Academic literature on the topic 'Religious education – Uganda'
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Journal articles on the topic "Religious education – Uganda"
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Josephine, Bweyale, and Tugume Lubowa Hassan. "Teaching Religion OR about Religion: The Paradox of Religious Education in Secondary Schools in Uganda." East African Journal of Traditions, Culture and Religion 3, no. 2 (August 3, 2021): 30–42. http://dx.doi.org/10.37284/eajtcr.3.2.374.
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The article reviews the teaching of Religious Education in schools in Uganda. Uganda is a religiously pluralistic country with Christianity and Islam the most popular. Ugandans are theists, their worldview is religious and they are passionate about their faiths. Therefore, Religious Education is a fundamental subject since the early years of education as it marked the beginning of formal education in Uganda. However, whilst Uganda has a diversity of religions such as Christianity with its different sects, Islam and its sects, Hinduism, Buddhism, and Sikhism, the education system considers only Islam and Christianity. Therefore, the article discusses whether the teaching of Religious Education where only Christianity and Islam are considered is justified to be referred to as Religious Education. The article concludes that there is a mismatch between the NCDC (2008) stated goals, objectives and content of Religious Education. The objectives and goals portray a false image that RE is intended to expose learners and to achieve educational purposes. Yet, the content, approaches and teaching methods are quite contradictory. The implementation of RE in Uganda is purely confessional; it does not aim at educational goals but at deepening learners' faith distinctively. Instead of teaching about religion, learners are taught religion. The article is based on documentary analysis of the Religious Education curriculum, syllabi and teachers' and learners' handbook documents. In addition, the article analysed literature about the teaching of Religious Education including the aims and goals of Religious Education, the pedagogical approaches, methods and techniques in Religious Education in modern pluralistic communities. In identifying the appropriate literature, suitable databases were identified and used Boolean operators and proper search terms, phrases and conjunctions were used. To further ensure the credibility of the reviewed publications for analysis, only peer-reviewed journal articles with ISBN numbers and Digital Object Identifiers (DOI) were used
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Schulz, Dorothea E. "(En)gendering Muslim Self-Assertiveness: Muslim Schooling and Female Elite Formation in Uganda." Journal of Religion in Africa 43, no. 4 (2013): 396–425. http://dx.doi.org/10.1163/15700666-12341268.
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AbstractThe article takes the role of school education in the historical marginalization of Muslims in Uganda to argue that recent transformations in the educational field have created new opportunities for Muslims to become professionally successful and to articulate a self-assertive identity as minority Muslims. In a second step the articles points to the particular significance that the recent shift in Muslims’ educational opportunities bears for Muslim girls and women. It argues that the structural transformations in the field of education since the late 1980s had paradoxical implications for female Muslims and for the situation of Muslims in Uganda more generally. The diversification of the field of primary, secondary, and higher education since the mid-1990s facilitated career options that had been unavailable to the majority of Muslims.Access to an education-based status is now possible for a wider segment of the Muslim population of Uganda. Yet in spite of long-standing efforts by representational bodies such as UMEA, educational reforms have not put an end to significant socioeconomic and regional differences among Muslims. There are still notable inequalities in access to high-quality education that have existed historically between Muslims from different regions of Uganda. These unequal schooling opportunities delimit the pool of those Muslims who may access institutions of higher education and hence articulate a new, education-based middle-class identity.
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Nimulola, Maimuna Aminah. "Teachers' Perceptions of the Ugandan Secondary School Islamic Religious Education Syllabi." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 1, no. 1 (May 19, 2018): 9–25. http://dx.doi.org/10.53449/ije.v1i1.44.
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This study explored teachers' perceptions of the appropriateness of the Islamic Religious Education (IRE) secondary school syllabi and the challenges therein. A combination of stratified and cluster sampling techniques were used to select 234 IRE teachers from 124 secondary schools in Uganda. A cross-sectional survey design was used and data was collected using closed- and open-ended questionnaire. Data was analysed by descriptive statistics and interpreted using Benjamin Bloom's taxonomy of educational objectives. Findings indicate that: teachers enjoyed teaching low level and practical topics and found difficulties teaching abstract, philosophical and computational-based ones; the affective components of the IRE syllabi were not being appropriately addressed; teachers' limited competency in Arabic Language was an obstacle in handling of technical topics; and that the IRE syllabi were quite broad compared to the time allocated to their implementation. The implications to teacher educators is that more skills in Arabic Language and practice in handling particular topics should be given to pre- and in-service teachers. The IRE syllabi should be revised to accommodate contemporary issues.
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Ghose, Bishwajit, and Sanni Yaya. "Experience of Intimate Partner Violence and Help-Seeking Behaviour among Women in Uganda." Psych 1, no. 1 (May 7, 2019): 182–92. http://dx.doi.org/10.3390/psych1010013.
