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Analysing translated metaphors in Amaka ga Bawansolo and Eby'edda Bisasika
No full textA dissertation submitted to the Directorate of Research and Graduate training in partial fulfillment of the requirements for the award of a Degree of Master of Arts in African Languages of Makerere UniversityAuthors of literary texts often use metaphors in most of their writings. Chinua Achebe and George Orwell are among the writers who use metaphors to convey meaning in their texts namely; Things Fall Apart and Animal Farm respectively. These texts were translated from English into Luganda by J.B Walakira and Cranmer Kalinda respectively. The aim of the study was to analyze the translation of metaphors and their meanings in Animal Farm and Things Fall Apart as was done in the Luganda texts namely; Amaka ga Bawansolo and Eby’edda Bisasika. Specifically, the study set out to identify the metaphors in the selected source text (ST) and examine how the metaphors were translated in the target text (TT). In addition, the study intended to examine the quality of translation of the metaphors used by the writers in Amaka Ga Bawansolo and Eby’edda Bisasika as target texts. The study adopted a qualitative approach to research as well as a descriptive research design. Document analysis was used as the main method of data collection. The metaphors in the ST were compared with those translated in the Luganda versions, with the view of finding out whether there are deviations or misinterpretation of the metaphors in the TTs. In this study, three main types of metaphors namely conceptual/structural, orientational and ontological were identified. Study results show that there were a number of deviations in the translation of these metaphors, especially those which fell in the ontological category. It was further observed that, the deviations in the translation of metaphors in Animal Farm and it’s to Luganda version were more than those in Things Fall Apart. This is partly explained by similarities in African cultures. Further still, a number of metaphors in Animal Farm, especially the ontological metaphors were not translated in Amaka ga Bawansolo and this was due to the differences in cultural and political settings of the two STs. The study results indicated that in both TTs translators are recommended to pay full attention to the usage of the figurative language as used in the ST so as to ensure the maintenance of the same empirical meaning in the TT
Examining dynamics and factors influencing the collaborative process during implementation of multisectoral public health action plans: A case study of the Uganda Nutrition Action Plan
No full textIntroduction: Multisectoral nutrition programs have been globally adopted to address malnutrition in all its forms. Malnutrition has various causal pathways that necessitate participatory design, implementation, monitoring and evaluation (P-DIME) of actions. However, effective participation - to the level of collaboration - requires alignment and/or tradeoffs in interests, values, and powers of the collaborating entities. In addition to the growing interest and investments in P-DIME, there is demand for information on the processes of delivering the participatory development plans. These processes remain less studied and undocumented.
The Uganda Nutrition Action Plan (UNAP) is a multisectoral plan that has contributed significantly to the reduction in undernutrition in Uganda. This study examined the dynamics and factors that influence collaborative processes during implementation of the UNAP as a case of multisectoral health action plans.
Methods: Twenty Key Informant Interviews and 28 documents provided information for this study. The interviews were conducted among representatives of key Ministries Departments and Agencies (MDAs) implementing the UNAP and representatives of the Scaling Up Nutrition Networks. Borrowing from public administration literature, this study utilized the integrative framework for collaborative governance to assess the dynamic processes (principled engagement, shared motivation and capacities for joint action) as well as the factors influencing them (drivers for collaboration and the system context) during UNAP implementation at national level.
Results: Under principled engagement: Multisectoral technical coordination meetings were avenues for accountability and joint planning and, conflicts for mandates emanating in exclusion of some participants in UNAP activities stood out. Regarding shared motivation: trust, transparency and commitment varied across sectors with financial resources and individual’s characters being the fulcrum on which they revolved. Capacities for joint action revealed weak knowledge management, monitoring and evaluation systems which made continuous improvement hard to achieve. At sectoral and multisectoral levels also: financial, technical and human resources for UNAP implementation were limited with most being provided by donors.
Factors influencing the collaborative processes included: policy and legal frameworks which were supportive; UNAP coordination which was lacking in crucial aspects and lax in exercising its political power over the collaboration; and the socio-political climate which was conducive but much underutilized.
