Kulanu Spring 2006 13
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Marranos
The Marranos A History in Need of Healing Peter Hocken www.stucom.nl doc 0253uk Copyright © 2006 Toward Jerusalem Council II All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of Toward Jerusalem Council II. Short extracts may be quoted for review purposes. Scripture quotations in this publication are taken from Revised Standard Version of the Bible Copyright © 1952 [2nd edition, 1971] by the Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved. 2 www.stucom.nl doc 0253uk Table of Contents Introduction ........................................................................... 5 Part I: The Spanish Background ............................................ 9 Part II: The Marranos and the Inquisition .............................. 13 Part III: The Life of the Crypto-Jews .................................... 29 Part IV: The Issues for Toward Jerusalem Council II ............. 47 Epilogue ............................................................................... 55 3 www.stucom.nl doc 0253uk 4 www.stucom.nl doc 0253uk Introduction This booklet on the Marranos, the Jews of Spain, Portugal and Latin America baptized under duress, is the third in the series of the TJCII (Toward Jerusalem Council II) booklets. TJCII was launched in 19961. In March 1998 the committee members and a group of in- tercessors made a prayer journey to Spain, visiting Granada, Cordoba and Toledo. From this time the TJCII leadership knew that one day we would have to address the history and sufferings of the Marranos. An explanatory note is needed about the terminology. -
The History of Resource Mobilization and Social Spending in Uganda
Working Paper 2014–6 The History of Resource Mobilization and Social Spending in Uganda Marianne S. Ulriksen and Mesharch W. Katusiimeh prepared for the UNRISD project on Politics of Domestic Resource Mobilization March 2014 UNRISD Working Papers are posted online to stimulate discussion and critical comment. The United Nations Research Institute for Social Development (UNRISD) is an autonomous research institute within the UN system that undertakes multidisciplinary research and policy analysis on the social dimensions of contemporary development issues. Through our work we aim to ensure that social equity, inclusion and justice are central to development thinking, policy and practice. UNRISD, Palais des Nations 1211 Geneva 10, Switzerland Tel: +41 (0)22 9173020 Fax: +41 (0)22 9170650 [email protected] www.unrisd.org Copyright © United Nations Research Institute for Social Development This is not a formal UNRISD publication. The responsibility for opinions expressed in signed studies rests solely with their author(s), and availability on the UNRISD Web site (www.unrisd.org) does not constitute an endorsement by UNRISD of the opinions expressed in them. No publication or distribution of these papers is permitted without the prior authorization of the author(s), except for personal use. Introduction to Working Papers on The Politics of Domestic Resource Mobilization for Social Development This paper is part of a series of outputs from the research project on The Politics of Domestic Resource Mobilization for Social Development. The project seeks to contribute to global debates on the political and institutional contexts that enable poor countries to mobilize domestic resources for social development. It examines the processes and mechanisms that connect the politics of resource mobilization and demands for social provision; changes in state-citizen and donor-recipient relations associated with resource mobilization and allocation; and governance reforms that can lead to improved and sustainable revenue yields and services. -
1 a Paper on Higher Education in Uganda by Maurice A. Muhwezi
A PAPER ON HIGHER EDUCATION IN UGANDA BY MAURICE A. MUHWEZI-MURARI 1 1.0 Higher education in Uganda The National Council for Higher Education (NCHE) defines Higher education as the education offered to post advanced level certificate or its equivalent. This is the context within which this paper is prepared though it is generally premised on University education. The prominence of the state in the Education Sector generally and the Higher Education Sub sector has subsisted since the colonial period when Makerere started as a technical school in 1922. The state has since continued to support, fund and control the sub sector in a number of ways including enacting laws and policies to govern the sector. In 1937, the de La Warr Commission recommended that Makerere College be turned into a University College and that secondary schools should be placed at an education level or standard required to produce candidates for entering Makerere College as an institution of higher education offering post-school certificate courses. In 1940, the Thomas Education Committee also recommended the involvement of the government in financing the schools. These recommendations were given the force of law by the Education Ordinance in 1942 (Magara, 2009). In 1949, Makerere College by an Act of Parliament was uplifted to a constituent college of the University of London. The findings of the Binns Study Group in 1951 and the de Bunsen Education Committee in 1952, enhanced the co-ordination and supervision of the education system in the country and also contributed to the Education Ordinance of 1959 that provided for universal education. -
Provision of Inclusive Education in Uganda: What Are the Challenges?