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Intimate partner violence (IPV) is recognised as a fundamental violation of women’s human rights and a widespread phenomenon in Africa. Women’s low socioeconomic empowerment, cultural acceptability, and lack of social support exacerbate the health and psychosocial outcomes of IPV among African women. To date, there is no systematic research on IPV and its association with healthcare use among adult women in Uganda. Therefore, we conducted the present study on IPV among Ugandan women of childbearing age (15–49 years). Cross-sectional data on 7536 women were collected from the Uganda Demographic and Health Survey (UDHS—Uganda Demographic and Health Survey 2016). The objectives were to assess the predictors of IPV as well as help-seeking behaviour for victims of IPV. IPV was assessed by women’s experience of physical, emotional and sexual violence and healthcare use was assessed by self-reported medical visits during the last 12 months. Logistic regression methods were used to analyse the data. According to descriptive findings, which showed that more than half of the women reported experiencing any IPV (55.3%, 95%CI = 53.6, 57.0), emotional IPV (41.2%, 95%CI = 39.6, 42.8) was the most prevalent of all three categories, followed by physical (39.3%, 95%CI = 37.7, 40.9) and sexual IPV (22.0%, 95%CI = 20.7, 23.3). In the multivariate analysis, higher age, rural residence, religious background (non-Christian), ethnicity (Banyankore and Itseo), secondary/higher education and husband’s alcohol drinking habit were positively associated with women’s experience of IPV. Husband’s alcohol drinking was found to be a significant barrier to seeking help among those who experienced IPV. In conclusion, our findings suggest a noticeably high prevalence of IPV among Ugandan women. There are important sociodemographic and cultural patterns in the occurrence of IPV that need to be taken into account when designing intervention policies. Special attention should be given to women living with husbands/partners who drink alcohol, as this might increase their odds of experiencing IPV, as well as reduce the likelihood of seeking help.
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KNIGHTON, BEN P. "SCHOOL FOR PROGRESS: THE RE-ROUTING OF BCMS MISSIONARIES INTO EDUCATION FOR THE END OF EMPIRE IN KARAMOJA, UGANDA." International Review of Mission 91, no. 361 (April 2002): 256–77. http://dx.doi.org/10.1111/j.1758-6631.2002.tb00344.x.
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Rugyendo, Medard. "Strategies for Faith Engagement Within One's Career: The Role of Uganda Christian University in Preparing Students for Postgraduation Life." Christian Higher Education 14, no. 1-2 (December 13, 2014): 17–27. http://dx.doi.org/10.1080/15363759.2015.974415.
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Cunningham, Jeremy, and Suren Ladd. "The role of school curriculum in sustainable peace-building: The case of Sri Lanka." Research in Comparative and International Education 13, no. 4 (October 29, 2018): 570–92. http://dx.doi.org/10.1177/1745499918807027.
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The civil war between the Sri Lankan government and the Liberation Tigers of Tamil Eelam (LTTE) ended in 2009, with total defeat of the LTTE and many thousands of civilian casualties. The country is now engaged in peace-building. Key elements of the secondary school curriculum – truth-seeking, social cohesion and active citizenship – may contribute to this. Six state secondary schools serving different ethnic and religious groups were selected for qualitative research into how far this is the case. Data was collected on the application of knowledge, skills and values in lessons, extra-curricular programmes and whole school culture. The analysis suggests that truth-seeking is weak, with no teaching about the historical roots of the conflict or contemporary issues. There are efforts to build leadership skills and impart democratic values, but the critical thinking and discussion skills necessary for social cohesion and active citizenship are largely absent. The findings are discussed in relation to evidence from Uganda, Cambodia and Northern Ireland.
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Muhoza, Dieudonné Ndaruhuye, Annelet Broekhuis, and Pieter Hooimeijer. "Variations in Desired Family Size and Excess Fertility in East Africa." International Journal of Population Research 2014 (May 27, 2014): 1–11. http://dx.doi.org/10.1155/2014/486079.
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This contribution studies the variation in desired family size and excess fertility in four East African countries by analyzing the combined impact of wealth, education, religious affiliation, and place of residence. The findings show an enormous heterogeneity in Kenya. Wealthy and higher educated people have fertility desires close to replacement level, regardless of religion, while poor, uneducated people, particularly those in Muslim communities, have virtually uncontrolled fertility. Rwanda is at the other extreme: poor, uneducated people have the same desired fertility as their wealthy, educated compatriots, regardless of their religion—a case of “poverty Malthusianism.”. The potential for family planning is high in both countries as more than 50% of the women having 5 children or more would have preferred to stop at 4 or less. Tanzania and Uganda have an intermediate position in desired family size and a lower potential for family planning. Generally, the main factor that sustains higher fertility is poverty exacerbated by religious norms among the poor only.