Conclusion: UNAP implementation processes lacked critical necessities such as impromptu conflict resolution measures, orientation of new members, monitoring and evaluation systems, etc. for sustainability and greater effectiveness of the plan. Improvements could be achieved through strengthened coordination of implementation using reforms in structural, financial, technical and human resource arrangements. Also, creatively addressing the interpersonal relations among representatives of collaborating institutions was requisite
Risk management, corporate governance and the performance of insurance companies in Uganda
No full textA dissertation submitted to the Directorate of Research and Graduate Training in partial fulfillment of the requirements for the award of a degree of Master of Arts in Business Administration of Makerere University.The aim of this research was to assess how risk management influences the performance of insurance companies in Uganda and to determine the degree to which corporate governance affects this relationship in the context of Ugandan insurance companies. The study employed a quantitative research approach, utilizing a correlational study design. A total of 136 participants were selected through simple random sampling, but only 120 questionnaires were returned and considered for analysis. Data collection was conducted through a self-administered questionnaire. The gathered data were coded and subjected to analysis using the Pearson Product Moment Correlation to examine relationships between the variables under study. Additionally, mediation analysis was performed using the Process Macro for SPSS. The findings revealed positive correlations between risk identification and the organization's performance, as well as risk assessment and analysis. Similarly, risk mitigation, risk monitoring, and overall risk management were positively correlated with organizational performance. Further analysis through multiple regression indicated that risk identification, risk assessment and analysis, risk mitigation, risk monitoring and reporting were significant predictors of performance. Additionally, risk management emerged as a significant predictor of performance. The results also demonstrated that the relationship between risk management and organizational performance was moderated by corporate governance (b= 0.316, p=.0215, [LLCL, ULCI] = [.1568, .3317]). In light of these findings, it is recommended that companies in Uganda, particularly those in Wakiso and Kampala districts, develop policies aimed at fostering risk identification, mitigation, monitoring, assessment, and management. This is essential, as the results suggest that encouraging these risk management strategies positively influences organizational performance
Impact of water availability scenarios on present and future water allocation options in Rwizi catchment, Uganda
No full textA dissertation submitted to the Directorate of Research and Graduate Training in partial fulfillment of the requirements for the award of the degree of Master of Science in Civil Engineering of Makerere University.Equitable and participatory water allocation to meet the competing water needs of users has always been a challenge for regulators in river catchments the world over. Rwizi upper catchment is water stressed with domestic, agricultural and industrial water demands. Supply and demand management is usually aimed at managing unmet demand. However, this has continued to be a big challenge in Rwizi catchment amidst competition for the available water resources and lack of a water allocation tool that recognizes stakeholder’s priorities while embracing equity.
As such, the main objective of the study was to evaluate the impact of water availability scenarios on present and future water allocation options in Rwizi upper catchment. The specific objectives included: characterization of the Rwizi catchment, assessment of water availability scenarios and developing a decision support mobile application to aid participatory allocation of water under various water availability scenarios. The scenarios considered in this study included “business as usual” which considers continued social economic patterns, “adaptation” which considers implementation of water saving regulations, “worst case climate” and “likely future scenario” which considers anticipated climate and social economic trends.
The Arc Hydro model was used to analyze the hydrological characteristics of the catchment. Assessment of water availability scenarios was undertaken using the WEAP model. Developing water allocation support tool was then done using questionnaires for stakeholder focus group discussions to collect prioritization and weighting data to identify water usage priorities and set up a decision support tool in form of an App.
The results of the study showed that allocating water using the “Adaptation” scenario presented the highest positive impact on demand as it yielded a reduced unmet demand of 0.012 MCM/year. This is better than the “Business as Usual” and “Worst Case Climate” Scenarios which resulted in unmet demands of 647,433 MCM and 12,109,897 MCM respectively. The most desired option of allocating water to domestic users first will be feasible if the allocation takes the course of adaptation scenario.
