266 Nindi, B. C.
The problems of social science research in developing societies: With examples from a survey of Zairean refugees in Tanzania.
In Research methods in the social sciences: A quest for relevant approaches for Africa, B. O. M. Fadlalla, Fasil G. Kiros, (eds.), p. 151-173. OSSREA, Addis Ababa (Ethiopia). 1986. Khartoum (Sudan): Khartoum University Press.
Research Methods in the Social Sciences, Khartoum (Sudan), 1-3 Oct 1984.
Provides an example of the kind of difficulties faced in conducting an essentially practical piece of social survey research in a developing country. After discussing the logic of research and considerations to be taken into account in problem formulation, particularly distinguishing between the method of research work and the techniques of research, the paper describes the state of research and the reliability of data in the general field of refugee problems in Africa, and of Zairean refugees in Tanzania in particular, followed by a discussion of issues that arise in research design, in questionnaire construction and interviewing, in testing the research instruments, and in the actual execution of the field study. The major constraints that confronted the author were widespread suspicion among refugees and their valid fear as to the destination of the information collected from them. There were also the problems of suffering, poverty, diseases as well as uncertainty which might intervene in the process of data collection. The paper suggests that simple mathematical formulas and simple village surveys are useful techniques in data collection among refugees. Such material can be utilized to provide information concerning the general status and demographic characteristics of the population. Concludes by presenting some of the major findings of the survey, viz., categories by reason for leaving, involvement in political activity, willingness to be repatriated, and age and sex composition of the refugee population.
267 Oyugi, Walter Ouma
Methodological issues in administrative research in Africa.
In Research methods in the social sciences: a quest for relevant approaches for Africa, B. O. M. Fadlalla, Fasil G. Kiros, (eds.), p. 197-210. OSSREA, Addis Ababa (Ethiopia). 1986. Khartoum (Sudan): Khartoum University Press.
Research Methods in the Social Sciences, Khartoum (Sudan), 1-3 Oct 1984.
Presents an overview of problems encountered in conducting research in public administration in Africa, arguing that there are certain issues which are uniquely African in nature that influence the choice of methodology. Issues thus singled out include: Need for establishing good rapport with organizations and people that furnish information as well as difficulties in such an exercise; absence of political support for research and the stringent conditions that are usually attached to obtaining permission for conducting research; tendency of researchers to avoid topics deemed sensitive by political leaders; lack of commitment to research exhibited by senior academics; shortage of funds and other resources which leads to excessive reliance on external sources and thence subordination to their interests and priorities; and a general lack of appreciation, by planners, of the role of research in the development process. Illustrates the case where choice of methodology is dictated by the criterion of possibility rather than relevance by taking the example of conducting documentary research in public administration. Location dispersal of public organizations and their sub-units leads to high financial and time expenditures for obtaining information, documents are sometimes missing, access to official documents is made difficult (presumably for security reasons), and published reports are characterized by gross omissions and a lack of dependability. Similarly, conducting field surveys are constrained by location dispersal of public organizations and their sub-units which results in the subjective selection of samples, closed questionnaires hampering the free expression of views even though open ended ones avoid this problem, impact assessments/evaluations conducted without allowing sufficient time to pass after a project, pitfalls in reliance on the words of officials only and hence need to combine both interviews and verifying observations, and the risk of establishing over-rapport with respondents. Concludes with suggestions to improve the above situations as well as other constraints.
268 Amani, Haidari K. R.
Justification for teaching agricultural economics within economics departments in eastern Africa.
In The teaching and research of economics in the East African universities: Selected articles, p. 95-105. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
After a brief overview of the objectives and course contents of production economics, farm management, agricultural marketing and price analysis, and agricultural development and policy, subjects that constitute the broad discipline of agricultural economics, the paper lists reasons that justify the teaching of agricultural economics in the department of economics rather than in the faculty of agricultural sciences, as is the practice in many universities in East Africa at present, viz., prerequisites for the discipline are taught by the departments of economics and other disciplines in the faculty of arts and social sciences, economists are in a better position to contribute to a non-normative approach to problem definition and solving, agricultural economists who have a good grasp of economics can better contribute to solving the problems of agricultural development (an area neglected by recent development strategies), economists need to acquire basic knowledge of agricultural economics in view of the importance of agriculture in the national economy, and the fact that all constituent subjects could be, and most are, taught by departments of economics.
269 Bachou, S. A.
Application of logical positivism in conventional economic analysis.
In The teaching and research of economics in the East African universities: Selected articles, p. 1-15. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
After outlining the evolution of logical positivism, a methodology of scientific enquiry constituting a rigourously constructed body of theory and belief system developed for the natural and physical sciences, the paper assesses the applicability of this methodology in orthodox economics. It firstly examines the relevance of logical positivism to conventional economics theories and models such as the theory of expectation formation, theory of economic growth, and human capital theory in terms of the conformity of economics with the inherent conditions of logical positivism, as stipulated in the Covering Law Model, a format developed by the philosophers of science. The paper then investigates the outcomes predicted from applying the methodology to several examples from economic theory, in terms of their conformity with real world conditions. Concludes with a critique of the methodology when applied in economics, a science behavioural in nature, and a list of the shortcomings that have been identified in this exercise.
270 Banguire, Firimoon R.
The political economy approach to the teaching of introductory economics.
In The teaching and research of economics in the East African universities: Selected articles, p. 60-73. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
Presents the view that the conventional textbooks used for teaching introductory economics courses to undergraduates, which follow the neoclassical/neoKeynesian framework approach and moreover do not reflect the realities of developing countries, have, largely, failed to provide the most appropriate foundation for students and hence that there is a need for restructuring both the introductory courses and the texts. Proposes the political economy approach to economic analysis as the one that offers the best hope for reordering and reconstructing economics towards a more appropriate tool for understanding policy and formulating relevant policy prescriptions. Outlines several fundamental characteristics of this (political economy) approach, viz., its focus on an analysis of socio-economic systems and their evolution as the core content of economics, its emphasis on identification and explanation of social contradictions as the motive force behind social and economic changes, and its focus on the production process rather than market exchange as the core of economic analysis. Lists guidelines for use in the search for integrated and relevant courses in introductory economics and includes suggestions for the content of appropriate courses as well as their arrangements in a hypothetical curriculum.