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Madinah, Nabukeera, Bwengye Michael, and Nabaggala Rose. "The Husbands’ Support: The Experiences of off-Campus Married Muslim Student Mothers in Private and Religious Institutions of Higher Learning in Uganda—A Case of Islamic University in Uganda (IUIU)." World Journal of Educational Research 8, no. 2 (March 26, 2021): p69. http://dx.doi.org/10.22158/wjer.v8n2p69.
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While IUIU policies allow students to officially get married the same institution does not allow babies in halls of residence yet it has not put in place the necessary facilities and arrangements on campus to enable them juggle their multiple roles as Married Muslim Student Mothers (MMSM) in completing their academic undertakings. This poses a challenge due to constrained finances that make it difficult due to inability to pay maid thus causing frustrations which later affects their academic performance. The research adopted a Feminism theory and other supporting theories to explore the experiences of married Muslim student mothers, husbands support, institutional policies, challenges and coping strategies. The study was allocated within a qualitative research paradigm and involved semi-structured interviews with a purposive sample of 30 undergraduate university married Muslim student mothers. Key findings were that the married Muslim student mothers’ experiences were child care and excess workload: husbands’ support included emotional and financial support: institutional support comprised of lack of child care support, support from lectures, family and friends: challenges involved time management, lack of support from lecturers, transport costs, excess workload, fixed timetables and lack of social and financial support: coping strategies included time management skills, faith and Allah, assistance with child care, creating extra time and advise. These findings have implications for policy in terms of empowerment, support to enable them to amalgamate competing roles of student mothers. MMSM operate in a family system which influences their decisions hence failure to make independent decisions but rather seek approval from their husbands. If MMSM are to succeed with their endeavors of completing their education while married they should submit to their husband in order to receive emotional and financial support to fulfill their academic dreams and a better future.
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Rashid, Naziru, Aisha Nazziwa, Rehema Kantono, Hassan Kasujja, and Swaibu Zziwa. "Assessing Knowledge and Practices of the Community towards Corona Virus Disease 2019 in Mbale Municipality, Uganda: Across Section Study." East African Health Research Journal 5, no. 1 (June 15, 2021): 20–25. http://dx.doi.org/10.24248/eahrj.v5i1.647.
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Background: The Corona virus disease, first identified in Wuhan city, Hubei province of China, is a respiratory illness caused by Novel Corona Virus also known as Severe Acute Respiratory Syndrome Corona Virus 2 (SARS Cov.2). The disease is characterised by; dry cough and shortness of breath with difficulty in breathing and at least 2 of the following; fever, chills, muscle pain, headache, sore throat and loss of test and smell. Uganda in general and Mbale in particular has people of diverse culture, religion and ethnic background as well as diverse socio economic activities with various practices. This multi-cultural environment creates differences in perception of information and practices. Most cultures encourage socialisation through social functions like attending weddings, funerals, work places and gatherings and Muslims who have to go for congregation prayers in the mosques 5 times a day among others. This puts such communities at risk of spreading the disease very fast and slow in adapting to control measures Aim: In this study, we aimed at assessing knowledge and practices of the community towards COVID 19 in Mbale municipality. Methods and Materials: A cross section study was used; Data was obtained using a Questionnaires to a sample of 355 respondents and an observation tool was also used to observe behaviour patterns and practices of 776 participants towards the control measures of COVID-19. Results: There was a total of 355 respondents with 208 /355 (58.59%) male and 147/355 (41.4%) female. 149/355(42%) possessed good knowledge, 131/355(36.9%) had moderate knowledge and 75/355(21%) had a little knowledge on COVID-19. Participants who were single and aged between 21-30 years were found to be more knowledgeable than other groups (P value=.001 and P value=.003 respectively).The source of COVID 19 information was mainly from television and radios 124/248 (50%) and social media 34/248 (21.8%) and the least source of information being 14/248(5.6%) and 9/248(3.6%) from health workers and Religious leaders respectively. 496/776 (64%) of the respondents observed, washed their hands and only124/776 (16%) of the respondents wore face masks. 98/776 (12.6%) were seen shaking hands and 15/776(2%) were seen hugging. Conclusion: Use of appropriate and well-designed Health education materials on radios, televisions and social media platforms like Facebook and twitter among others can be effective means of communication since they can reach the highest number of people. Ministry of Health should design ways for systematically integrating both political and religious leaders in Health Education Campaigns. Government should provide facemasks and enforce their use. A study to assess the ability of both political and religious leaders in health promotion campaigns should be carried out.
Dissertations / Theses on the topic "Religious education – Uganda"
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Mwesigwa, Fred Sheldon. "Religious pluralism and conflict as issues in religious education in Uganda." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/559/.
