DOCSLIB.ORG

English Language Primary

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
English Language Primary PRIMARY SIX Ministry of Education SELF STUDY MATERIALS and Sports ENGLISH LANGUAGE LESSON 1: Use of Adverbs 9. The hungry boy ate the mango Introduction __________. (greed) Learning Outcomes 10. The hunter _________ attacked the Letter writing is one way of sending a lion in its den. (brave) message between or among people. You By the end of this lesson, you should be can write a letter to a friend, parents, able to: relatives and many others. i) identify ways of doing things. Activity 2 Activity 1 ii) use of adverbs in your daily life activities. Order of Adverbs 1. (a) Write a letter to your father appreciating him for his effort to You will need: When more than one adverb is used in keep everybody well in this period • a pen a sentence, they usually follow in this of COVID-19 pandemic. Wish him • a book order: manner (how?), place (where?) a longer stay in this life. Use your and time (when?). Introduction school address. Example (b) The letter below has some words An adverb is a word that tells more missing. Using the words in the box, about a verb, an adjective and another The pedestrian crossed the road complete it by filling in the gaps adverb. Adverbs tell us how an action is carefully (how?) at the zebra crossing correctly. done: when? why? how? and where? (where?) yesterday (when?). reap advise purpose academic not Examples arua discussions hear dear examinations i) The cyclist is riding slowly. From the sentences below, underline the ii) Children should cross the road adverbs of manner, place and time. Owayi Primary School, carefully. 1. The traffic officer called the driver P.O Box 135, Activity 1 loudly at the junction in the morning. _________________ 2. Many cyclists ride carelessly at the Use the correct form of the word in the traffic lights every day. 19th March, 2020. brackets to complete the sentences 3. The bus driver spoke politely to the below. passenger on the bus on Tuesday. ____________ Maxwell, 4. My mother nicely made cakes from How is Komendaku? Hoping you are fine. Examples have been given to guide you. the kitchen last weekend. The __________ of writing to you is to 1. Tino cleverly avoided the 5. It rained heavily in our area last ___________ you about how to prepare punishment. (clever) year. to excel in ____________. On my side, 2. Uganda’s population is steadily I am very seriously engaged in group rising. (steady) ____________ and research as well. I wish to ____________ from you too, 3. St Thomas choir sang the second LESSON 2: Informal Letter Writing compulsory song ________. (beauty) on what you are doing to cross that 4. The host welcomed us __________. Learning Outcomes ______________ river. Hoping you are (cheer) ______________ wasting time in 5. We ___________ waited for By the end of this lesson, you should be a disco and playing cards under the his return from Ojipaku market. able to: big mahogany tree near the football (patience) pitch. The proverb states “You i) express your views on safety on 6. Italians have seen the ________ ______________ what you sow.” the road. coronavirus attacked. (worse) ii) write a letter about safety on the 7. They answered the I wish you the best in your struggle. road. question_________. (wise) 8. A machete is ___________ bigger Yours, than a knife. (usual) Akasa Brian. ©National Curriculum Development Centre, 2020 1 We know what brings you. i) apply the Highway Code to use the road safely. (HEALTH TIP: Stay home and observe Failure to follow the Highway Code, ii) interpret road signs. social distance to stay safe.) Speeding, drink-driving You will need: But you still come. Lesson 3: Traffic Dangers • manila • fibres Learning Outcomes Accidents! Accidents! • boxes By the end of this lesson, you should be • sticks/wood etc. able to: You are common at crossroads • paper • clay i) identify causes of accidents. You are common at junctions • a dictionary ii) apply the highway code to use the road safely. You are common at roundabouts We know, but you still happen. Activity You need: 1. You are going to draw, model or make some road signs using the • a dictionary Accidents! Accidents! materials above. • an exercise book Shame on you, for we can stop you 2. You will be assisted by your • a pen or pencil parent/guardian or any adult at First, motorists must be careful on the home. Introduction road 3. For the choice you make, take note of these expectations: Study the picture below and think about Next, don’t drive vehicles in poor what is happening. mechanical conditions Choice Expectation And above all, master the Highway Code. Drawing Draw on a manila. Arsene M. Draw at least