271 Degefe, B. [Befekadu Degefe].
Problems of stabilization and economic research in Africa.
In The teaching and research of economics in the East African universities: Selected articles, p. 74-80. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
Highlights the negative correlation between the recent performance of national economies in Africa and the presumed better behavioural and structural understanding of their operation made possible by the learning and teaching of economies in the region. After presenting salient features of the recent African economic experience and reviewing the causes for the crisis as well as the stabilization or expansionist fiscal and monetary policies that have been adopted by African governments to redress this crisis, the paper analyzes the causes for the dismal performance of professional economists in the region which has resulted in their failure to understand the basis of the economies, failure to develop models that include relevant variables and are capable of explaining and/or anticipating the costs and benefits of different policy alternatives, and failure to instruct and convince decision makers to rely on expert advice, thereby sheltering them from designing infeasible, unattainable and very costly goals.
272 Hyuha, Mkwanason
Economic research in eastern Africa: Data availability problems and processing.
In The teaching and research of economics in the East African universities: Selected articles, p. 45-59. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
After a brief overview of the four stages that constitute the methodology of quantitative research in economics, viz., problem specification, field work and estimation, hypothesis testing, and forecasting, prediction and policy recommendation, the paper discusses difficulties associated with the availability of data and its collection; data problems arising from errors in measurement, inadequate degrees of freedom, autocorrelartion, multicollinearity, and structural changes in the observed world; as well as problems related to data processing techniques and instruments. Relates each of these difficulties to conditions prevailing in the East African region.
273 Ikiara, G. K.
An overview of the extent to which the economics discipline has influenced economic development in eastern Africa.
In The teaching and research of economics in the East African universities: Selected articles, p. 33-44. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
Highlights several dominant themes in the field of development economics that have significantly influenced the development strategies adopted by developing countries, viz., discontinuous nature of economic development, existence of a certain critical level of national per capita income above which growth tends to become self-sustaining, strategies for braking out of the vicious circle of underdevelopment and poverty, crucial role of savings and investment in the development process, place of industrialization, role of state participation or intervention in the economy, and need to replace the market mechanism by state economic planning. Attributes the higher level of influence that development economics has had in African countries, as compared to developed ones, to the coincidence in the peak of the theory with the period of independence, the agreement between development strategies espoused by the theory and national feelings of African leaders of the time, and the existence of bilateral and multilateral institutions that believed in the theory, wanted to see them implemented in developing countries, and also required development plans as a condition for granting aid.
274 Mbogoro, D. A. K.
Africa and the international economic crisis: The role of university lecture room economics.
In The teaching and research of economics in the East African universities: Selected articles, p. 81-88. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
Presents the view that most of the criticisms of economics, with regard to the relevance and meaning of the fundamental assumptions underlying the discipline as they are currently taught and practiced, is based on an inadequate understanding of these basic principles and their role in elucidating and providing solutions to economic problems as well as due to taking economics as an end in itself rather than as a tool of analysis. After a brief overview of the international economic crisis in the 1970s and 1980s and its effects on Africa, the paper discusses the role that economics, as currently taught and practiced in eastern Africa, can play in providing solutions to these contemporary economic problems.
275 Noormohamed, Sidik O.
Teaching of economics: An overview on what orientation it should take.
In The teaching and research of economics in the East African universities: Selected articles, p. 106-117. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
After briefly reviewing the evolutionary changes that have taken place in the orientation of the teaching of economics in East African universities, the paper outlines several components for a better orientation, viz., need to explain issues within a historical, ideological and international perspective; need for emphasis on policy formulation and options (alternatives) analysis; need for stressing the importance of conducting research; need for developing the thought process in graduates by offering various, and even opposing, points of view on any issue; and need to give emphasis to African concepts and norms.
276 Rugumisa, S. M. H.
Teaching the History of Economic Thought in developing countries: Some reflections.
In The teaching and research of economics in the East African universities: Selected articles, p. 89-94. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
Presents the view that the teaching of History of Economic Thought (HET) should not be neglected, as is the practice at present, but must be accorded its rightful place in the curricula of departments of economics in developing countries' universities. Supports this view by arguing that HET, as a depository of ideas, can be tapped for thinking on development, and by citing examples where "new" ideas have been lifted or are descended from the "old forgotten ideas". Discusses pedagogical issues pertaining to the teaching of HET, with emphasis on how to teach it, at what level to teach it, availability of textbooks, etc. Relates these to the author's own experience in teaching the subject at the Department of Economics, University of Dar-es-Salaam, Tanzania.
277 Seshamani, V.
Methodological issues in economic theorizing and research: Some reflections.
In The teaching and research of economics in the East African universities: Selected articles, p. 16-31. OSSREA, Addis Ababa (Ethiopia). 1986.
Workshop on the Teaching and Research of Economics in Eastern Africa Universities, Dar-es-Salaam (Tanzania), 11-15 Jan 1984.
Highlights the need to teach methodology and to advance the teaching of methods and techniques in economics at the undergraduate level in developing countries in order to equip graduates with the latest knowledge in theoretical development and techniques of analysis as well as to expose them to the notion of empirical research and ways of conducting it. Cites several topics in economic theory and research that have shortcomings in the manner in which they are taught in several African universities and hence need new approaches and emphasis, viz., need for stressing the importance of learning theory during teaching, adequately explaining the underlying assumptions of theories, need for comparing relative merits of introspectionist and behavioural approaches to theorizing, clearly explaining the relevant functions of theories, impressing the need to take into consideration both positive and normative contents of economics in policy making, as well as the correct basis for choosing and formulating hypothesis for empirical research.
278 Kameir, El-Wathing Mohamed; Elbakri, Z. B.
The teaching of anthropology and sociology in the Sudan: From functionalism to the era of interdisciplinary outlook.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 26-37. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
After a brief overview of historical developments regarding research in and the teaching of anthropology and sociology in the Sudan, the paper highlights present institutional constraints and future prospects of teaching the two disciplines at the University of Khartoum, with emphasis on incorrect perceptions as to the role of sociology in development which has resulted in the relegation of sociology and anthropology to an inferior status, organization of courses in the pure as well as combined degree programmes at the University, and the shift to an interdisciplinary approach with other social sciences in teaching.
