Department of Disability and Rehabilitation studies

Permanent URI for this communityhttp://localhost:4000/handle/20.500.12504/33

Browse

Browsing Department of Disability and Rehabilitation studies by Subject "Bidibidi refugee settlement"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Factors influencing education provision for refugee children in zone III Bidibidi refugee settlement primary schools-Yumbe district
    (Kyambogo University(Unpublished work), 2020-02) Lekuru, Rose
    This study was carried out in Zone III Bidibidi refugee settlement in Kululu sub-county, Yumbe district with the purpose of exploring factors influencing education provision for refugee children. The objectives of the study were to examine; assess how language of instruction influences education provision for refugee children in Zone III Bidibidi refugee settlement, how instructional materials influence education provision for refugee children an investigate how funding influences education provision for refugee children. A case study design was used in which a representative samples of 21 participants across the population of 90 which consisted of teachers, school management committee (SMC) chairpersons, Parents Teachers’ Association (PTA) chairpersons, students’ representatives (prefects) and NGO focal person for education which were selected purposively. Data was collected using interview guides and analyzed using thematic analysis. The study findings revealed that using English language as a language of instruction was a major factor that influences education provision for refugee children. It also found out that limited instructional materials affected education provision for refugee children in Zone III Bidibidi refugee settlement. These supports however are in adequate especially the instructional materials provision to the refugee children. More so, education provision for refugee children is affected by limited funding in Zone III Bidibidi refugee settlement schools. This greatly affects education provision to refugee children. The study concluded that; English language as a language of instruction, instructional materials and funding were a major factor that influences education provision for refugee children in Zone III Bidibidi refugee settlement. The study recommends that the Government of Uganda and other development partners (NGOs) should ensure that the policy guidelines put in place as a strategy in implementing provision of education provision to refugee children need to be effectively implemented in all schools in the refugee settlement, the Government and other development partners should procure and provide adequate scholastic materials to facilitate teaching and learning in primary schools in the refugee settlement.
  • Thumbnail Image
    Item
    Psychosocial support services for learners with social emotional difficulties in refugee settlements in Uganda: the case of Bidibidi settlement,Yumbe district
    (Kyambogo University(Unpublished work), 2021-05) Twinamatsiko, Alex
    The study examined the psychosocial support services provided to learners with social emotional difficulties in refugee camps in Uganda: The case of Bidibidi settlement, Yumbe district. The objectives of the study were to: assess the psychosocial support services that are provided, examine how the services are provided and establish the challenges experienced in the provision of the services to learners with social emotional difficulties. The study applied a case study design and a qualitative research approach. Respondents were head teachers, teachers, learners with social emotional difficulties and learners without social emotional difficulties. Semi- structured interview guides were used to obtain data from the above cited respondents. The findings revealed that psychosocial support services are provided to Learners with Social Emotional Difficulties although scanty and it is mainly done by Non-Governmental Organisations. These services are provided mainly through guidance and counselling, conducting group sessions, assigning the learners with responsibilities, engaging the learners in play activities and Music Dance Drama. Furthermore, the challenges experienced in provision of psychosocial support services include: lack of enough skills and knowledge by teachers, inadequate space where to establish child friendly spaces, inadequate funds to hire Psychosocial Social workers and purchase Psychosocial Support materials. And lastly, lack of interest of teachers. The study recommends that policies and guidelines on Psychosocial Support Service provision should be formulated and intervention of all the stakeholders should be enhanced.