In conclusion, regardless of the allocation option and scenario chosen, there will still be unmet water demand. The use of a MCDA tool is a good and rational process of arriving at water allocation decisions and this study designed and digitized such a tool. It further demonstrates the possibility of developing a simple decision support tool in form of an App that can be used by stakeholders in a small water stressed catchment
Myths or realities: an interrogation into the legal, policy framework and jurisprudence of equal entry employment opportunities in Uganda
No full textA dissertation submitted to the School of Law in partial fulfillment of the requirements for the award of the Degree of Master of Laws of Makerere UniversityThe concept of Equal Employment Opportunities (EEO) is an essential consideration in eliminating employment discrimination and bridging the gap between female employees, Persons with Disabilities, and other categories of workers. This study inquires into the adequacy of the legal/policy framework and jurisprudence governing EEO and whether it offers a robust foundation for enjoying the rights to work and freedom from discrimination in employment in Uganda. Consequently, the study focuses on employment recruitment, retention, and workplace treatment to assess the adequacy of the laws, policies, and institutions generally. To achieve that, the study employs desk review, interviews with the aid of the sampling method, and comparative study to answer the framed research questions. The study submits that a host of international instruments ratified and domesticated by Uganda regarding EEO exist but a gap persists with respect to enforcement on the part of government, and compliance by the employers. This is worsened by ignorance of employees of their rights and redress mechanisms. Further, domestic institutions have played a cardinal role in the protection of the rights to dignity, work, and freedom from discrimination but challenges regarding duplicity of roles, forum choice and limited accountability amongst the quasi-judicial bodies persist. Moreover, a comparative study from Kenya, Rwanda, and South Africa demonstrates that with calculated amendments and a harmonized legal and institutional framework, a paradigm shift in EEO would be easily attainable. Ultimately, the study recommends that: 1) Government harmonizes the legal and institutional framework to achieve coherence and easy enforcement; 2) Adjudicatory bodies’ accountability obligations should be tightened to ensure more efficient delivery of justice; 3) Employers should adopt diverse, inclusive and transparent work environments additional to mandatory training of employees in their rights and redress mechanisms and; 4) Employees should utilise the adjudicatory process in order to obtain satisfactory remedies
Teachers’ perceptions on the implementation of Islamic Religious education competency-based curriculum in secondary schools in Wakiso District
No full textA Research dissertation submitted to directorate of research and graduate training in partial fulfillment of the requirements for the award of a degree of Doctoral of Philosophy of Education of Makerere University.This study explored the role of teachers’ perceptions on implementation of IRE competency- curriculum in Wakiso District. The study was guided by three specific objectives that is to say; exploring teachers’ perceptions about content, pedagogies and assessment strategies used in the implementation of IRE competency-based curriculum in secondary schools. This study used a phenomenological design with a sample size that depended on saturation of findings. Secondary teachers were sampled using simple random sampling while participants in other categories were purposively selected. Interview guide and focus group discussion guides were used as data collection instruments. Data was analyzed using thematic analysis method. Key findings revealed that teachers play a critical role in translating the curriculum’s intent into practice, shaped significantly by their own religious beliefs, cultural contexts, and understanding of competency-based education. On objective two, Findings revealed that teachers appreciated the alignment of IRE content with national values, however, they face significant challenges in transitioning from traditional to competency-focused methods. Finally, teachers perceived that the assessment rubric was complicated with a lot of formalities that make it difficult to implement. From the first objective it was concluded that teachers had perceived IRE Competency-based content as relevant to the current society needs and contemporary needs of all learners. From objective two it was concluded that the methods used by teachers in IRE competency-based curriculum were perceived as worthy enabling the effective implementation of this curriculum. From the third objective, it was concluded that teachers had perceived IRE competency-based curriculum assessment as relevant but a complex activity in its implementation. Based on the study findings, discussion and conclusions, the study recommends that if IRE competency-based curriculum is to be effectively implemented, District Education Department, Ministry of Education and Sports officials, UNEB officials and NCDC Officials should do the following. They should identify the resources needed for successful implementation, including textbooks, teaching materials, and technology. At the same time, they should organize seminars and workshops aimed at improving teaching methods and materials that are culturally relevant and reflect local Islamic practices and beliefs. They should also develop clear criteria for assessing student competencies and provide tools for teachers to give constructive feedback. Therefore, this study contributes to the field of Islamic education by providing insights into the complexities of curriculum implementation from a teacher-centered perspective. It argues for a more integrated approach that considers teachers as key stakeholders in curriculum development and reform, advocating for policies that support their professional growth and enhance the quality of IRE competency-based education. Thus, the findings underscore the necessity for targeted interventions to empower teachers, ultimately enriching students’ understanding of Islamic values within a competency-based framework.Makerere Universit
An analysis of The Daily Monitor’s coverage of the enactment of the Computer Misuse (Amendment) Act, 2022
No full textA dissertation submitted to the Directorate of Research and Graduate Training in partial fulfillment of the requirements for the award of the degree of Master of Arts in Journalism and Multimedia of Makerere University.The study acknowledges that the media coverage of legislation does not automatically equate to a change in policy direction. Using The Daily Monitor as a case study and guided by the agenda setting theory, the study analysed the coverage of the enactment of the Computer Misuse (Amendment) Act, 2022. The study investigated the key issues focused on by The Daily Monitor, how they were covered and the factors that shaped this coverage. The period studied was from July to October 2022, that is right from when the Bill was first read in Parliament to when the President assented to it into law. Using content analysis, data was collected from the newspaper articles.