279 Mbaaga, Frank M. Kakinda
Problems of research in Africa with special reference to sociology.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 99-116. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
Highlights some of the problems that confront research in sociology in Africa, viz., inadequate training on methodology and techniques among researchers, lack of incentives to researchers, inadequate research tools appropriate for local settings, constraints associated with the use of interviews, participative observation and mailed questionnaires for data collection as well as difficulties that arise during data analysis, scarcity of local funds which has led to dependence on external bodies and hence has become hostage to their priority areas and topics of interest, misconceptions held by the target population regarding research and the research process (equating researchers with government employees and expectations of remuneration), and the preference and greater attention given to foreign researchers.
280 Mohamed-Salih, M. A.
Anthropological and sociological research on development and social change in the Sudan.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 71-90. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
Reviews some of the major themes addressed by sociological and anthropological research done in the Sudan in the 1960s and 1970s, viz., nomadism and the debate surrounding resettlement projects, impact of the market economy on traditional subsistence economies and hence the social changes and other responses in these societies that result from development, and issues pertaining to the processes of urbanization and rural-urban migration. These have resulted in the acceptance and recognition of the role of sociologists and anthropologists as sources of insights into the likely socio-economic impacts of development projects as well as in understanding the process of development. This has led to the involvement of sociologists and anthropologists during project preparation, in consultancy work, and as critics of development planning. On the other hand, scarcity of financial resources have led them to resort to consultancy work and increased dependence on international funding. The resulting closer association between national research institutions and international funding agencies has made development research more consultancy based and market oriented, as exemplified by recent research on drought and famine as well as on women studies. Also discusses the shift from structural functionalism to the problems of change and development and thence to more radical approaches seen in the sociological and anthropological research that has been conducted by graduate students.
281 Mutiso, Roberta
A review of selected research undertaken as part of the teaching programme of the Department of Sociology, University of Nairobi, 1970 to 1985.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 117-141. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 Apr 1986.
Presents and discusses a sample of the research undertaken by undergraduate and postgraduate students at the Department of Sociology, University of Nairobi, Kenya. These were addressed as several of the problems affecting Kenyan society and include poverty, alcoholism, child labour, drug abuse, crime, and suicide. Concludes with general comments regarding the teaching of research to students at the Department, the process of conducting research in the discipline, and the better quality, in general, of undergraduate research studies when compared to postgraduate ones.
282 Nindi, B. C.
Teaching of social sciences at the University of Dar-es-Salaam: The case of sociology.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 13-25. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
The creation of viable institutions of higher learning has been recognized as a key to nation-building by all independent African countries whereby "national universities" are viewed both as sources of high level manpower for research and as symbols of an independent nation-hood. The paper describes national perceptions as to the role of a university as an agency for promoting nation-building and the stages through which the teaching of and research in the social sciences have evolved at the University of Dar-es-Salaam, Tanzania, with emphasis on factors that led to the establishment of the University; structure of social sciences disciplines; course structure and reorganizations that have been made in sociology; linkages between teaching and research; the government's perception as to role of the University as well as the social functions that have been assigned to it; and the struggles for power and influence, regarding the ideological orientation of the University, that have been going on between and among the Central Administration, the Party Branch and Party Youth Organization, the Institute of Development Studies, workers mass organizations, the National Leadership, and the academic staff.
283 Njeru, E. H. Nthia
The perceived role of anthropological research and teaching in social change in Kenya.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 91-98. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
After citing several examples that show the erroneous view as to the minimum or nil role of anthropology in public administration, in development or in social change, which was a consequence of the activities of cultural anthropologists during the colonial period, the paper describes the gradual changes, regarding the role and status of anthropology, that have taken place in Kenya after independence, whereby anthropological data is included for use by project planners and implementors and the potential contribution of anthropological studies in understanding the process of social change and development has been recognized. This can be seen in the status given to anthropological teaching and research at Kenyan universities, at the Ministry of Culture and Social Services where cultural festival symposia are organized, at the Kenya Institute of Administration, and in the syllabus of primary and secondary schools.
284 Rwabukwali, Charles B.
The teaching of and research in industrial sociology at Makerere University: Problems and prospects.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 54-67. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
Critically examines the teaching of and research in industrial sociology in an African university, namely, Makerere, Uganda, raising fundamental issues regarding the essence of and rationale for such an endeavour in a country which is largely non-industrial. It describes the development, scope and status of industrial sociology, the basis for its claims as a legitimate area of teaching and research, as well as some of the assumptions underlying the concepts, methodology and theoretical models that the discipline employs. Discusses the rationale for teaching the discipline in a developing country such as Uganda, assesses the adequacy of the provisions that exist at Makerere University for teaching and research, and highlights some of the problems that have been encountered in the process, viz., the shortage of staff compounded by low morale, the lack of contact between students and the world of work as there are no research projects, question as to the relevance of what is being taught to the realities to be found in the country, and the dependence on external resources for conducting research as well as for publishing, due to the scarcity of local funds.
285 Selassie, S. G.; Admassie, Y. [Seyoum G. Selassie; Yeraswork Admassie].
The teaching of anthropology and sociology in Ethiopia.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir, (eds.), p. 38-53. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
Reviews how, in relation to course content, academic programmes and institutional arrangements, the teaching of anthropology and sociology has evolved in Ethiopia starting from the establishment of the University College of Addis Ababa in the early 1960s, during the late 1970s, in the period immediately following 1978, and then the period up to 1983/84. Highlights deficiencies in the structure and contents of the curricula that had been adopted by the Department of Applied Sociology, at Addis Ababa University, during the last of these periods which has resulted in its replacement by one that recognizes the importance of adopting an interdisciplinary approach, that has added courses in quantitative methods and that has given increased emphasis on development studies. Outlines some of the constraints that have been encountered in the teaching of the disciplines as well as in conducting research.
286 Selassie, S. G. [Seyoum G. Selassie].
Introduction.
In Teaching and research in anthropology and sociology in Eastern African universities, Seyoum G. Selassie, El-W. Kameir (eds.), p. 1-9. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Sociology and Anthropology in East African Universities, Nazareth (Ethiopia), 21-25 April 1986.