BMAU BRIEFING PAPER (13/18) MAY 2018 Provision of Inclusive Education in Uganda: What are the challenges? Overview The Education and Sports Sector has the country’s mandate to offer education as a basic human right. The core goal is to equip learners/students/trainees with relevant knowledge and skills necessary for socio-economic transformation and development. This is in line with the fourth Sustainable Development Goal (SDG) which emphasizes inclusive and quality education for all as well as the promotion of lifelong learning. The sector embraced inclusive education and evidently committed itself to bringing about inclusion of learners at every level of education regardless of their strengths or weaknesses. This was to be achieved through a number of interventions which include among others; the introduction of Universal Primary Education and Universal Secondary Education. This resulted into enrolment of large number of learners including those with special needs. The increase in enrolment required more resources, however with the stagnant grants/budgetary allocations, there has been a reduction in the unit cost of the grants to individu al learners. In 2014, Uganda reiterated in the Muscat Agreement to commit 6% of its Gross Domestic Product (GDP) to the education sector, however on average only 2.4% of the GDP has been spent on the sector in the last five financial years (World Bank, 2015). The NDP II projected that Uganda would commit 4.4% of its GDP to the sector in FY 2017/18 but the Minist erial Policy Statement (MPS) FY2017/18 indicates a commitment of only 2.5% in this period. -
World Bank Document
WDP-89 Public Disclosure Authorized World Bank Discussion Papers AfricaTechnical Department Series Implementing Public Disclosure Authorized Educational Policies in Utganda Public Disclosure Authorized Cooper F. Odaet Public Disclosure Authorized V. & r ''k Recent World Bank Discussion Papers No. 32 Tenancy in South Asia. Inderjit Singh No. 33 Land and Labor in South Asia. lnderjit Singh No. 35 Global Trends in Real ExchiangeRates. Adrian Wood No. 36 Income Distribution and Economic Development in Malawi: Some Historical Perspectives.Frederic L. Pryor No. 37 Income Distribution and Economic Development in Madagascar:Some Historical Perspectives.Frederic L. Pryor No. 38 Quality Controls of Traded Commodities and Services in DevelopinigCountries. Simon Rottenberg and Bruce Yandle No. 39 Livestock Productionin North Africa and the 1MiddleEast: Problemsand Perspectives.John C. Glenn [Also available in French (39F)j No. 40 Nongovernmental Organizations and Local Development. Michael M. Cemea [Also available in Spanish (40S)] No. 41 Patterns of Development: 1950 to 1983. Moises Syrquin and Hollis Chenery No. 42 Voluntary Debt-Reduction Operations: Bolivia, iMexico, and Beyond... Ruben Lamdany No. 43 Fertility in Sub-Saharan Africa: Analysis and Explanation. Susan Cochranc and S.M. Farid No. 44 Adjustment Programsand Social We!fare. Elaine Zuckerman No. 45 Primary School Teachers' Salaries in Sub-Saharan Africa. Manuel Zymelman andJoseph DeStefano No. 46 Education and Its Relation to Economic Growth, Poverty, and Income Distribution: Past Evidence and Further Analysis. Jandhyala B.G. Tilak No. 47 InternationalMacroeconomic Adjustment, 1987-1992. Robert E. King and Helena Tang No. 48 Contract Plans and Public Enterprise Performance.John Nellis [Also available in French (48F)] No. 49 Improving Nutrition in India: Policiesand Programsand Their 1imlpact. -
Notes Sobre Persecucions Antixuetes a Mallorca En El Segle Xix
NOTES SOBRE PERSECUCIONS ANTIXUETES A MALLORCA EN EL SEGLE XIX Si a Mallorca el segle XVIII, per moites i diverses raons, fou un segle emhientment antixueta,1 el segle XIX no resta a la saga; fins i tot es pot afirmar que en certs aspectes i degut a les agitades 11 u i tes politi ques entre liberáis i absolutistes, iguala o supera, sobretot ais seus co- mençaments, l'antixuetisme heretat de la centuria anterior. Les motiva- cions racistes podien baver canviat perqué el panorama social i polític de Tilla s'havia altérât pro funda ment, pero l'odi contra el xueta continua¬ va invariable encara que basât en supósits distints per causa de les dis tintes circumstàncies. Quan comen ça el segle, eselata la guerra contra Ka polcó, i la so- cictat mallorquína, si bé allunyada de Tescenari de la lluita, es commou pro fu n dament. L'allan de refugiats précédents de la península i les corresponents baralles idéologiques entre el dos partits oposats trastor nen el pausat ritme de la vida mallorquína i ben prest Mallorca es couvcrteix en un camp de batalla on els esdeveniments publies o pri- vats liavien d'influir per força sobre el mallorquins d'aquella época turbulenta. '2 Pero el que a nosaltres eus intéressa és la situació deis xuetes enmig d'aquell torbelí de passions en qué cada bàndol maldava de debo per a safalcar el contra ri sense gaire es crup oís de con s ciencia. És natural que en un ambient tan espiritat en qué les noticies de la guerra contra Napoleó arriba ven barrejades amb informacions duna altra guerra interna que es lluirava a les Corts de Cadis i per tot arreu 1 Vid, JULIÁN PAZ, "Redamaciones de los mallorquines llamados de la Calle sobre su condición social" RABM, XVI, 1907 pàgs. -
A Foreign Policy Determined by Sitting Presidents: a Case