This was followed by in-depth interviews with 10 respondents who were purposively selected.
They included editors, journalists from The Daily Monitor, Members of Parliament, media
scholars, lawyers, and activists. From the findings, it was observed that the DM elaborately
presented the policy implications of the amendment, while emphasising the law's potential effects on freedom of expression. The newspaper’s coverage also scrutinised the law’s alignment with national and international legal standards, on access and dissemination of information without frontiers. It further explored the political contexts surrounding the Bill. The factors that influenced The Daily Monitor's coverage include its role as a watchdog, the Editor’s and Journalist’s self-interest in the law, commitment to news values that front balanced and elaborate reporting, and responsiveness to the flow of public feedback. Despite reservations voiced by some stakeholders, the newspaper's critical standpoint against the amendment did not halt the passing of the Law. The study recommended that The Daily Monitor (DM) enhance its coverage of social justice
concerns, increase the visibility of legislative issues on prime newspaper pages, maintain
balanced reporting by presenting diverse viewpoints in articles on sensitive topics like freedom of expression, and broaden engagement with marginalised groups rather than focusing on the elites. The study emphasised the importance of transparency, accountability, more so when a media house is confronted by a conflict of interest, and continuous public education remain key in media practices to foster informed public discussions and democratic participation
Exploring the development of the listening skill through blended learning among English Language teacher trainees in National Teacher Colleges in Uganda
No full textA dissertation submitted to the Directorate of Research and Graduate Training in partial fulfillment of the requirements for the award of the Degree of Master of Education in Language and Literature Education of Makerere UniversityUnderstanding listening is, a majorly combined skill that plays an active role in language learning and strengthening other language skills. Beyond being viewed as a hearing activity limited to ‘sound-word’ processing and learning of language from oral utterances, the skill must be continuously and changeably trained following the times. This study therefore undertook to find out whether blended learning can support, develop, enhance delivery and better assessment of multimodal listening within English language classes of teacher trainees. This study looked at three objectives; to find out the perceptions of participants towards blended learning in their listening classes, to analyse the role of blended learning in the development of listening skill learning resources, and to examine ways in which blended learning aids the listening skill assessment and evaluation of teacher trainees. The study used a purely qualitative descriptive single case study design. The study focused on only one national teachers’ college which was purposively selected. The study participants were 19; 4 teacher trainers, 8 teacher trainees, and 1 focus group discussion which had 7 participants. Observation of classroom lessons, semi- structured interviews of teacher trainers and teacher trainees, Focus Group Discussions of teacher trainees, and Document analysis were the major data collection methods used. Data was analyzed through thematic analysis. Data findings revealed that several listening blended modes and resources that were used to teach listening like face-to-face and audiovisuals, were greatly effective when used as they increased the teacher trainees listening responses and engagement. Meanwhile, challenges related to connectivity, technological barriers, exposure, and inadequate resources were also identified. In conclusion, the evidenced blended learning enhanced the listening skill development among the teacher trainees and trainers. The study recommended a multimodal form of assessment of the listening skill, allocation of more time and resources to the development of the listening skill, and a clear criterion to be established for developing and selecting listening materials
Accelerated education program provisions and teen mothers’ access to secondary education in Nakivale and Palorinya Refugee Settlements
No full textA dissertation submitted to the Directorate of Research and Graduate Training in partial fulfilment of the requirement for the award of the Degree of Master of Arts in Gender Studies of Makerere UniversityThe study evaluated the influence of Accelerated Education Program (AEP) provisions on teen mothers' access to secondary education in Nakivale Refugee Settlement, Isingiro District and Palorinya Refugee Settlement, Obongi District. The specific objectives were to evaluate existing AEP provisions, examine the barriers affecting access to secondary education for teen mothers, and assess the influence of AEP provisions on teen mothers' educational outcomes, economic empowerment, and social and emotional well-being. Existing related literature put forward by different