Introductory chapter that summarizes, based on subsequent ones, the historical development, current status and problems, and future prospects for the teaching of and research in sociology and anthropology at several universities in East Africa, with emphasis on the influences of the colonial legacy and contemporary political philosophies and ideologies that are guiding the nation-building process on the structure and content of curricula; effects of the scarcity of qualified staff as well as of funds; conflicting perception of the state and academia as to the role of universities in nation-building; the relegation of the disciplines to an inferior status; the relevance of the teachings to the realities and development needs of the region; the importance of socio-economic and political factors in determining the nature and focus of teaching; and the need for increased research that will be required to develop paradigms suitable for explaining the current reality and charting future directions.
287 Anyang'Nyong'o, Peter
Political science as a social science in eastern African universities.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi, (ed.), p. 33-51. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Analyzes how political science has evolved as a discipline within the social sciences in eastern African universities, with particular reference to the major trends of thought and research that have been seen in the discipline along with their evolution over time, the context within which they have operated, and their major outputs in terms of the production of knowledge in the social sciences.
288 Ayenaw, M. [Mehret Ayenaw].
The teaching and study of public administration: The experience at Addis Ababa University.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 171-189. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Reviews developments in the teaching of and research in public administration at Addis Ababa University, Ethiopia, both before and after the revolution in 1974, with emphasis on conditions pertaining to staffing situation as well as staff development and exchanges, curriculum, and the practice of conducting research for a terminal essay by graduates that existed prior to the revolution; evolution of, justifications for and negative consequences of the repeated reorganizations in the teaching of public administration which saw it being offered in the Department of Government in 1974, Department of Administrative Science in 1978, and Department of Management and Public Administration from 1982 onwards; objectives of and the organization of courses offered in the present undergraduate programme; current staffing situation; student enrollment levels which have been in decline recently; and curriculum development activities which have taken into consideration the scarcity of teaching materials and facilities as well as interactions with the external environment. Includes appendices dealing with two curricula, the first one being what used to be offered prior to 1974 while the second one is what is offered at present.
289 Campbell, Horace
The teaching and research of political economy in Africa with specific reference to East Africa.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 107-132. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Analyzes the teaching of and research in political economy in East Africa by addressing such questions as the methodological tools required to sharpen the teaching of Marxist political economy in Africa, essential components of the discipline in Africa, whether to teach the discipline as political science or economics or history, whether it is possible to enrich the discipline as a science when the popular masses have not asserted themselves politically, how to develop the discpline while current university departments are geared towards high level manpower development, and whether to orient the teaching of the discipline to the production of public administrators or district development officers.
290 Hyden, Goran
Political science in post-independence Africa.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 13-32. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Traces the rich and varied history of political science education and research in Africa, in relation to the epistemological and methodological shifts that have occurred in the social sciences, as well as the various twists and turns that have happened in the continent's political scene. Reviews the transition from the optimism and high significance attached to politics, and political engineering, in the early years after independence to a shift of emphasis to political economy, following the misappropriation of public funds by political leaders and the proliferation of military coups. Proposes new directions for research and education in order to rehabilitate the shattered identity and prestige of the discipline. Concludes by highlighting several points relating to choice of strategies for a move towards a more Africa-oriented political science, notably, whether there is an African political science, who is likely to be interested in this discipline, how interdisciplinary it should be, how to enhance incentives for research, and how teaching and research in the discipline can be strengthened.
291 Miti, K. N.
On research and teaching of political theory in East Africa.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 52-62. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
After defining political theory as being both normative and systemic, the paper reviews developments in the teaching of and research in the discipline in Africa in general and East Africa in particular, with particular reference to the influence of Anglo-American traditions and perspectives, causes for the absence of an African political thought despite the focus in past studies on the ideas of African political leaders, efforts made by African thinkers to understand and explain the political realities and possible transformations in the region which has led to the emergence of the modernization and cultural pluralism perspectives as well as the later adoption of political economy (both non-Marxist and Marxist) perspective, the poor coverage given to the discipline in the courses offered at East African universities, and the disassociation between the teaching of and research in the discipline that prevails throughout the region.
292 Mugyenyi, Joshua
Political science at the University of Swaziland: Organisational problems relating to teaching and research.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 241-255. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Presents a brief overview of the hostile relationship that exists between the discipline of political science and the state in contemporary Africa, which has resulted in the political, economic and intellectual insecurity of political scientists; in their failure to enter the mainstream of policy making; and in the marginalization of the discipline in the continent. The paper then highlights several organizational and other problems that confront the teaching of and research in the discipline at the University of Swaziland, viz., staffing problems caused by staff shortages that lead to high teaching loads; small number of registering students due to the very few employment prospects for graduates; generalized nature of courses which has made them inappropriate for the local situation as they steer clear of treating the country in their analysis; the shortage of funds for buying teaching aids and conducting research; and weak research orientation of the practitioners.
293 Mujaju, Akiiki B.
Research and teaching of comparative politics in the East African region.
In The teaching and research of political science in Eastern Africa, Watter O. Oyugi (ed.), p. 63-84. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Assesses the relevance of research in and the teaching of comparative politics to the realities to be found in the East African region by examining the essence of the discipline as well as the rationale behind the study of comparative governments and systems; by reviewing the teaching and research experience of universities in the region with regard to the content of courses; by critically evaluating the appropriateness of the standard textbooks and major concepts employed in teaching; by highlighting the scant or low priority attached to research in the discipline, which has led to dependence on foreign funding agencies; and by noting the confusion that prevails among academics regarding the need for studies in comparative politics.
294 Mutahaba, Gelase R.
Teaching and research in political science and public administration: The experience of the University of Dar-es-Sallam.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 190-207. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Reviews developments in the teaching of and research in political science and public administration at the University of Dar-es-Salaam, Tanzania, following its introduction in the early 1960s, with emphasis on the evolution of course programmes offered at both undergraduate and postgraduate levels; problems that have been encountered over the period and the reorgainzational changes that have been made to rectify these; research and publication outputs; and some of the factors that have negatively affected teaching and research efforts, viz., shortage of staff, scarcity of teaching materials, and uncertain political climate as to the status and role of the Department of Political Science which has led to a crisis regarding its legitimacy.
