Browsing by Author "Kanyandago, Peter"

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‘I felt very bad, I had self-rejection’: narratives of exclusion and marginalisation among early school leavers in Uganda
(Taylor & Francis, 2013-09-02) Tukandane, Cuthbert; Zeelen, Jacques; Minnaert, Alexander; Kanyandago, Peter
Uganda has one of the highest rates of early school leavers (ESLs) in Sub-Saharan Africa, and the highest in East Africa, despite impressive school enrolment rates. While studies have been conducted on the possible causes of this phenomenon, little is known about the experiences and social world of these ESLs. This study aimed to explore the lived realities of ESLs by listening to their stories and experiences. The study draws from 16 in-depth interviews conducted with ESLs aged between 16 and 24. A narrative-based, qualitative method was used to analyse the data according to four broad themes: ESLs' experiences at school and eventual leaving, their feelings about leaving school, their life and work in the community and their future aspirations. Most participants in the study interpreted early school leaving (ESLg) as a bad and traumatising experience that undermined their sense of self-worth, limited their life opportunities and exposed them to social exclusion. Accordingly, interventions to address ESLg should not only seek to address the ‘risk factors’ for and causes of ESLg but also to rebuild the self-image of ESLs and to equip them with the relevant practical skills to help them overcome vulnerability, marginalisation and social exclusion.
Overcoming Poverty: Accounting for Stagnation and Upward Mobility in Central Uganda
(Kisubi Brothers University College, 2012) Ssempebwa, Jude; Ndagire, Abisagi Kasoma; Kule, Abraham; Ssekyewa, Charles; Nnyanzi, David; Kisolo, Gelvan; Nyende, Jeremiah; Masereka, Joseph; Nambuubi, Juliet; Otaala, Laura; Akello, Lucy Dora; Odong, Moses; Okullo, Nellie Florence; Kanyandago, Peter; Lugemwa, Peter; Ouma, Richard; Akabwai, Steven
Poverty in Uganda has been the subject of extensive scholarship and policy attention. Subsequently, several poverty alleviation programmes/ projects have been implemented in the country over the last five decades. Although successive surveys have reported notable improvements in the quality of life, there is evidence that many households are still stagnating in poverty. Why? How come the poverty alleviation programmes/ projects that are enabling some households to transit poverty are not working for the households stagnating in poverty? This study delved into these questions, taking the case of Central Uganda. The findings were that the households that are stagnating in poverty suffer from a broad syndrome of disadvantage, which affects their capacity to transit from poverty. However, it was also found that, despite their indisputable challenges, many of them are stagnating in poverty because they don’t feel that they are poor. Differences were noted between their view of poverty and the traditional view of poverty (by which they are characterized as poor). It was concluded that poverty alleviation programs/ projects have not transformed them because the interventions delivered under the programmes/ projects are based on the traditional view of poverty. Thus, it is recommended that those designing/ implementing these programs/ projects synchronize their view of poverty with the views of the poor whose poverty they are working to alleviate.
A review of enabling factors in support intervention programmes for early school leavers:
(Elsevier, 2015-02) Tukundane, Cuthbert; Kanyandago, Peter; Minnaert, Alexander; Zeelen, Jacques
One of the major problems facing education systems in Sub-Saharan Africa is the phenomenon of young people who leave school before completion. Research has shown that this phenomenon disadvantages young people and exposes them to various forms of social exclusion. Accordingly, there have been increasing calls for the scaling up of support intervention programmes for young people who leave school early. This paper analyses literature on support intervention programmes for early school leavers (ESLs) to identify enabling factors that can be promoted in future or in current less effective interventions. The review revealed that programmes that address the multiple disadvantages and needs of young people through flexible, holistic and intensive support approaches tend to be more attractive and beneficial to the participants. The findings from this review are crucial to policy makers and teachers working in support intervention programmes for ESLs.
The scale, forms and distribution of volunteering amongst refugee youth populations in Uganda
(John Wiley & Sons Ltd., 2024-07-17) Fadel, Bianca; Smith, Matt Baillie; Mills, Sarah; Rogerson, Daniel; Sahasranaman, Aarti; Okech, Moses; Turyamureeba, Robert; Tukundane , Cuthbert; Ahimbisibwe, Frank; Boyle, Owen; Kanyandago, Peter
Geographies of volunteering have examined the relationships between people, places and forms of voluntary action, but there has been limited geographical scholarship on the scales, forms and distribution of volunteering amongst specific populations in different settings, particularly in the global South. While in the global North there are some established quantitative data sets, often produced by humanitarian and development organisations, these are largely absent in the South. Where they do exist, they often reflect Western‐centric ideas and concepts, meaning that volunteering behaviours that do not fit Western norms such as amongst young refugees in the global South can be excluded, or captured in ways that are partial or unrepresentative. This paper provides an important challenge to existing geographies of volunteering, expanding them through an account of volunteering amongst young refugees in Uganda, and how it articulates with social inequalities within and between the spaces and places where young refugees live. We analyse quantitative data from 3053 young refugees surveyed on their volunteering experiences in rural and urban settings in Uganda. The data provides new evidence of who these volunteers are, beyond their refugee status, why, where and how they conduct their activities, and reveals how these are connected to livelihoods and community development. Through this survey analysis, the paper argues for the need to establish grounded conceptualisations of volunteering that consider the scales, distribution, and various forms of volunteering within specific groups. In doing so, the paper offers a new framework for better understanding the relationships between volunteering and refugee lives through four interlocking factors: place, (im)mobility, income and gender. The paper concludes by discussing the implications of these findings for wider geographies of volunteering and research on refugee youth and displaced populations.
Volunteering by displaced youth in Uganda: livelihoods, skills, employability and inequalities
(Nomos-Verlagsgesellschaft, 2024-09-01) Fadel, Bianca; Smith, Matt Baillie; Ahimbisibwe, Frank; Boyle, Owen; Freimane, Inga; Kanyandago, Peter; Mills, Sarah; Okech, Moses; O'Loghlen, Aisling; Rogerson, Daniel; Sahasranaman, Aarti; Tukundane, Cuthbert; Turyamureeba, Robert
This chapter explores the role of volunteering in the lives of young refugees in Uganda. It analyses findings from ‘Refugee Youth Volunteering Uganda’ (RYVU), a large interdisciplinary research project aimed at developing a critical understanding of volunteering by young refugees that builds from their voices and experiences. The chapter outlines the mixed-methods collaborative approach of the project and explores the relationships between volunteering and the livelihoods of displaced young people, how volunteering impacts their skills, employability, and the inequalities they experience, and the roles that volunteering plays in shaping social connections and community development efforts. It concludes by highlighting the implications of the findings for ensuring that participation in volunteering does not increase inequalities or take advantage of displaced young people.