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This study investigates the complications raised in teaching a confessional Religious Education in a multi-religious context pertaining in Ugandan religiously founded public schools, government and private founded schools. The thesis contends that the introduction of Islam, Anglican and Roman Catholic Christian religious traditions in Uganda not only presented alternative religious systems to the existing African traditional religion but ushered in an era of competition for converts that subsequently led to religious conflict. The thesis also submits the view that the missionary aim of formal education in Uganda led to the creation, not only of a denominational, but a divisive educational system. While the study commends the colonial government and the first independent government's efforts towards establishing a nondenominational educational system, it suggests that their failure to address the controversial questions raised by the nature of RE at the time was a missed opportunity. The study probes the current syllabuses, aims and content of CRE and IRE for secondary and primary schools and suggests that their main intention of promoting spiritual growth of students is inappropriate for implementation in the multi-religious schools. The thesis questions the government's proposed exclusion of RE from the education curriculum and its replacement with Moral Education. It suggests that while Moral Education could be a subject on its own, Religious Education needs to be maintained but re-designed to address the multi-religious context. It presents a multi-faith RE as the ideal format of teaching about religion.
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Musiime, Reuben. "A Critical Evaluation of the Religious Education Curriculum for Secondary School Students in Uganda." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277735/.
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This study documents a critical evaluation of the religious education curriculum used in Uganda's secondary schools. The study focused on goals and objectives, methods, content, and public perception of religious education instruction. The evaluation was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The investigation was guided by a series of research questions that included the following: What are the overall goals and objectives of religious education instruction? What are the attitudes from the community regarding religious education? What are the roles of religious leaders during implementation of this curriculum? How does the curriculum prepare students for the pluralistic nature of the society? What qualifications and training do the teachers have? What are the politics involved in curriculum implementation? What is the philosophy of religious education instruction as defined by policy makers and how is it implemented?
Books on the topic "Religious education – Uganda"
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Mpagi, Asadi, Silas Bamusha, Patrice Ssembirige, and Nazzinga H. Bwogi. Primary Religious Education for Uganda (Uganda Religious Education). Macmillan Education Ltd, 2001.
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Mangali, Sarah Natunga, Restetuta Wamala, Asadi Mpagi, and Nazzinga Bwogi. Primary Religious Education for Uganda (Uganda Religious Education). Macmillan Education Ltd, 2001.
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Rotberg, Robert. Things Come Together. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190942540.001.0001.
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Africa was falling apart. But now it is coming together, and Africa and Africans are achieving greatness. The twenty-first century is significant for every African. In Things Come Together, Robert Rotberg extols the successes and explains the struggles. Rotberg is one of the world’s foremost authorities on African politics and society, and in this book he synthesizes his knowledge of the continent into a concise overview of the current state of Africa and where it is headed. To that end, Rotberg considers Africa’s myriad peoples as contributors in their separate nations to the continent’s ultimate destiny.The continent is experiencing explosive population growth and rapidly urbanizing. How are African states managing this epochal shift? He looks at how Africa’s nations are governed, ranging from states with autocratic kleptocrats to democratized regimes that have made progress in achieving economic growth and battling corruption. He then turns to African economies, looking at growth levels, productivity, and persistent corruption. He concludes by covering the effects of war, health care, wildlife management, varieties of religious belief, education, technology diffusion, and the character of both city and village life in this ever-evolving region. Throughout this sweeping work, Rotberg deftly moves readers across the continent, from Nigeria to South Africa, from Kenya to Uganda, to name but a few. While there are cross-continent commonalities related to governance, demographics, and economic performance, he shows the unique national variations of who and what is African.
Book chapters on the topic "Religious education – Uganda"
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Atibuni, Dennis Zami, David Kani Olema, Grace Milly Kibanja, and Joseph Ssenyonga. "How Work-Life Balance and Research Skills Proficiency Affect Research Engagement." In Postgraduate Research Engagement in Low Resource Settings, 115–28. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0264-8.ch007.
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This chapter presents how differences in levels of research engagement arise with respect to levels of work-life balance and research skills proficiency among Master of Education students in Uganda. A cross-sectional survey was conducted among two cohorts of the students (N = 102). The work-life balance of the students was generally low (M = 107.48, SD = 23.56). Though the majority of the students, 94 (92.2%), reported high levels of proficiency in research skills (M = 68.96, SD = 10.44), they indicated low levels of communication skills. Significant differences in research engagement existed among the students of different religious affiliations (χ2 = 0.823, p = .05), marital statuses (U = 370.00, p = .027), and levels of research skills proficiency (U = 88.00, p < .01). Implications for educational policy and practice include careful selection and training of adult learners at master's degree level, and staking the students in the research process through effectively imparting 21st century skills.