295 Nsibambi, Apollo R.
Research and teaching of political science and public administration: The Makerere experience.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 208-229. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
After an overview of developments in the teaching of political science and public administration at Makerere University, Uganda, whose objectives are the production of trained manpower, conducting research on political problems affecting the country as well as other developing regions, and the promotion of political consciousness and civic competence, the paper describes the structure of the undergraduate programme, the organization of postgraduate work and staff development activities at the University. It then highlights factors that affect the quality of teaching and research in the University, viz., staff shortages coupled with heavy teaching loads; low employment prospects for graduates, and hence the need to reorganize the University curriculum; scarcity of teaching materials and equipment; reluctance of staff to acquire new techniques of teaching; inadequacies of staff salaries; and the unfavourable political climate which has resulted in the departure of staff as well as the suspension but later reintroduction of the course entitled "Politics and administration in Uganda". Includes a list of ongoing research projects.
296 Nyangira, Nicholas
Study of political science at the University of Nairobi.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 230-240. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Discusses the evolution, present status and future prospects of studies in political science at the University of Nairobi in Kenya, with emphasis on content of courses and the several reorgainzations that have been made to the syllabus; enrollment levels in relation to students' attitudes as to its usefulness and relevance at the undergraduate level; research efforts as well as publication outputs; programmes on offer at the postgraduate level; and problems of and opportunities in the teaching of and conducting research in the discipline in Kenya.
297 Oyugi, Walter Ouma
Introduction: The teaching and research of political science in Eastern Africa. A synthesis.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 1-12. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Introductory chapter that synthesises and also supplements the material presented in the subsequent substantive chapters on research in and the teaching of political science in Eastern Africa. Discusses the evolution of political science teaching in the region, major research themes undertaken to date, topics on which little or no research has been made, major constraints faced in the conduct of research, as well as developments in the teaching of political science sub-disciplines. Concludes with an examinantion of the prospects for and the new directions that the discipline should take.
298 Oyugi, Walter Ouma
Trends in research and teaching of public administration in eastern Africa since independence.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 133-170. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Reviews major trends in research in and the teaching of public administration in East Africa in order to assess what has been accomplished so far and to examine how this has been reflected in the teaching of the discipline in the region, viz., the strong American influence that prevailed at the time of independence; the preeminence of the development administration approach and the focus on problems of institution building that was in vogue in the period immediately following independence along with the extent to which research and studies on these two have contributed to the development of conceptual and theoretical knowledge about the activities of the central government, local authorities and public enterprises (the three sub-areas of concern to the discipline); research on the Civil Service, work on local government as well as studies on the management of public enterprises; studies on organization theory; structural framework within which public administration courses are or have been offered at the various universities in the region; content of these courses as well as the general orientation of the teaching programme; and differences amongst universities in the region as to the time at which particular courses are offered within the undergraduate programme as well as whether they are offered at the undergraduate or postgraduate level.
299 Tandon, Yash
Research and teaching of international relations in eastern Africa.
In The teaching and research of political science in Eastern Africa, Walter O. Oyugi (ed.), p. 85-106. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on the Teaching and Research of Political Science in Eastern Africa, Nairobi (Kenya), 15-18 April 1985.
Reviews developments in the teaching of and research in international relations (IR) in East Africa, with emphasis on the opportunities that presented themselves in the period immediately following the attainment of independence; the social and political environments that have determined the content and scope of IR research and teaching in the region which led to a focus on studies regarding theories about and analytical description of the international system, theories about and workings of international organizations, and African IR as areas of central concern; the recent changes in the content and scope of IR theories which had earlier been highly influenced by Western thought but have had to be changed as a consequence of events such as Nkrumah's overthrow, the civil war in Nigeria, the prolonged war in Vietnam, failure of the "Development Decade", encounter with Marxism and emergence of the "development of underdevelopment" or "center-periphery" school of thought; as well as the continuing struggle between Western bourgeois and progressive theories to influence the teaching of and research in IR in the region that exists at present and will continue in the future.
300 Besha, Ruth M.
Women and communication in Tanzania.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 99-106. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Reviews the main issues of concern regarding communication as it pertains to women in Tanzania, viz., differences in verbal communication on the part of women when in private (very articulate) and when in public (characterized by ill-preparedness resulting in situations whereby men feel that women want and are happy to let them act as their spokespersons while women appear to be quite willing to let the men speak for them); as well as communication on and about women (characterized, specially in the mass-media, by a reproduction of the stereo-typed picture about women which reflects the low esteem in which they are generally held) and the way vital information about women or for women's consumption is communicated to them (characterized by absence of or limited channels). The paper then outlines areas of priority for research in relation to the above-mentioned undesirable state of affairs. Describes recent and current research projects concerned with the question of women and communication in the country, assessing their ability to address the identified research priorities.
301 Bissrat, Z. [Zenebework Bissrat].
Research priorities on women education and employment in Ethiopia.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha (eds.), p. 94-98. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Highlights the higher rate of failure of female students, in comparison to males, at nation-wide examinations which are conducted at grades six, eight and twelve in Ethiopia as well as the lower number of placements, in comparison to males, obtained by female job-seekers who have registered at the Ministry of Labour and Social Affairs after dropping out of school. Notes the grim prospects of finding employment by school drop-outs, which forces women to either join the informal sector or get married and be a housewife and hence economically dependent. Proposes, as a basis for formulating policies to reverse this state of affairs, research on impact of the family environment on the education of females, comparative studies on social and economic factors bearing on girls education in rural and urban areas, policy alternatives on general versus skills-oriented education for girls in order to improve their employment prospects, and the possibility of reforming the secondary school curriculum and change it to vocational/technical studies.
302 El-Bakri, Z. B.; Kameir, El-Wathig M.
Critical notes on women studies and research in Sudan.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha (eds.), p. 34-40. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Presents an overview of the current status of research on women in the Sudan, including its historical roots and institutions conducting women's studies. Suggests that research on the situation of women in urban areas as well as their support needs is an area of priority, as these have not been sufficiently addressed so far.