T.C. ANKARA UNIVERSITY GRADUATE SCHOOL OF SOCIAL SCIENCES DEPARTMENT OF INTERNATIONAL RELATIONS A FOREIGN POLICY DETERMINED BY SITTING PRESIDENTS: A CASE STUDY OF UGANDA FROM INDEPENDENCE TO DATE PhD Thesis MIRIAM KYOMUHANGI ANKARA, 2019 T.C. ANKARA UNIVERSITY GRADUATE SCHOOL OF SOCIAL SCIENCES DEPARTMENT OF INTERNATIONAL RELATIONS A FOREIGN POLICY DETERMINED BY SITTING PRESIDENTS: A CASE STUDY OF UGANDA FROM INDEPENDENCE TO DATE PhD Thesis MIRIAM KYOMUHANGI SUPERVISOR Prof. Dr. Çınar ÖZEN ANKARA, 2019 TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................ i ABBREVIATIONS ................................................................................................... iv FIGURES ................................................................................................................... vi PHOTOS ................................................................................................................... vii INTRODUCTION ...................................................................................................... 1 CHAPTER ONE UGANDA’S JOURNEY TO AUTONOMY AND CONSTITUTIONAL SYSTEM I. A COLONIAL BACKGROUND OF UGANDA ............................................... 23 A. Colonial-Background of Uganda ...................................................................... 23 B. British Colonial Interests .................................................................................. 32 a. British Economic Interests ......................................................................... -
Uganda Infant Schools Project
NURSERY SCHOOLS FOR VICTIMS IN UGANDA Introduction Pre-school education and care is very crucial in the educational and adult lives of children. Despite such crucial importance, the Uganda government makes no investment in it; and has left it to local communities. Urban and richer community members are more able to access this service for their children. However, most Ugandans are rural poor peasants or poor slum dwellers who do not easily access or afford it. Peasantry livelihoods limit most parents’ financial ability to pay school and care fees. Further, most Kindergartens are located far and are inaccessible. This project seeks to enable all to access and afford this vital service for their children. It seeks support external support to meet its pressing needs and become self-sustaining. The context The area of education needing most attention but getting least in Uganda is pre-school education and child care. Pre-school education and childcare strongly affect children’s academic and adult lives. Children who access high quality pre-school education and care are not only likely to successfully complete school, but also less likely to develop social problems such as criminality. Those who receive no pre-primary education and care find it difficult to settle into primary and secondary school to learn. They may be disruptive to other children’s learning processes or may be withdrawn. They go to next classes with big learning gaps, and cannot get the most out of education opportunities. Although there is free universal primary and secondary education in Uganda, pre-primary education and care is funded privately by individual parents. -
Basic Education Curriculum Effectiveness in East Africa: a Descriptive Analysis of Primary Mathematics in Uganda Using the ‘Surveys of Enacted Curriculum’
Basic Education curriculum effectiveness in East Africa: A descriptive analysis of primary mathematics in Uganda using the ‘Surveys of Enacted Curriculum’ Julius Atuhurra+ and Violet Alinda+ June, 2018 Abstract For most school-going children in many developing countries of Sub-Saharan Africa today for whom schooling is not translating into actual learning, the question regarding the true value of education remains unanswered. Can the use of descriptive curriculum analytics impact teachers’ in-class instructional decisions as to lead to improved opportunities for children’s learning? Recent evidence from citizen-led annual learning assessments conducted in the three East African countries of Kenya, Tanzania and Uganda reveal extremely low learning gains as children progress through school, starting in the very early grades where they are expected to acquire foundational competences. Whereas several factors have been studied, there is shockingly very little evidence on basic education curricula effectiveness in East Africa. Twaweza East Africa has adapted the ‘Surveys of Enacted Curriculum’ SEC framework to analyze basic education curricula effectiveness in the region. In this study, we developed a subject taxonomy for primary-level Mathematics in Uganda – one of four core learning areas – and analyzed the distribution of relative emphases in the standards, classroom instruction, and assessments. We conclude that the lack of nationally- agreed well-thought subject-specific comprehensive taxonomies likely translates into content coverage inconsistencies that might deter achievement of planned progressive learning across grades. We find no clear evidence of a systematic emphasis structure on developing learner performance expectations as they progress across grades. Our analyses also reveal low alignment indices between standards and national assessments, and between standards and classroom instruction. -
Education in Uganda
