Browsing by Author "Namara, Rose"

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Does the Office of the Prime Minister in Uganda conduct Gender Responsive Evaluations?
(African Journal of Governance and Development, 2018-12) Namara, Rose
Gender equality and women’s empowerment are possible when development programmes and policies confront unfair power relationships between men and women. Monitoring and evaluation are tools that can enhance gender responsiveness and/or conceal gender inequalities. This paper analyzed whether the 2016 process evaluation of the Universal Primary Education programme (UPE) undertake by the Office of the Prime Minister (OPM) was gender responsive. The critical review of the evaluation report shows that OPM did not set out to undertake a gender-responsive evaluation through the UPE programme by design was gender responsive. This enabled a generic evaluation to highlight findings on some gender indicators embedded in the programme, though the report was silent on other issues like; early pregnancy, absenteeism and school drop out for girls due to gender roles and cultural beliefs. The evaluation used a generic evaluation methodology, the objectives did not require a gender-responsive study, there was no requirement of a gender-responsive evaluation team and the design did not specify that some of data sources include women and other vulnerable groups. The evaluation process was not necessarily taken to be a social change process for enhancing learning and empowerment of stakeholders. Therefore the evaluation methodology was gender blind, save for the seemingly gender responsive programme that enabled the evaluation to capture and report on some gender-specific indicators. To enhance gender responsive evaluations, the OPM needs deliberate attention to gender and equity in its evaluation methodology.
Does the Office of the Prime Minister in Uganda conduct Gender Responsive Evaluations?
(African Journal of Governance and Development, 2018-12) Namara, Rose
Gender equality and women’s empowerment are possible when development programmes and policies confront unfair power relationships between men and women. Monitoring and evaluation are tools that can enhance gender responsiveness and/or conceal gender inequalities. This paper analyzed whether the 2016 process evaluation of the Universal Primary Education programme (UPE) undertake by Office of the Prime Minister (OPM) was gender responsive. The critical review of the evaluation report show that OPM did not set out to undertake a gender responsive evaluation though the UPE programme by design was gender responsive. This enabled a generic evaluation to highlight findings on some gender indicators embedded in the programme, though the report was silent on other issues like; early pregnancy, absenteeism and school drop out for girls due to gender roles and cultural beliefs. The evaluation used a generic evaluation methodology, the objectives did not require a gender responsive study, there was no requirement of a gender responsive evaluation team and the design did not specify that some of data sources include women and other vulnerable groups. The evaluation process was not necessarily taken to be a social change process for enhancing learning and empowerment of stakeholders. Therefore the evaluation methodology was gender blind, save for the seemingly gender responsive programme that enabled the evaluation to capture and report on some gender specific indicators. To enhance gender responsive evaluations, the OPM needs a deliberate attention to gender and equity in its evaluation methodology
Politics in staff representation and democracy in higher education institutions in Uganda: extricating the actors’ intentions
(International Journal of Technology and Management, 2017-12) Barifaijo, Maria K.; Namara, Rose
The article examines the influence of representative politics on democracy in higher education institutions (HEIs). The research attempted to answer three main questions: (1) What are the intentions of the aspirants in their struggle to represent their constituents? (2) Why do electorates decide to or not to vote for the competing aspirants? (3) How has representative politics promoted democracy in the institutions? The study employed an ethnographic research. A qualitative approach was supported by a longitudinal design to collect data in two HEIs - Makerere University and Uganda Management Institute - from November 2009 to April 2015. Results revealed that aspirants had both personal and constituent-related desires as pushing factors for them to stand for elective positions. Ideological pursuits, academic achievements, personal gains and friendship with aspirants were also identified as motivating factors. The study was guided by the Theory of Rational Choice and Bandura’s Model of reasoned action. The article concludes that representative politics in HEIs did not enhance ideals of accountability and responsiveness as desired in democratic institutions; rather, it served the personal interests of representatives.
Politics in staff representation and democracy in higher education institutions in Uganda: extricating the actors' intentions
(International Journal of Technology and Management, 2017) Kaguhangire-Barifaijo, Maria; Namara, Rose
The article examines the influence of representative politics on democracy in higher education institutions (HEIs). The research attempted to answer three main questions: (1) What are the intentions of the aspirants in their struggle to represent their constituents? (2) Why do electorates decide to or not to vote for the competing aspirants? (3) How has representative politics promoted democracy in the institutions? The study employed an ethnographic research. A qualitative approach was supported by a longitudinal design to collect data in two HEIs - Makerere University and Uganda Management Institute - from November 2009 to April 2015. Results revealed that aspirants had both personal and constituent-related desires as pushing factors for them to stand for elective positions. Ideological pursuits, academic achievements, personal gains and friendship with aspirants were also identified as motivating factors. The study was guided by the Theory of Rational Choice and Bandura’s Model of reasoned action. The article concludes that representative politics in HEIs did not enhance ideals of accountability and responsiveness as desired in democratic institutions; rather, it served the personal interests of representatives.