four road signs. Activity Colour your picture. a) What is the poem about? Modelling This involves using clay b) What are accidents compared to? or wax. c) Mention one cause of accidents. d) Apart from the roundabouts, You can model at least where else do accidents occur? two road signs. e) Who should become our friend in order to overcome accidents? You are free to paint In your exercise book, write down any f) Suggest a suitable title to this your model. five causes of road accidents. Using a poem. dictionary, look up these words and note Making This requires using their meanings: materials like fibres, crossroads, junction, accident, first Follow-up Activity plywood, boxes etc. aid, careful, Highway Code Write your own poem about accidents. You can make at least Read the poem below carefully and It should have four stanzas. Each stanza two road signs. answer the questions about it in full should have four lines. sentences. (HEALTH TIP: Avoid shaking hands, Accidents! Accidents! observe social distancing, stay safe and Introduction wash your hands with water and soap!) Worst thing in life! Study the picture below. You are as deadly as coronavirus, Lesson 4: Traffic Dangers You rob us of our dear ones, Learning Outcomes Sometimes in large numbers. By the end of this lesson, you will be able to: Accidents! Accidents! 2 ©National Curriculum Development Centre, 2020 How do you get to know what others Note: have said about you? The tense changes when we change Step 2: When you are telling others from the direct to indirect form. In the what you want them to do, you use examples above, the tense changed from direct speech. the present simple to the past simple tense because the situation has changed. Examples Exercise i) Do not make fun in the debate. ii) Smile when the audience shouts Rewrite the following sentences in you. indirect (reported) Speech. Step 3: When someone else wants to tell 1. They said, “Waiswa makes noise in others what you exactly said, she or he the debate.” Step 1: Identify the road signs you plan will then use direct speech. Quotation 2. She said, “Arinaitwe dozes in the to make, draw or model. Examples of marks will be included. debate.” road signs: junctions, crossroads, road 3. Nasimolo said, “Lukia plays so much Examples humps, school children crossing, cattle in the debate.” 4. Cale said, “Namubiru likes the crossing, zebra crossing, hospital ahead, i) Mrs Nsamba says,” Don’t make motion.” church ahead etc. fun during the debate.” 5. Mrs Owor said, “You don’t know the ii) My father said, “Smile when the Step 2: Collect the materials related to proposers.” audience shouts at you.” your choice above. 6. The chairperson said, “Rugunda Step 4: The following sentences are opposes the motion.” Step 3: You can begin making, drawing in direct speech. Which words were 7. Agola said, “Droti hates the motion.” or modelling. exactly said by the speaker? 8. The timekeeper said, “Asaakibwe spends more time.” In case you choose drawing, remember i) Mary said, “Kucana is the 9. Gwendibo said, “The opposers raise to label your pictures. chairperson of the debate.” good points.” Step 4: Keep your product/work safely ii) Kilama says, “Bruno and 10. Kiconco said, “The proposer uses and remember to hand it in to your Brenda oppose the motion.” difficult words.” teacher of English. iii) Fatuma said, “Muhwezi loves the motion.” iv) Ikilai says, “The opposers are noisy.” COVID -19 kills! Avoid touching the eyes, nose, or mouth before washing Step 5: Study the examples below your hands with clean water and soap. before you write the exercise. Lesson 5: Debating—Direct and Indirect Speech Direct speech Indirect(Reported) speech 1. “We hold de- 1. Akio said that they bates on Mon- held debates on Learning Outcomes day,’’ Akio said. Monday. By the end of this lesson, you should be 2. They say, 2. They say that Zulufa able to use direct and indirect speech in “Zulufa debates debated confidently. the present simple tense. confidently.” You will need 3. “Does Rona love 3. Wambwa asked the motion?” if Rona loved the • an exercise book Wambwa asked. motion. • a pen/a pencil Wambwa wanted to know if Rona loved the motion. Introduction 4. Sisye said, “The 4. Sisye said that the chairperson is chairperson was Direct speech fair.” fair. In this lesson you will first learn to how 5. Alupot said, “I 5. Alupot told me that to change sentences from direct to want to chair she wanted to chair indirect speech. the debate next the debate the fol- Monday.” lowing week. Step 1: What do you do when someone does something bad to you? ©National Curriculum Development Centre, 2020 3 Lesson 6: Debating—A Dialogue CONTROLLING COVID-19 IN UGANDA sanitizer can killing the virus and keep us safe.