303 Elias, M. [Misrak Elias].
Research priorities on women, planning and management in eastern Africa.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 5-15. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Highlights issues of concern and research priorities in each of the four topics that have been singled out, by the Eastern and Southern Africa Management Institute, as areas of focus with regard to gender issues in development planning and management, viz., income generating projects for poor women; ways of increasing the number of women in managerial and decision-making positions; strengthening and increasing the impact of national machineries for women; and the provision of integrated and effective training for women.
304 Farah, A. A.
Research priorities and support needs for women in agriculture in the Sudan.
In women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 82-88. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Presents several priority areas for research on women engaged in both the traditional and modern sectors of agriculture in the Sudan, in order to generate data on their present activities and conditions so as to adequately meet the needs of policy makers and planners for basic information and statistics. The priority areas in the traditional sector include the process of identifying women as a target group among the rural poor; information on ownership, inheritance and usufruct rights of women to land as well as their access to agricultural inputs and services; and status of women in on-going development projects and areas where their participation could be strengthened. Priority areas in the modern sector include reasons for the loss, by women, of their rights to the ownership, use or disposal of land following agrarian (land) reform; reasons for the exclusion of women officers by the extension services; causes of the deterioration of the nutritional status of mothers and children; and dynamics of the changes in the economic and social roles of women as a result of male outmigration. Highlights the need for setting up an organization for women, separate from those for men, and includes a list of research priorities for it. Recommends the establishment of a Women Studies and Information Bureau in the country, including suggestions for its objectives.
305 Haile, T. [Tsigie Haile].
Academic performance of female students in institutes of higher education: The case of Addis Ababa University.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha (eds.), p. 107-110. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Summary of a study report that looked at the academic performance of female students, in comparison to their male contemporaries, at Addis Ababa University, Ethiopia, which revealed, on average, lower academic performance by females that is characterized by a higher rate of attrition, lower average performance, poorer performance in comparison with male counterparts even when both sexes were on an equal footing at the entrance examinations, and greater proportion of dismissals. All the variables were found to be statistically significant.
306 Khasiani, S. A.
Research priorities and support needs in population and women in development in Eastern Africa with particular focus on Kenya.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 111-114. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Summarizes research findings on the relationship between population and women in development in Kenya, and in East Africa in general, which revealed that the population processes of fertility, mortality and migration have, both through their individual and combined effects, negative effects on women in development as evidenced by rapid population growth constraining women's access to development facilities, services and other resources; high fertility of women correlating with poverty; male mortality leading to household poverty; female mortality leading to malnutrition and low socio-economic status of the household; and migration resulting in economic marginalization of female-headed households in both rural and rural areas. Proposes that high importance should be accorded to research into the dynamics of the relationships in each of the above findings as well as to comparative regional studies.
307 Kisamba-Mugerwa, C. R.
Research methods, priorities and support needs on women and development in Uganda.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 73-81. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
After an overview of individuals and institutions conducting research on women's studies in Uganda as well as the main sources of financial and other kinds of support for these activities, the paper highlights several priority areas for research pertaining to the development needs of women in the country, viz., a broad-based survey on the situation and needs of women; assessment of women's awareness of the opportunities available for them; clean water supply, especially in rural areas; and training of women in appropriate technology, especially devices that save labour and time.
308 Koda, Bertha
The state of research on women in Tanzania.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 52-56. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Presents an overview of the socio-economic and political (cultural) conditions under which research on women and development is conducted in Tanzania as well as some of the constraints that hamper these activities, with emphasis on the low priority given to research on women and development due to the lack or inadequacy of time and/or financial resources; lack of a coordinating body and absence of a national documentation centre; and lack of communication and information exchange between research institutions.
309 Matsepe-Casaburri, I.
Research priorities and support needs for women in pre- and post-independent Namibia.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 41-51. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Highlights some of the priority areas for further research on the status of women and their role in development in Namibia, taking into consideration the consequences of the differential position reserved for women while the country was under apartheid domination as well as the experiences gained during the national struggle for independence, viz., traditional structures and culture that impinge on women as well as the effects that these have had and continue to have, especially on women in rural areas; changing roles and needs of women in the independence struggle; preparation of women for the future, with emphasis on measures to ensure their effective contribution to the development and reconstruction process given the existing constraints; policy options for the advancement of women; promotion of self-reliance and a sense of responsibility; role of women in food production and self-sufficiency at both the household and national level; integration of women in policy and decision making bodies; and reconciling the tension caused by women's role in both reproduction and production.
310 Mede, E. J.
Research priorities and support needs on women and development in Malawi.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 57-67. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
After a brief review of the objectives of Malawi's National Commission on Women in Development as well as its Planning, Research and Evaluation Committee, the paper describes those components that pertain to women in the research programmes of institutions and other committees conducting research on agriculture, health sciences, education, industry and technology, energy sources, and employment. Mentions the proposal to establish a Documentation and Research Centre, which will have responsibilities for information services, research, and engaging in other activities pertinent to women's studies in the country.
311 Muro, Asseny
Priority areas of research on women and development in agriculture in Tanzania.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 89-93. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Reviews the successive phases through which agricultural production and agricultural policies have passed in Tanzania during the period under colonialism, in the initial years after independence, and in the period following the Arusha Declaration of Socialism and Self Reliance in 1967, as well as the impact that these changes in production systems and policies have had on women's role and status in the agricultural sector. Outlines three areas that have been identified as requiring research priority, viz., comparison of male- and female-headed households with regard to access to agricultural inputs, services and resources as well as adoption of innovations; the possibility of reducing the multiplicity of rural women's work by introducing agriculture-related economic activities; and the status of women in ujamaa villages, in comparison to those in traditional villages, and the effect of the existing system of work organization (in ujamaa villages) on their work load.
312 Muro, Asseny
Women and education in Tanzania.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 109-110. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Summarizes the progress made in the provision of education to the masses, and especially to women, in Tanzania. Notes the fact that Tanzanian women are almost on a par with their male counterparts with regard to access to basic primary education and basic literacy classes. On the other hand, there is a continued rise in the dropout rate for girls in primary schools (caused by pregnancy and early marriage), and there is a lower rate of enrollment by girls, in comparison to boys, in secondary schools and other post-primary institutions of learning due to lower performances at Standard VII examinations and gender biases in the subjects which girls are selected for and/or offered.
