W. James Jacob

HELPING UGANDA'S STREET CHILDREN An analysis of the Model for Orphan Resettlement and Education (MORE)

With the help of theoretical paradigms of social behavior, we use both qualitative and quantitative data to evaluate a recent government‐initiated program for relocating and resettling orphans and street children in Uganda. We first describe this program, which we have called the Model for Orphan Resettlement and Education (MORE). MORE is an inventive approach in the battle against the problem of orphaned children living on the streets of urban centers in Africa. The government of Uganda has developed this model to effectively educate and re‐socialize children who have been living on the streets of the capital city, Kampala. We then analyze this program, highlighting both the positive and negative aspects, and suggest ways it can be adapted to be more effective and sustainable in meeting the needs of Uganda as well as other sub‐Saharan African countries that face similar problems.

American Indian and Taiwan Aboriginal education: Indigenous identity and career aspirations

This article investigates the interactions between identity and career aspirations among Taiwanese Aborigines and American Indians. While many similarities exist between the two indigenous groups, several differences remain as well. In comparing the identity issue between these two groups, this study shows that American Indians generally live in a more multicultural society than Taiwanese Aborigines. American Indian students do not experience the same degree of stereotype or racial discrimination from their teachers and peers as experienced by Taiwanese Aborigines. However, affirmative action policies are more favorable in Taiwan than they are in the United States. Drawing from a critical standpoint theory, we argue that families, tribes, and communities should play a more prominent role in the education of indigenous peoples.

Inequality in Education

The first € price and the £ and

Higher Education in China: Access, Equity and Equality

price are net prices, subject to local VAT. Prices indicated with * include VAT for books; the €(D) includes 7% for Germany, the €(A) includes 10% for Austria. Prices indicated with ** include VAT for electronic products; 19% for Germany, 20% for Austria. All prices exclusive of carriage charges. Prices and other details are subject to change without notice. All errors and omissions excepted. D.B. Holsinger, W.J. Jacob (Eds.) Inequality in Education

Evaluating HIV/AIDS education programmes in Ugandan secondary schools

Introduction of the global educational challenges is the increasing demand for higher education often in an environment of scarcity. Nowhere is this truer than in China with a large population and a general recognition that the road to success lies in being admitted to one of its relatively few universities, most of which are located on the coastal or near interior regions of the country. Since 1949 and the establishment of the People’s Republic of China, China’s leaders have sought to find a “Chinese way to higher education” including such radical efforts as the virtual elimination of conventional higher education during the Cultural Revolution. In general, however, one can say that since 1949 and up until the last few years, two principal goals have been pursued with respect to higher education: ideological training and establishing a narrowly focused technical training program to build socialism (or in earlier ideological jargon, universities were exhorted to be both “red” and “expert”). Policies leading up to the current reform effort are detailed well elsewhere (Agelasto & Adamson 1998; Hayhoe 1999). In understanding China’s current efforts to transform higher education, it will be useful to provide a brief history of policies leading up to the current effort: the Draft Law on Higher Education (hereafter—Draft Law). 1 This will be a broad-brush overview to bring the reader up to date on current reform efforts and some of the challenges Chinese leaders face as a result of the reforms. Although the Draft Law is only now being seriously implemented, it has a realign higher education with new economic directions). The initial draft began in 1985 when the State Education Commission (SEC; now the Ministry of Education), sought to rationalize the legal foundations of China’s higher education system. Prior to 1985, there had been a plethora of decrees, regulations, and provisions issued by the central authorities in an effort to bring some order to China’s quilt-like pattern of higher education. These documents lacked coherence, authority, and systemization; there was no basic legal framework to guide higher education.

Mapping Paradigms and Theories in Comparative, International, and Development Education (CIDE) Research

Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for some time in Ugandan secondary schools through a variety of extracurricular means, including the media, youth groups, drama, music, and Parent–Teacher Associations. This article identifies and evaluates the integration of HIV/AIDS information into the national curriculum in Ugandan secondary schools between 2002 and 2004, based on the viewpoints of administrators, teachers, and students from 76 schools. While most schools did not include HIV/AIDS as part of the formal national curriculum at this time, the information was disseminated through a range of alternative means. The authors identify the most effective of these, discuss the perceived reactions of various stakeholders regarding HIV/AIDS being taught in secondary schools, and make recommendations for curricular reform.