Load more

Recommended publications
  • The Evolution of Mumias Settlement Into an Urban Centre to Circa 1940 Godwin Rapando Murunga
    The evolution of Mumias settlement into an urban centre to circa 1940 Godwin Rapando Murunga To cite this version: Godwin Rapando Murunga. The evolution of Mumias settlement into an urban centre to circa 1940. Geography. 1998. dumas-01302363 HAL Id: dumas-01302363 https://dumas.ccsd.cnrs.fr/dumas-01302363 Submitted on 14 Apr 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THE EVOLUTION OF MUMIAS SETTLEMENT INTO AN URBAN CENTRE TO CIRCA 1940 BY GODWIN RAPANDO MURUNGA A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE MASTER OF ARTS DEGREE AT KENYATTA UNIVERSITY IFRA 111111111111111111111111111111111111 1 IFRA001481 No. d'inventaire Date te0 Cote August 1998 .1 •MS,Har,f..42G. , , (1. R Y 001 l°\1)..j9". E DECLARATION This thesis is my original work, and to the best of my knowlehe, has not been submitted for a degree in any university. GODWIN RAPANDO MURUNGA This thesis has been submitted with my approval as a University supervisor. .4010 PROF.ERIC MASINDE ASEKA iii DEDICATION This thesis is dedicated to my wife Carolyne Temoi Rapando and to my sons Tony Wangatia Rapando and Claude Manya Rapando for their patience and constant understanding during the long years of working.
    [Show full text]
  • Ethnomathematics and Education in Africa
    Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example
    [Show full text]
  • Among the Baganda
    3Rashid37.5.qxd 02/11/2006 16:14 Page 89 Eroticism, Sensuality and ‘Women’s Secrets’ Among the Baganda Sylvia Tamale* 1 Introduction (McFadden 2003; Pereira 2003). This study of Ssenga Sexuality is intricately linked to practically every aspect is set against the backdrop of the institution of of our lives: to pleasure, power, politics and patriarchy and the legacy of colonialism. In Uganda, procreation, but also to disease, violence, war, colonialist constructions of Africans as profligate and language, social roles, religion, kinship structures, hypersexual led to the intensified repression and identity, creativity ... The connection and collision surveillance of African women’s sexuality in between human sexuality, power and politics provide particular. Colonialists worked hand in hand with the inspiration for this article, which explores the African patriarchs to develop inflexible customary various ways the erotic facility is used, as both an laws that evolved into new structures and forms of oppressive and empowering resource. In her domination (Schmidt 1991; Mama 1996) and deployed compelling essay, subtitled The Erotic as Power, Audre various legal and policy strategies and discourses in Lorde (1984) argues for the construction of the erotic the areas of medical health and hygiene. Traditional as the basis of women’s resistance against oppression. customs were reconfigured to introduce new sexual For her, the concept entails much more than the mores, taboos and stigmas. Women’s sexuality was sexual act, connecting meaning and form, infusing the medicalised and reduced to reproduction (Vaughan body and the psyche. Before Lorde, Michel Foucault 1991; Musisi 2002). Through adopting Christianity, (1977, 1990) demonstrated how the human body is a Africans were encouraged to reject their previous central component in the operation of power.
