi fick möjligheten att resa till och tillbringa tio veckor i Uganda för att undersöka vårt syfte. Ordet resurs definieras i denna uppsats som materiella, personella eller miljömässiga resurser. Några som också uppmärksammat afrikansk skolkultur och som tagits upp i denna uppsats är Palme (1998) och Linde (2000) samt UNESCO som årligen ger ut en rapport om skolutvecklingen världen över. Syfte Syftet med denna uppsats är att undersöka hur lärare på en grundskola i östra Uganda löser skolsituationer med fokus på resurser. Studien utgår från dessa frågeställningar: Vilka resurser finns på skolan? Hur används det i undervisningen? Vad tänker lärare kring resurser? Metod Studien utgår från ett etnografiskt tillvägagångssätt vilket betyder att resultatet framkommit genom deltagande observationer, fältanteckningar och fokusgruppsintervjuer. Att blanda olika metoder genom triangulering gjorde det möjligt för oss att ställa de olika resultaten mot varandra för att höja tillförlitligheten. Ramfaktorteorin har även använts för att strukturera upp resultatet. Under analysen framkom fyra olika kategorier som utgör ramarna för undervisningen. Resultat Materiella, personella och miljömässiga resurser samt grundläggande behov är de ramar som vi fokuserat på i denna studie och som enligt vår tolkning påverkar vilken undervisning som är möjlig. Skrivmaterial och krita anses nödvändiga. Lärarna ser sig själva som viktiga resurser genom att uppmuntra, undervisa och vara goda förebilder. Den största resursen ser de ändå att de grundläggande fysiska behoven utgör. Sömn, mat och trygghetsbehoven behöver vara tillfredsställda för att lärande överhuvudtaget ska vara möjligt. Ramarna leder till en undervisning som till största del utgörs av förmedlingspedagogik. I diskussioner med lärarna framkommer tankar om andra arbetssätt som på grund av högt elevantal är svårt att införliva.

Univ., Diss.--Uppsala, 2006.

Thesis (Ph. D.)--York University, 1997. Graduate Programme in Political Science. / Typescript. Includes bibliographical references (leaves 281-297). Also available on the Internet. MODE OF ACCESS via web browser By entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ27310.

Youth, the World Bank argues, need to become a constituency for reform in developing countries. This case study responds to this challenge by investigating adolescent students' understanding of the relationship between health literacy, HIV/AIDS, and gender in the context of Uganda. The four questions investigated are: (i) What kind of health literacy, HIV/AIDS, and gender-related information is accessible to Ugandan adolescent secondary school students? (ii) In the students' view, what are the factors contributing to health and HIV/AIDS related challenges faced by young people in Uganda today? (iii) According to these students, what is the impact of the debate on gender equality in the fight against health epidemics including HIV/AIDS? and (iv) What do these students consider to be the way forward for Uganda to achieve better health and improve life chances for all? The theoretical framework includes critical pedagogy and indigenous knowledge systems, as well as integrative gender frameworks. Each contributes a different but complementary understanding of adolescent students' perspectives on the issues under investigation. Data were collected in a qualitative study from January 2005 — May, 2007. The data corpus includes: student journals, reflective reports, artifacts/documents, life history interviews, questionnaires, informal ethnographic conversations, focus group discussions and critical inquiry discussions. In response to each of the research questions, the major findings were as follows: i) The students' understanding of the relationship between health literacy, HIV/AIDS, and gender were in part influenced by the media, and in part their own experiences. ii) Poverty and peer pressure impact young people's health practices. iii) Young people want gender equality debates to have a focus on marginalized males as well as females. iv) Youth suggest that education, fair trade, and better health care services are important in the attainment of the "better health for all" goal in Uganda. The study concludes that marginalized groups, especially youth, need opportunities to develop a united voice and be active participants in reform processes. Further, new analysis frameworks are needed to understand the gender/power relations in Uganda.

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<p>&nbsp / </p> <p>&nbsp / </p> <p>&nbsp / </p> <p align="left">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 &ndash / 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 / &nbsp / 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.</p>