0E-14103 Bulletin 1964, No. 32 Education in Uganda by DAVID SCANLON Professor of International Education Teachers College, Columbia University In U.S.DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Foreword ASTRIKINGrTHENOMENON of the last few years has been the mounting interest among citizens of the United States in the developing areas of the worldparticularly per- haps the area of middle Africa.Since 1960 most of the coun- tries in this area have gained their independence and are confronting the great problems of nation building and economic development. The entireregionshowsbotha popular enthusiasm for education and a conviction among leaders that education is a key to economic and social developmentan enthusiasm and conviction almost unsurpassed anywhere else in the world. It is not, surprising, then, that during recent years an increas- ing number of Africans have come to study in the United States and hundreds of Americans have traveled in the opposite direc- tion to teach in African schools or otherwise help develop Afri- can educational systems.Administrators of American insti- tutions having African students, teachers of comparative education and social studies, persons engaged in programs for educational assistance in Africa, and others, have reflected a demand for basic information on the educational systems of that continent.This bulletin on education in Uganda is one response to the need. The author, Professor of International Education at Teachers College, Columbia University, spent several months in Uganda during academic year 1960-61 lecturing at the Institute of Edu- cation, Makerere College.During this period he consulted with educators, visited educational institutions, and gathered materials for the present study. -
THE SOCIETY for CRYPTO-Judaic STUDIES
THE SOCIETY FOR CRYPTO-JUDAIC STUDIES cryptojews.com JS C S STUDIES C AI D -JU CRYPTO SOCIETY FOR VOL. 50 / 51 • AUTUMN / WINTER • 2020 / 5781 • ISSUES 31 / 32 FEATURE No Matter How You Spell It — Finding Jewish Life in BY DANI ROTSTEIN Majorca n November 2014, I moved to Majorca (or Mallorca), an island off Spain, thinking I would never meet another Jewish person there. I was quickly proven wrong when I found out about a volunteer-led synagogue with a small group of followers on the Iisland. As I sat at one of the services, I learned that not everyone there was Jewish. In fact, there’s a group of people on the island known as Chuetas (spelled Xueta in Catalan, which is spoken on the island), who identify as Catholic yet who quietly preserve the light of a Jewish community nearly forgotten. The Chuetas are descendants of Majorca’s once-thriving medieval Jewish community, and some feel connected to their Jewish ancestry to this day. This discovery blew me away as I thought about how powerful Jewish history is: These people are resurrecting a nearly- dissolved Jewish legacy from over 600 years ago! I was soon invited to attend monthly Shabbat dinners with a small group of Chuetas who had converted and/or returned to Judaism. I looked forward every month to spending time with them, learning from them, hearing their incredible family stories that were Above, author untold to the general public. I brought my Dani Rotstein non-Jewish girlfriend at the time (now my Right top, wife and mother of our son) who also began Camp de Mar to express an interest in learning about coastline, Judaism, as I was expressing an interest to Majorca, Spain re-learn my Judaism. -
“Have Policy Makers Erred?” Implications of Mother Tongue Education for Pre-Primary Schooling in Uganda
Per Linguam 2014 30(3):53-68 http://dx.doi.org/10.5785/30-3-547 “HAVE POLICY MAKERS ERRED?” IMPLICATIONS OF MOTHER TONGUE EDUCATION FOR PRE-PRIMARY SCHOOLING IN UGANDA Medadi E Ssentanda Stellenbosch University The Uganda language-in-education policy is silent about pre-primary schooling. This level of education is largely in the hands of private individuals who, because of wide-spread misconceptions about learning and acquiring English in Uganda (as in many other African countries), instruct pre-primary school learners in English. This article demonstrates how this omission in language-in-education policy is creating competition between rural government and private schools regarding the teaching of English and the development of initial literacy. The absence of an official language policy for pre-primary schooling has also dichotomised the implementation of mother tongue education in rural areas. The policy allows rural primary schools to use mother tongue as language of learning and teaching in the first three school grades. However, whereas private schools instruct through English only, government schools to a large extent adhere to the policy, albeit with undesirable consequences. The practical implications of lack of a language-in-education policy for and minimal government involvement in pre-primary schooling are discussed in this article. Keywords Language policy; mother tongue education; initial literacy; early childhood development; education in Uganda INTRODUCTION ‘We have pushed the policy too far, expecting even infants to learn through English.’ (Kyeyune, 2003: 174). In this quotation, Kyeyune reflects on how Ugandan policy makers have made it possible to use English at the preschool as the exclusive language of learning and teaching (LoLT).