    [Show full text]
  • 3. Siundu.Pmd 45 31/10/2012, 17:31 46 Afrika Zamani, No
    Afrika Zamani, No. 17, 2009, pp. 45–62 © Council for the Development of Social Science Research in Africa & Association of African Historians 2012 (ISSN 0850-3079) Strategic Submission as Resistance? Nabongo Mumia in the Struggle for Post-Colonial Kenya’s Histories Godwin Siundu* Abstract This article pursues the debate on the role that various regional leaders in late pre- to colonial Kenya played in their people’s responses to colonialism and its agents, and the contests for moral historical spaces that have continued to be played out in intellectual and public discourse. Focusing on Nabongo Mumia, the political and cultural figure of the Wanga people in western Kenya, the article examines the fluidity between collaboration and resistance as processes that have been presented mistakenly as dialectical oppositions. Situating my argument within the counter-revisionist trajectory, I demonstrate that the earlier presentation of Nabongo Mumia – and indeed a few other leaders – as a ‘collaborator’ largely simplifies the dilemmas that many a leader were confronted with in the wake of colonial violence, and is used in the current political setup to rationalise deliberate forms of exclusion from central political structures in the country. I further show that for regional leaders in colonial Kenya, strategic submission guided by a variety of legitimate considerations, was often misread as ‘collaboration’, a line that was picked up by earlier Africanist inclined scholars whose nationalistic impulses drove them to a search for ‘heroes’, often guided by the matrices of ‘resistance’. Résumé Cet article poursuit le débat sur le rôle que les divers leaders régionaux ont joué pendant la fin des périodes pré-coloniale et coloniale au Kenya par rapport aux réponses de leurs peuples à la question du colonialisme et de ses agents, et dans les combats pour des espaces moraux historiques qui sont toujours interprétés dans le discours intellectuel et public.
    [Show full text]
  • The Rwenzururu Movement and the Struggle for the Rwenzururu Kingdom in Uganda
    DISCUSSION PAPER / 2016.01 ISSN 2294-8651 The Rwenzururu Movement and the Struggle for the Rwenzururu Kingdom in Uganda Arthur Syahuka-Muhindo Kristof Titeca Comments on this Discussion Paper are invited. Please contact the authors at: [email protected] and [email protected] While the Discussion Papers are peer- reviewed, they do not constitute publication and do not limit publication elsewhere. Copyright remains with the authors. Instituut voor Ontwikkelingsbeleid en -Beheer Institute of Development Policy and Management Institut de Politique et de Gestion du Développement Instituto de Política y Gestión del Desarrollo Postal address: Visiting address: Prinsstraat 13 Lange Sint-Annastraat 7 B-2000 Antwerpen B-2000 Antwerpen Belgium Belgium Tel: +32 (0)3 265 57 70 Fax: +32 (0)3 265 57 71 e-mail: [email protected] http://www.uantwerp.be/iob DISCUSSION PAPER / 2016.01 The Rwenzururu Movement and the Struggle for the Rwenzururu Kingdom in Uganda Arthur Syahuka-Muhindo* Kristof Titeca** March 2016 * Department of Political Science and Public Administration, Makerere University. ** Institute of Development Policy and Management (IOB), University of Antwerp. TABLE OF CONTENTS ABSTRACT 5 1. INTRODUCTION 5 2. ORIGINS OF THE RWENZURURU MOVEMENT 6 3. THE WALK-OUT FROM THE TORO RUKURATO AND THE RWENZURURU MOVEMENT 8 4. CONTINUATION OF THE RWENZURURU STRUGGLE 10 4.1. THE RWENZURURU MOVEMENT AND ARMED STRUGGLE AFTER 1982 10 4.2. THE OBR AND THE MUSEVENI REGIME 11 4.2.1. THE RWENZURURU VETERANS ASSOCIATION 13 4.2.2. THE OBR RECOGNITION COMMITTEE 14 4.3. THE OBUSINGA AND THE LOCAL POLITICAL STRUGGLE IN KASESE DISTRICT.
