Browsing by Author "Ssimbwa, Peter"

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Effectiveness of the education in building self-reliance skills among refugee students in Uganda
(UniversePG, 2023) Ssimbwa, Peter; Asiimwe, Solomon; Mawa, Michael
The study sought to find out the effectiveness of education interventions for refugees in refugee communities in Uganda’s Districts of Kiryandongo and Kampala. It explored practices used in management of education programs, how programs enabled refugees to become self-reliant, the efficiency ratios obtained across education initiatives implemented by mandated organizations in the beneficiary schools. Stories of change through output of education in terms of relevant training and solving major refugee challenges of mutual existence with host communities in diverse and complex refugee settlement environments. For example, the implementation of Refugee regulations (2010) and the refugee response framework called for integrated support and cooperation of all stakeholders including the beneficiaries. 193 persons participated in the studies which were students, staff of education civil society organizations, teachers and district education leaders and heads of schools. Implementation mechanisms were examined to ascertain facts about creative initiatives, participation of parents, community leaders as well as efficiency ratios achieved in performance of students. The study revealed educational facilities provided and enrolment rates at different educational levels. Significance of impact and outcomes made through education infrastructure available in schools, and competencies built for students among refugee communities to be able to reconstruct their life increased. Enrollment in several practical education programs increased and students gained useful knowledge and skills to resolve the major challenges in refugee settlements or returned home capable of getting employed or starting their own businesses.
Level and patterns of access to education by refugees in refugee communities of Uganda
(UniversePG, 2023) Ssimbwa, Peter; Asiimwe, Solomon; Mawa, Michael
The study sought to examine factors influencing refugee access to education and the programs of education available for students in refugee communities of Uganda namely Kiryandogo and Kampala. It explored the levels and patterns of access to education programs in settlements. As such to find out how refugees and leaders of institutions engage in initiatives aimed to ensure that national education objectives for refugees enshrined in the Uganda Refugee Act, (2006) are achieved. A sample of students and education administrators in the districts and refugee education mandated organizations were involved in the study. Structured questionnaires, interviews and focused group discussions were administered to 193 study participants. A descriptive study revealed that education of refugees had a positive impact. Despite bottlenecks experienced, education programs are accessible to refugees from primary school, vocational colleges to universities. Early childhood development centers (ECDCs), students’ clubs and adult literacy centers increased education opportunities for refugees irrespective of age or socio-economic status. Partnerships created with beneficiaries, international development institutions, local governments, and host communities ensure that each makes a contribution to refugee education. Education programs available to refugees enabled the outcomes of education achieved by UNHCR and implementing partners. Results show improved efficiency ratios in school enrollment, ratio of refugees to nationals, education infrastructure, and funding opportunities for refugees to reconstruct school life significantly eliminated factors limiting refugees’ education. Refugees accessed education programs and gained useful knowledge and skills to resolve community challenges. They are capable of getting employed or starting their own businesses.