The study is about discipleship in Mark 10:35-52: a model for leadership development of clergy in the Church of Uganda (Anglican). In this thesis I engage with three contextual models that have impacted on the leadership development of clergy in the Church of Uganda (Anglican) namely: the Ganda model of kingship, the Church Missionary Society (CMS) model and the East African Revival (EAR). Kingship models reflect oppressive codes of patronage and authoritarianism which have influenced all sectors of the church leading to constant struggle for power. The East African Revival emerged as a resistance model against the two “banking models” of Christianity. The movement managed to decode the banking models through their values of simplicity manifested through hospitality, fellowship and Bible study. They overcame the racism and ethnic hostility that had been cultivated by the CMS missionaries and the Ganda. These three models are then brought into dialogue with the Jesus model of servant leadership to develop a model which is both Biblical and contextual. Social historical criticism coupled with the Freirian pedagogical approach is used to analyse and critique both the contextual models and the text of Mark 10:35-52. Oppressive codes such as hierarchy, honour and status, kyriarchy, and patronage have been identified in both the text and contextual models of leadership. These oppressive codes have been decoded using Jesus’ model of servanthood in which he embodied the oppressive codes as the New Human Being, resulting in equality for all irrespective of ones’ social status or gender. Jesus embodied the servant role which was meant for the slaves and the poor by laying down his life as a ransom for many. Jesus’ shameful death was a way of decoding the power of the cross where the slaves, insurrectionists, and servants were crucified. Since then the cross became a symbol of liberation where the slaves, insurrectionists and servants could find victory and justification. The cross brought equality between the oppressed and the oppressors. Women found favour before Jesus in the face of a kyriarchal culture where only a male figure counted. The poor, sick and blind and those considered outcasts in society found victory and liberation in Jesus. Appropriation of Jesus’ discipleship model of servanthood creates a place of dialogue, where the situation in the Church of Uganda (Anglican) can enter into an extended conversation with Jesus’ discipleship model. This thesis suggests that the contextual models of leadership development in the Church of Uganda (Anglican) in dialogue with the Jesus model of leadership can result in a contextual model of an egalitarian church where everybody, irrespective of gender, status and tribe, could enjoy the privilege of being a member of the family of God. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Decentralisation has not only transformed the structure of government but has also fundamentally altered the political landscape in Uganda. Since 1986, the country has witnessed a gradual but comprehensive transfer of power, responsibilities and resources from the centre to local governments. The exercise began as a shift from appointed to elected councillors and leaders, initially of resistance committees, and then later of local councils that have been formed in rural areas and urban wards as vehicles for local government and popular participation. Decentralisation has also appeared in the form of devolution of major functional responsibilities such as primary education, health, water and sanitation, and rural feeder roads from the centre to local governments. Indeed scholars and planners who subscribe to the ideology of centrifugalism as a prominent management and planning discourse have seen this level of decentralization as a fundamental point of departure towards institutionalization of a level of reform which seeks to transfer political, administrative, financial and planning authority from the centre to local governments. Many have also seen it as the right direction towards the promotion of popular participation, empowering local people to make their own decisions and generally enhancing the levels of accountability and responsibility within the local communities. Nevertheless the process of decentralisation has not entirely been a bed of roses. Despite the existence of abundant goodwill on the part of the national political leadership, lack of civic competence, apathy, disillusionment and fatigue are some of the debilitating factors that have combined to render citizen participation generally unattainable. Moreover, because decentralisation has tended to be a top-down approach, participation has largely been seen as a government obligation rather than as a people-driven process. Lack of both financial and human resources have compounded the situation. Districts have consistently lacked sufficient financial resources to run decentralised functions because of a tax base, which is so narrow that revenue to districts is basically limited to graduated personal tax and grants from the Central Government. Inspite of the existence of the above shortcomings, democratic decentralisation remains the only viable answer in the quest for good _governance, active local government and an empowered local population. This study analyses the process of devolution in Uganda with the aim of identifying the underlying constraints that continue to impinge on it, and proposing ways and means of ameliorating them. Using Hoima district local _government as a case study and results from the national service delivery survey conducted by the Uganda Ministry of Public Service in the year 2000, the study highlights most of these constraints, prominent among which are poor service delivery, lack of community participation, inadequate financial and human resources, a narrow local tax base, a weak civil society, and underscores the need to ameliorate them if devolution is to attain the anticipated results. The first part of the study examines some of the theories, concepts and views that underpin the policy of decentralisation and sets the pace for its contextualisation. The second part looks at the deeper process of decentralisation by analyzing the structures and institutionalization of local government in Uganda and highlighting critical issues that are pertinent in local government management and development. The study argues that while enormous goodwill exists on the part of the national political leadership, devolution in Uganda and local government development generally are still beset by a range of factors that include weaknesses within the institutional structures mandated to actualize the policy. Centric tendencies are still pervasive with the unfortunate results of stalling the pace of transformation especially in the financial sector. The third part dwells on the research methodology used, the nature and extent-of data collected, the sampling techniques applied and how these affected the outcome of the study. This part also highilg!lts the findings of the study, which are discussed and the-causative factors analyzed. The fourth and last part focuses mainly on recommendations arising out of the conclusions, with particular emphasis on key areas that require urgent action. It also identifies areas for further research and suggests how such research would assist in expanding the scope and understanding of the subject under study. This study cautions against the tendency to .romanticise devolution as the new-found solution for past and current institutional and socio-economic distortions and argues that devolution itself can make state institutions more responsive to the needs of the communities, but only if it allows local people to hold public servants accountable and ensures their participation in the development process. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2004.