scholars and personalities on the effect of the Accelerated Education Program provisions on teen mothers’ access to secondary education was reviewed to highlight the deviations in the explanations and to find a research gap. Literature Sources included published articles, magazines, dissertations, e-books and journals. The study was guided by Intersectionality theory, considering the multiple dimensions of teen mothers’ lives, including gender, age, developmental stage, socioeconomic status, ethnicity, minority group status, and migration experience. The study employed a cross-sectional and a comparative research design, using a mixedmethods approach to collect data from 108 teen mothers and 09 AEP providers in Nakivale and Palorinya refugee settlements. The study used semi-structured interviews, selfadministered questionnaires, and 04 focus group discussions (FGDs) with 41 participants to collect data. The instruments were validated and reliability tested using Cronbach's Alpha, with a value of 0.729. Data was analyzed using Statistical Package for Social Sciences (SPSS), with descriptive statistics and frequency distribution used to analyze demographic data. The study adhered to ethical considerations, ensuring anonymity, confidentiality, and informed consent from participants. The research aimed to evaluate the influence of Accelerated Education Program provisions on teen mothers' access to secondary education, exploring relationships between variables and gathering in-depth information on experiences, challenges, and perceptions over the same. The findings revealed significant relationships between AEP provisions and age bracket, marital status, and country of origin, highlighting the importance of tailoring AEP to meet diverse needs. AEP's effectiveness varied across districts, with favourable provisions in Obongi but not Isingiro. Economic conditions and childcare facilities were unfavourable in both districts. School level of joining AEP significantly influenced access to the program. The study recommends expanding AEP, ensuring adequate funding, and tailoring programs to address unique challenges faced by teen mothers, such as childcare and flexible scheduling while taking gender into consideration. Additionally, the study recommends providing childcare facilities and support, flexible scheduling and attendance options, targeted academic support and resources, economic empowerment and livelihood opportunities, and social & emotional support and counselling. By addressing these recommendations, AEPs can better support teen mothers in accessing secondary education and improving their overall wellbeing
Politicised ethnicity and security in Malawi since 1964
No full textA thesis submitted in fulfilment of the requirements for the award of Doctor of Philosophy Degree of Makerere University.This study investigated persistent claims by politicians from Northern Malawi regarding ethnic favouritism and discriminatory practices by the Malawian state against the Tumbuka ethnic community of the Region. It set out to analyse the historical and political contexts that have shaped the foundation and development of these claims; assessed their basis; and evaluated their impact on ethnic relations between the people of Tumbuka ethnic identity and those of other ethnic identities in Central and Southern Malawi. Recognising that the claims were often framed within the broader context of ethnicity, their impact on inter-ethnic relations could not be undermined. This historically designed study employed a qualitative approach to draw on in-depth interviews, focus group discussions, archival analysis of newspaper and speech sources and secondary data to assess the motivations behind these claims and their consequences. Utilising instrumentalism as the theoretical framework, the study has found that the political agency of the politicians in question was primarily driven by personal interests rather than a genuine pursuit of distributive justice. The interpretation of Hastings Banda’s pursuit of national unity (1964–1994) as the foundation of the marginalisation of the Tumbuka ethnic community overlooked the Tumbuka’s own tribalistic tendencies. By underscoring Banda’s attempts to raise Chewa ethnic consciousness at the expense of the previously academically and professionally progressive Tumbuka, such interpretation sought to justify the scholarly regard of ethnicity as an invented notion. The transition to multiparty politics in post-Banda’s regime liberalized the political landscape, which in turn intensified these claims and deepened ethnic divisions within Malawi. The study has highlighted the severe implications of these claims, including the rise of xenophobic and genocidal attitudes towards the Tumbuka, the formation of an ‘unMalawian’ identity among the Tumbuka, and the emergence of elitism among them. Considering the centrality of the Tumbuka politicians on conflictual ethnic relations in Malawi, the study has concluded by underscoring the regard for a broader understanding of the sources of ethnic conflict, suggesting that such conflicts often stem from more complex factors than ethnicity alone.Gerda Henkel Foundatio