    [Show full text]
  • Environmental Decentralization and the Management of Forest Resources in Masindi District, Uganda
    ENVIRONMENTAL GOVERNANCE IN AFRICA WORKING PAPERS: WP #8 COMMERCE, KINGS AND LOCAL GOVERNMENT IN UGANDA: DECENTRALIZING NATURAL RESOURCES TO CONSOLIDATE THE CENTRAL STATE by Frank Emmanuel Muhereza Febuary 2003 EDITORS World Resources Institute Jesse C. Ribot and Jeremy Lind 10 G Street, NE COPY EDITOR Washington DC 20002 Florence Daviet www.wri.org ABSTRACT This study critically explores the decentralizing of forest management powers in Uganda in order to determine the extent to which significant discretionary powers have shifted to popularly elected and downwardly accountable local governments. Effective political or democratic decentralization depends on the transfer of local discretionary powers. However, in common with other states in Africa undergoing various types of “decentralization” reforms, state interests are of supreme importance in understanding forest-management reforms. The analysis centers on the transfer of powers to manage forests in Masindi District, an area rich in natural wealth located in western Uganda. The decentralization reforms in Masindi returns forests to unelected traditional authorities, as well as privatizes limited powers to manage forest resources to licensed user-groups. However, the Forest Department was interested in transferring only those powers that increased Forest Department revenues while reducing expenditures. Only limited powers to manage forests were transferred to democratically elected and downwardly accountable local governments. Actors in local government were left in an uncertain and weak bargaining position following the transfer of powers. While privatization resulted in higher Forest Department revenues, the tradeoff was greater involvement of private sector actors in the Department’s decision making. To the dismay of the Forest Department, in the process of consolidating their new powers, private-sector user groups were able to influence decision making up to the highest levels of the forestry sector.
    [Show full text]
  • Surrogate Surfaces: a Contextual Interpretive Approach to the Rock Art of Uganda
    SURROGATE SURFACES: A CONTEXTUAL INTERPRETIVE APPROACH TO THE ROCK ART OF UGANDA by Catherine Namono The Rock Art Research Institute Department of Archaeology School of Geography, Archaeology & Environmental Studies University of the Witwatersrand A thesis submitted to the Graduate School of Humanities, University of the Witwatersrand, Johannesburg, South Africa for the Degree of Doctor of Philosophy March 2010 i ii Declaration I declare that this is my own unaided work. It is submitted for the degree of Doctor of Philosophy in the University of the Witwatersrand, Johannesburg. It has not been submitted before for any other degree or examination in any other university. Signed:……………………………….. Catherine Namono 5th March 2010 iii Dedication To the memory of my beloved mother, Joyce Lucy Epaku Wambwa To my beloved father and friend, Engineer Martin Wangutusi Wambwa To my twin, Phillip Mukhwana Wambwa and Dear sisters and brothers, nieces and nephews iv Acknowledgements There are so many things to be thankful for and so many people to give gratitude to that I will not forget them, but only mention a few. First and foremost, I am grateful to my mentor and supervisor, Associate Professor Benjamin Smith who has had an immense impact on my academic evolution, for guidance on previous drafts and for the insightful discussions that helped direct this study. Smith‘s previous intellectual contribution has been one of the corner stones around which this thesis was built. I extend deep gratitude to Professor David Lewis-Williams for his constant encouragement, the many discussions and comments on parts of this study. His invaluable contribution helped ideas to ferment.
    [Show full text]
  • P.6 SOCIAL STUDIES CLASSWORK WEEK 3 Monday WANGA
    Plot 48 Muwaire Rd (behind IHK Hospital) P.O.BOX 5337, KAMPALA - UGANDA Tel: 256783111908 Email: [email protected] Website: www.stagnes.co.ug P.6 SOCIAL STUDIES CLASSWORK WEEK 3 Monday WANGA KINGDOM Nabongo is the title given to kings of Wanga Kingdom. Wanga kingdom was formed by the Luhya people. Wanga Kingdom was the only Bantu Kingdom founded in western Kenya. Wanga Kingdom acquired its name from one of the first leaders known as king Wanga Nabongo Mumias was the king of Wanga who was a British collaborator. A map of Kenya showing Wanga Kingdom. Activity 1. Name the only interlacustrine kingdom which was formed in Kenya. 2. What title was given to the traditional ruler of Wanga kingdom? 3. Which Bantu tribe founded Wanga kingdom? 4. Name the king of Wanga kingdom who was a British collaborator. 5. How were collaborators useful to colonialists? Tuesday KARAGWE KINGDOM. Karagwe Kingdom was located in south west of Lake Victoria. Karagwe Kingdom was ruled by the Sita Clan. The last ruler of Karagwe was Mono. King Rumanika ruled Karagwe Kingdom up to the time of the coming of Arabs King Rumanika welcomed John Speke and James Grant (the two were early explorers to East Africa.) Factors that led to the rise of Karagwe Kingdom. It involved in long distance trade. The Kingdom was well organised Fertile soil which encouraged people to grow crops. Factors that led to the decline / downfall of Karagwe Kingdom. The death of king Rumanika The attacks from other small Kingdoms The coming of Arab slave traders which forced people to run away in fear of being sold.
