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This paper examines violence in Ugandan secondary schools in the past, at present and in the future. It starts by identifying the different forms of violence, before dealing with each of the forms holistically, arguing that the concept has several dimensions which collectively limit school and student educational achievement. The paper thus suggests efforts to be made to curb violence in Ugandan secondary schools. The paper brings out the fact that violence in Ugandan secondary schools has a long history. Efforts have been put in place to prevent violence though it remains a mountainous task that schools have to grapple with lest it spreads into the future. The paper ends by calling upon Government and other stakeholders to constantly make efforts towards the elimination of all forms of violence in all Ugandan secondary schools.

Provision of equality in education at all levels is central in achieving development in any society. However, this situation is limited in Maasailand due to low response of Maasai parents and girl students towards secondary school education. The problem burdens this community and the nation at large in the provisions of girls' access to Secondary Education (SE). In spite of government and NGOs efforts to address the issue, the problem is still persisting throughout pastoralist areas. If this situation is not addressed, is a danger of gender inequality in terms of access to education. Thus, the objective of this study is to determine factors causing low response of Maasai parents and girl students towards secondary education in Monduli district, and to generate empirical information on strategies to address the problem.
The study randomly selected a total of 125 respondents who were interviewed using open and close-ended questionnaires. Data collected was coded and analyzed using Statistical Package for Social Sciences. The findings reveal that low response towards SE was influenced by parents' education, occupation and marital status. Socio-cultural factors such as norms, values and nomadic life also limit access of girls' SE. Based on the study findings, it was recommended that sensitization programmes, and special policies and strategies that promote girls' access to education are required to raise awareness on the importance of girls' education.

Background: Reading amount is decisive for individual students' academic success as well as for the general strength of democratic societies. Still, the amount of both leisure-time and school-related reading is decreasing. To reverse this trend, more knowledge of what drives students' school reading is needed. Methods: Drawing on Self-Determination Theory (SDT), the study is based on structured interviews with 259 students in Grades 6 and 9 from 14 different schools. Descriptive statistical analyses were made to map students' perceptions of themselves as readers and their school-related reading practices, and to find out what regulates students' motivation for in-class reading. Results: Although students express a strong will to become good readers, our data indicate that students are mainly driven by controlled motivation for their school-related reading; autonomous motivation was only expressed by a minority of students in Grade 6. What would make students read more are mainly text and instruction related factors such as more interesting texts and more time allocated to reading. Conclusions: Our results point to a great potential for more in-class reading across the curriculum, reading sessions that need to be regularly scheduled using carefully selected texts. In line with SDT, our findings highlight the importance of fulfilling students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behavior, such as leisure-time reading – which in turn will boost their reading self-concept.

Der Beitrag thematisiert die Frage nach Ausmaß und möglichen Gründen einer Benachteiligung von Kindern Alleinerziehender bei Bildungsgangentscheidungen. Die dazu auf der Basis von Daten des sozio-ökonomischen Panels (SOEP) für eine repräsentative Stichprobe von 14-Jährigen vorgenommenen Analysen zeigen u.a., dass der Familienstatus einen über das Einkommen und den Umfang der Erwerbsarbeit von Müttern vermittelten negativen Einfluss auf die Bildungsbeteiligung hat und dass sich keine Unterschiede in der Wirkung von Ein-Eltern-Familien in früher oder später Kindheit nachweisen lassen. (DIPF/Orig.).

Following a revision of the curriculum in 1998, a new curriculum area, the Period for Integrated Study (PIS), was introduced from April 2002 in elementary and lower secondary schools in Japan. The PIS is the most prominent aspect of the new national curriculum. Based on the statements of the Curriculum Council, the PIS aims to help children develop the capability and ability to discover problems by themselves and to solve those problems properly, to learn how to learn and reason, to develop independent thinking and to cope creatively with problem-solving activities and inquiring activities, and to deepen their understanding of their own lives. The author believes entrepreneurship education should be practised in the PIS and this paper illustrates the possibilities based on research into some schools' trial projects. The discussion also covers the present position of entrepreneurship education in Japanese schools.