HIV/AIDS Education: What African Youth Say Is Effective

A number of theoretical paradigms provide a networking space for the trio and complementary fields of comparative, international, and development educational (CIDE) research. Critics periodically attribute the fields lack of a sound theoretical base or commitment to one area of scientific research or another as a primary weakness in the field.1 Espoused theoretical paradigms often provide the knowledge debate arena in which academic fields interact and build together. In an alternative perspective from this criticism, we argue that the strength of the CIDE field resides in its ability to combine multiple theoretical perspectives that offer researchers a variety of potentially fruitful metatheoretical analyses. Thus, we do not view this lack of theoretical specification as a weakness; it is the very fabric that enables CIDE educationists to study and represent increasingly complex global and local education systems.

Community Engagement in Higher Education

This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Education and Sports in a national sample of 76 secondary schools in Uganda. Participants included secondary students (N = 883) who critiqued their formal and informal school curricula and offered youth perspectives regarding what teaching mediums and programs of HIV/AIDS prevention are most effective. Results indicated that HIV/AIDS education is not taught in their respective school curricula. Students report on informal ways that are helpful in learning about AIDS, recommend changes to their schools curriculum, and report that reactions from various groups in their lives to HIV/AIDS education in their school would be positive. This study provides students, parents of students, educators, social workers, and policymakers with insights on how to better develop, update, and improve HIV/AIDS programs.

Higher Education in Uganda: The Role of Community Colleges in Educational Delivery and Reform

In this chapter we examine several community engagement strategies with higher education institutions (HEIs) worldwide. We begin by defining community engagement in higher education. Next, we look at several different levels of community engagement in higher education, recognizing it occurs at many levels, including international, regional, national, provincial/state, and local.

Policy debates in comparative, international, and development education

Uganda is a landlocked country in Eastern Africa with a total population in 2006 of 29.9 million and one of the highest annual population growth rates in the world at 3.2% (World Bank, 2008). Over 80% of Ugandans derive their livelihood from the agricultural sector. Uganda has obtained recent milestones in its national education development, including universal primary education, and in 2007, universal secondary education. Expansion is beginning to trickle into the higher education sub-sector and the future expansion of higher education institutions (HEIs) at all levels will be required to meet the growing demands. Many factors have made higher education expansion in Uganda possible, including improved security, especially in the Northern Region, restoration of macroeconomic stability, removal of economic distortions, and an improvement in terms of trade (MOFPED, 2006). There are hundreds of colleges in Uganda that make up a major part of the human resource development in all regions of the country. Community colleges range in size from private colleges with nothing more than one or two rented classrooms in an office building to HEIs that comprise large campuses with thousands of enrolled students. In this chapter, we will discuss the historical development of higher education with a specific focus on community colleges. Sections include an in-depth analysis of the types of Ugandan HEIs, unique features of Ugandan community colleges, case studies of example community colleges, and current and future trends in Ugandan higher education and community colleges. Musisi (2003) identifies four phases in the historical development of Ugandan higher education. Prior to the first phase, which began in the 1920s, schools were predominantly owned and operated by Christian missionaries. During the 1920s, the British government assumed direct responsibility and Makerere University was founded in 1922 as a technical college to serve students from the British East African territories of Kenya, Tanganyika, and Uganda. Following the Asquith Report in 1949, the college obtained a semiautonomous status and was affiliated to London University. Human resource development entitled the “Africanization of the Civil Service Structure” was the primary focus of the second phase in which significant higher education developments occurred, including granting of London degrees to students of Makerere College (1953) and later the establishment of the Royal Technical College in Nairobi (1956). In 1961, the establishment of the University College of Dar es Salaam ended Makereres predominance as the soul higher education provider in this region.