    [Show full text]
  • The History of Syphilis in Uganda
    Bull. Org. mond. Santeh 1956, 15, 1041-1055 Bull. Wld Hith Org. THE HISTORY OF SYPHILIS IN UGANDA J. N. P. DAVIES, M.D., Ch.B., M.R.C.S., L.R.C.P. Professor of Pathology, Makerere College Medical School, Kampala, Uganda SYNOPSIS The circumstances of an alleged first outbreak of syphilis in Uganda in 1897 are examined and attention is drawn to certain features which render possible alternative explanations of the history of syphilis in that country. It is suggested that an endemic form of syphilis was an old disease of southern Uganda and that protective infantile inoculation was practised. The country came under the observation of European clinicians at a time when endemic syphilis was being replaced by true venereal syphilis. This process has now been completed, endemic syphilis has disappeared, and venereal syphilis is now widespread and a more serious problem than ever. This theory explains the observations of other writers and reconciles the apparent discrepancies between various reports. Until comparatively recent times the country now known as Uganda was cut off from the rest of the world. The Nile swamps to the north, the impenetrable Congo forest to the west, the mountains and the upland plateaux with the warrior Masai to the east, and the other immense difficul- ties of African travel, had protected the country from intrusion. In the southern lacustrine areas there had developed the remarkable indigenous kingdoms of Bunyoro and Buganda. These became conscious of the larger outside world about 1850, when a Baluch soldier from Zanzibar reached the court of the King of Buganda, the Kabaka Suna.
    [Show full text]
  • Are Family Planning Programs Reaching the Disadvantaged? an Equity Case Study of Uganda
    POLICY Brief September 2020 Are Family Planning Programs Reaching Authors: Kaja Jurczynska, the Disadvantaged? Kevin Ward, Lyubov Teplitskaya, Shiza Farid, and Kristin Bietsch An Equity Case Study of Uganda Introduction In just over a decade, the share of married women using modern methods of contraception in Uganda nearly doubled, increasing Equity in health means that from 18 percent in 2006 to 35 percent in 2016, and to a further 37 everyone has a fair opportunity 1 percent in 2019 (UBOS and ICF, 2018; FP2020, 2020). Uganda to reach their health potential, has cemented its commitment to family planning through the regardless of wealth, education, country’s first Family Planning Costed Implementation Plan for sex, age, race or ethnic group, 2015–2020 and subsequent pledges under the Family Planning residence, disability, and other 2020 (FP2020) partnership. Among its goals, Uganda has status or social group. committed to reducing inequities, particularly for those living in rural areas, adolescents, and those facing financial hardship (Ministry of Health, 2014; FP2020, 2017). Despite this progress, Uganda has experienced challenges in Box 1. HP’s Approach for meeting its family planning commitments for 2020 and 2021, Diagnosing Inequity in including those that are equity focused. For example, unmet Family Planning Programs need is higher than desired, at one quarter of all married women compared to the goal of 10 percent by 2020. The use of modern The approach answers the “who, contraceptive methods lags behind the 2020 goal of 50 percent what, and where” of inequities in (FP2020, 2019). While inadequate funding of family planning family planning: activities remains a key barrier to progress (Wanyana et al., 2019), better directing information and services for those women who • Who is experiencing inequity? need them most could address longstanding inequities while also • What components of bolstering uptake and improving allocative efficiency.
