Browsing by Author "Paul, Emong"

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    Exploring equality and non-discrimination of disabled students in policy and practice in public universities in Uganda
    (Edward Elgar Publishing, 2023-06) Paul, Emong; Anica, Zeyen
    Education is one of the fundamental human rights. Moreover, it constitutes the basis for an effective use of other human and civil rights. The Ugandan government recognizes the centrality of education as a core right and has officially practised inclusive education for over three decades. There are progressive laws and policies as well as institutional frameworks for attaining disability inclusion in education. Statistics on education indicating increasing enrolment of disabled students in schools suggests that these policies have a positive impact on disability inclusion in primary and secondary education. However, there seems to be limited impact on higher education. This disparity raises the question of whether disability inclusion policies in universities are informed by the inclusive education principles set out by the UN human rights standards on education, the SDG 4 target of inclusive and equitable quality education for all, the Persons with Disability Act 2020 on non-discrimination in the provision of education services, and the disability provisions in the Ugandan Universities and Other Tertiary Institutions Act 2001 (as amended). This chapter sheds light on this research question by carving out (a) how universities are applying the human rights standards on education and inclusive education principles; (b) the nature and composition of institutional disability inclusion frameworks within universities; and (c) the practices of disability inclusion in teaching and assessment of disabled students, and their inclusion in the non-academic programmes. To this end, we engage in qualitative research that builds on lived experiences of disabled students within Ugandan universities. Our sample cuts across disabilities. We propose strategies towards attaining disability inclusion in the university sector in Uganda.
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    Using a community-based participatory research (CBPR) approach to explore economic empowerment for youth with disabilities in rural Uganda
    (Social Sciences & Humanities Open, 2023-08-06) Margo, Greenwood; Stevens, Bechange; Paul, Emong; Eron, Lawrence; Winnie, Kyosaba; David, Nsajja
    This paper presents findings from a community-based participatory study exploring the lived experiences and key livelihood changes post-intervention of a vocational skills training for young people with disabilities in rural Uganda. Twenty-four youth with disabilities (13 female, 11 male) who had previously taken the vocational training were trained to become peer researchers and conducted 72 in-depth interviews with a more recent cohort of youth with disabilities. Findings were gathered into core themes of capacity building, security and interaction. They showed that training in a skill is an important part of the economic empowerment journey for youth with disabilities in rural Uganda. Beyond this, transition from training to work, marketing, proving competence, managing chronic pain whilst working and probable risk are also areas that need guidance and support. Renewed hope for better livelihood prospects was mixed with a degree of uncertainty. Some were unprepared for the complexities around community respect and had also not considered that their financial situation may get worse before it gets better, as part of the risk of self-employment.