313 Nzomo, Maria
Research priorities and support needs on women and development in Kenya.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 16-33. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
Highlights some of the major areas where research and support services for women in Kenya are needed in order to enable them to improve their own quality of life and that of the society, viz., need for the diversification of the methodologies in use and a redefinition of the concepts employed in the research process; need for a thorough documentation of what has already been done, pertaining to women, in the country; identification of the constraints hindering the education of females and measures to alleviate it, especially, designing appropriate educational programmes and/or increasing the supply of support services; on the status of women and the division of labour in pastoral societies; on conditions of women in the marginalized urban informal sector; on the problems and prospects of existing women's groups as viable instruments for effecting changes in the social, economic and political structures that oppress women as well as potential improvements in their structure; assessing the role of district-level Women's Development Sub-Committees in the rural areas; on causes of and remedies for the low level of political and public participation by women; on extent of and reasons for the unequal treatment of women by the legal system; and measures for the provision of modern and appropriate technologies for women. Emphasizes, by way of support services, the need for setting up a Research Center for Women Studies, for ensuring a reliable source of funding for women engaged in research, for designing appropriate educational and training programmes for women, for establishing day-care centres, and for developing labour and timesaving technologies.
314 Tandria, H. M.
Research priorities on women and development in Uganda.
In Women and development in Eastern Africa: An agenda for research. Proceedings of the workshop on women and development in Eastern Africa, Z. El-Bakri, R. M. Besha, (eds.), p. 68-72. OSSREA, Addis Ababa (Ethiopia). 1989.
Workshop on Research Methods, Problems, Priorities and Support Needs on Women and Development in the Eastern African Region, Nazareth (Ethiopia), 27-30 October 1986.
After expressing the author's disagreement with the view that women in Uganda have attained equal status with men, the paper emphasizes the need for urgent research on the imbalance that exists between women's roles as both producers and reproducers as well as their participation in consumption, distribution and ownership; relative participation of men and women in the development process; existing cultural attitudes (expressed in different gender ideologies) that help to justify and maintain the gender status quo; and appropriate strategies for the integration of women in development. Recommends three levels of data collection in order to establish accurate data bases, viz., roles and status of women in the country as a general category; opportunity structure for disadvantaged categories of women (widows, single women, household heads and urban migrants) in different institutional setups as well as their survival strategies therein; and achievements of and constraints faced by institutional and administrative organizations charged with the integration of women in development.
315 Campbell, Horace
The IMF debate and the politics of demobilisation in Tanzania.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 32-53. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
Presents the view that in the well-publicized confrontation, which later turned into compromise, between Tanzania and the IMF, the Tanzanian state, which is essentially petty-bourgeois, had to demobilize the peasants and workers in order to come to terms with the dictates and conditionalities of the IMF. The paper argues that this has resulted in an increase of poverty and hardships, trade liberalizations leading to public and covert devaluation, a fall in real wages and living standards, the use of force or threats to use it in the alienation of the labour power of peasants, and finally the renunciation of the egalitarian principles of ujamaa.
316 Chole, E. [Eshetu Chole].
Constraints to industrial development in Ethiopia.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 236-260. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
After a review of the theoretical concepts and historical evolution of industrial development, with emphasis on the pre-conditions, the paper summarizes the genesis of Ethiopian industry and its role in the economy. It then outlines the major obstacles in the way of industrial development in the country, classifying them as structural, policy related and technical. Poor performance of the economy, meaning a small domestic market and little surplus for investment, as well as no private foreign investment, dependence on foreign loans and assistance, a deficit in the balance of trade, and a low and declining savings rate are identified as structural constraints leading to limited capacity for surplus mobilization, one of the prerequisites for industrial development. The policy of import substitution on the basis of protection, both prior to 1974 and later, and tariff, exchange rate and interest rate policy measures used to implement it as well as the state policy, after 1974, regarding the roles of private and public investment and the small amount of work done in promoting small scale industries are identified as policy constraints. Dependence on foreign technology with no evidence of an independent technological development, capital-intensive production techniques, and very weak linkages with other sectors of the economy, both for capital goods and raw materials, are identified as technical constraints.
317 Chole, E. [Eshetu Chole].
Introduction: The crisis of development strategies in Eastern Africa.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 1-6. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
Presents an overview of the economic crisis that is afflicting Africa which is followed by a summary of subsequent chapters in the volume under the broad categories of exogenous factors as causes of the crisis, indigenous conditions that contribute to the rise and/or exacerbation of the crisis, interrelationships between foreign aid and external dependence, donor-recipient relationships, effects of foreign policy, problems of institutional development, and constraints to the development of housing, industrialization, and educational development.
318 Mudoola, Dan M.
The pathology of institution building: The Uganda case.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 138-152. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
Presents the view that the political institutional fluidity that prevails in Uganda's post-colonial politics is a consequence of the colonial institutional arrangements which did not provide a setting in which central institutions could in future generate loyalties of political and social forces and thereby create bases for gaining acceptability; the fragmentation of the political elite and their failure to work out a basic political consensus on the basis of which political institutions can resolve political conflicts; and the unbalanced allocation of resources between regions, ethnic groups, religious sections and elites which has given rise to grievances by the deprived groups who felt that this could only be set right by political action that changed the Independence constitutional arrangements while the advantaged sought to maintain the status quo. This imbalance of resource allocation can also be seen in the rise to prominence of the Doctrine of ethno-functionalism, which advocates that particular ethnic groups are physically, historically and intellectually endowed to perform specific functions and that they should be left to continue to perform them.
319 Mujaju, Akiiki B.
A public sector without a public philosophy: The case of Uganda.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 153-174. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
Presents the view that there existed, in the 1960s, a growing philosophy of the public sector that took into account the needs of the people coupled with a relatively efficient performance of the sector in Uganda. However, from 1971 onwards, the public sector lost its public meaning and functions, thereby becoming an area from which to build personal fortunes for the few, which resulted in a noticeable deterioration of ethical standards in the conduct of public affairs. This supports the argument that there is a strong relationship between the presence of public philosophy and the performance of the public sector, whereby a sector that has a clear picture of the public interest that it serves is vibrant, is able to get the state's attention and thus able to obtain the investment it requires, performs better, has clear standards and goals, and is able to confront misconduct whereas the substitution of public service with private interests in a sector leads to its wreckage. Concludes by analyzing the implications of these findings for the rehabilitation of the public sector in the country.