    [Show full text]
  • Catalogue 97
    Eastern Africa A catalogue of books concerning the countries of Kenya, Uganda, Tanzania, Rwanda, Burundi, and Malawi. Catalogue 97 London: Michael Graves-Johnston, 2007 Michael Graves-Johnston 54, Stockwell Park Road, LONDON SW9 0DA Tel: 020 - 7274 – 2069 Fax: 020 - 7738 – 3747 Website: www.Graves-Johnston.com Email: [email protected] Eastern Africa: Catalogue 97. Published by Michael Graves-Johnston, London: 2007. VAT Reg.No. GB 238 2333 72 ISBN 978-0-9554227-1-3 Price: £ 5.00 All goods remain the property of the seller until paid for in full. All prices are net and forwarding is extra. All books are in very good condition, in the publishers’ original cloth binding, and are First Editions, unless specifically stated otherwise. Any book may be returned if unsatisfactory, provided we are advised in advance. Your attention is drawn to your rights as a consumer under the Consumer Protection (Distance Selling) Regulations 2000. The illustrations in the text are taken from item 49: Cott: Uganda in Black and White. The cover photograph is taken from item 299: Photographs. East Africa. Eastern Africa 1. A Guide to Zanzibar: A detailed account of Zanzibar Town and Island, including general information about the Protectorate, and a description of Itineraries for the use of visitors. Zanzibar: Printed by the Government Printer, 1952 Wrpps, Cr.8vo. xiv,146pp. + 18pp. advertisements, 4 maps, biblio., appendices, index. Slight wear to spine, a very nice copy in the publisher’s pink wrappers. £ 15.00 2. A Plan for the Mechanized Production of Groundnuts in East and Central Africa. Presented by the Minister of Food to Parliament by Command of His Majesty February, 1947.
    [Show full text]
  • The Extent and Nature of Multidimensional Child Poverty and Deprivation the Extent and Nature of Multidimensional Child Poverty and Deprivation
    MULTIDIMENSIONAL CHILD POVERTY AND DEPRIVATION IN UGANDA: VOLUME 1 THE EXTENT AND NATURE OF MULTIDIMENSIONAL CHILD POVERTY AND DEPRIVATION THE EXTENT AND NATURE OF MULTIDIMENSIONAL CHILD POVERTY AND DEPRIVATION MARCH 2019 MULTIDIMENSIONAL CHILD POVERTY AND DEPRIVATION IN UGANDA: VOLUME 1 THE EXTENT AND NATURE OF MULTIDIMENSIONAL CHILD POVERTY AND DEPRIVATION ACKNOWLEDGEMENTS The research and drafting of this report was led by David Gordon, Şebnem Eroğlu, Eldin Fahmy, Viliami Konifelenisi Fifita, Shailen Nandy, Acomo Oloya, Marco Pomati and Helen Anderson from the University of Bristol and the University of Cardiff, in close collaboration with the Uganda Bureau of Statistics (UBOS) and UNICEF Uganda. This pioneering work to better understand multidimensional child poverty and deprivation in Uganda would not have been possible without the vision, oversight and support of James Muwonge, Vincent Ssennono, Bylon Twesigye and Stephen Baryahirwa from UBOS, and Diego Angemi, Sarah Kabaija, Arthur Muteesasira and Amna Silim from UNICEF Uganda. Frances Ellery provided significant editorial inputs, while Rachel Kanyana designed the report. Above all, we are very grateful to all enumerators, field researchers and participants who volunteered their time to take part in the UNHS 2016/17 and focus group discussions. We hope these reports do justice to their contributions. I MULTIDIMENSIONAL CHILD POVERTY AND DEPRIVATION IN UGANDA VOLUME 1: THE EXTENT AND NATURE OF MULTIDIMENSIONAL CHILD POVERTY AND DEPRIVATION FOREWORD As enshrined in the UN Convention on the Rights of the Child, children have the right to an adequate standard of living, and to be free from any form of health, education, nutrition, care or protection related deprivation.
    [Show full text]