320 Mutahaba, Gelase; Baguma, Rweikiza
Foreign assistance and local capacity building in Tanzania.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 68-85. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
Attempts to analyze the forces at play that have made even the most altruistic aid donors to find it necessary to opt for forms and approaches of aid-giving which negates such lofty objectives as the evolution of self reliance. Reviews the experience of Sweden's donations to the Rural Water Supply Development Programme in Tanzania, examinig the changes in the congruency of donor-recipient perspectives on the role and magnitude of aid, as well the changes in donor policies and the recipient's environment over a fifteen year period. These had initially been characterized by a low level of involvement on the donor's part, with inputs required for the development, operation and maintenance of the Programme being provided to a centralized Department of Water Development in the recepient country, but later on changed to a direct and more activist administration of the aid by the donor, in both the design and implementation of projects as well as in operational and maintenance activities.
321 Nnoli, Okwudiba
The external environment of development in East Africa: An overview.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 7-31. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
After highlighting the need for taking into consideration the role of both internal and external factors in the development process, the paper reviews the expectations, at independence, of countries in East Africa to procure external resources, either in the form of aid, private investment, multilateral trade or a favourable balance of trade, for their development, which has not been borne out as can be seen from subsequent experience. Discusses negative consequences of the present division of world politics into two antagonistic camps, which is characterized by constant ideological conflicts and interventionism, on the process of development in the region, as well as the negative impacts, seen as a whole, of their participation and integration into the world economy which has resulted in a lack of autonomy in economic matters; a deterioration in the terms of trade; resort to loans and lines of credit from international financial institutions; a deficit in food production; a drain of funds in the form of profits; illegal transfers and payments for services; an orientation towards import substitution which increases dependence on external capital equipment and spare parts, and in subjection to severe economic discipline and regimentation.
322 Noormohamed, Sidik Osman
Lessons for Kenya from Indonesian housing policies.
In The crisis of development strategies in Eastern Africa E. Chole, W. Mlay, W. Oyugi, (eds.), p. 218-235. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
Compares, for the period 1963 to 1986, the evolution of housing policies in Kenya and Indonesia concerning slum and squatter improvement programs, sites and services and core-housing, and the 'decent' two-room houses, focusing on the extent to which such factors as clear policies and commitment, external pressures such as from the World Bank, nature of institutional set-up, finance, the phenomenon of subletting, popular participation, proper planning and demonstration effects have governed the evolution and success of these housing policies. Success was measured by the extent to which equity or social justice and increasing the supply of housing (the two objectives of the Kenyan and Indonesian governments) were fulfilled. Includes a discussion on various positions as to what constitutes equity, viz., utilitarian, Rawisian and Aristotelian, ILO, free-marketer, and Marxist. Describes the two alternative approaches that the two governments have undertaken, viz., slum improvement in Indonesia and squatter improvement in Kenya and the reasons for this; sites and services projects in Kenya and core-housing in Indonesia; conventional two-room housing projects in Jakarta and Nairobi.
323 Orwa, D. Katete
The effect of foreign policy on national development: The experience of Kenya.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 108-137. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
Attempts to relate Kenya's foreign policy to the country's development objectives. Traces the evolution of the country's foreign policy which was characterized by support for international peace and cooperation and non-alignment. The country's development policy was based on fraternal cooperation with foreign capital which has been ideologically rationalized in the 1965 Sessional Paper no. 10, entitled "African Socialism and its Application to Planning in Kenya". This resulted in closer economic, diplomatic, security and political relations with capitalist countries, the proclamation of the Foreign Investment Protection Act, increases in foreign investment as well as foreign aid, and the attraction of a significant number of multinational corporations (MNCs). Critically assesses the realization of the assumption that success in attracting financial and technical capital from market economies would speed up development by increasing a viable industrial sector, by transferring technology and management skills, by reducing foreign exchange shortages, and by creating employment opportunities. Notes the fact that the increased number of staff in managerial positions in MNCs had been trained by the public sector and not by them, that only marginal savings in foreign exchange were realized by the setting up of import substitution industries, that there is a lack of or obsoleteness in the technology transferred by MNCs coupled with little research and technology development being done in the country, that there are only marginal increases in employment in those sectors favoured by MNCs, that there is a reduction in real wages that has been caused by the external orientation of the economy and due to reduced government expenditure in development and investment (which itself had become increasingly dependent on aid), but that there are noticeable achievements in the social indicators of development, especially in education, but also an increases in defense expenditure.
324 Oyugi, Walter Ouma
Privatization in Africa: Premises and prospects.
In The crisis of development strategies in Eastern Africa, E. Chole, W. Mlay, W. Oyugi, (eds.), p. 175-192. OSSREA, Addis Ababa (Ethiopia). 1990.
2. OSSREA Congress: Critical Analysis of Development Policies in Eastern Africa, Eldoret (Kenya), 28-31 July 1986.
After an overview of the historical roots for the increasing involvement of the state in economic activities in Africa, the paper critically assesses the performance of parastatals in both "moderate" (neo-classical) countries where they have been assigned the role of facilitators in the indigenization of the private sector by availing resources to local entrepreneurs, as well as in "socialist-oriented" countries where they were meant to serve as substitutes for the private sector and were given both economic and socio-political objectives to fulfill. Notes the failure of parastatals in both country categories whereby they have led to an increased dependence of indigenous businessmen on external capital in the "moderate" countries while they have failed to maximize profits, despite increasing employment, in the "socialist-oriented" ones. This has led to calls for their privatization. Highlights the arguments that support this movement for divestiture, as well as the many structural problems, of both domestic and external nature, that would limit the efficacy of privatization as a development strategy. Cites the experience of several African countries where privatization has not operated in the best interests of the country but has resulted in the dominance of foreign capital in the national economy. Emphasizes the need for caution in the promotion of privatization as the only solution to the poor performance of public enterprises and the need to look for other alternatives.
Home | About Us | Activities | Projects | Training | Publications | Membership | National Chapters | What's New | Site Map | Feedback
Copyright ©:
OSSREA, 2002
Last Updated : March 2002
Contact: webmaster@ossrea.net