Suchergebnisse

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.

Rapid population growth, increase in knowledge, technological developments, and the acquisition of new sources of energy pose tremendous challenges to our schools. The chal lenge is threefold: providing education for vastly more stu dents; maintaining educational opportunities for substantially longer periods of time; raising sharply the levels of human understanding and skill. This task requires clear definition of unique responsibilities, establishment of priorities consistent with these responsibilities and better utilizaton of resources. The nature of resources, both material and human, must be fully realized. The capacity of students to assume greater re sponsibility for their own learning must be recognized and ex ploited. Professional competences must be used more fully. To achieve these ends, employment of technological resources can make major contributions. Educational facilities need to be expanded and, more importantly, need to be redesigned and improved. Present restrictions imposed by conventional con cepts of class size, school schedules, the uniformity of teachers' roles and rigid patterns of organization must be modified. Schools should stop thinking of themselves merely as consumers of teachers and assume a' partnership responsibility in the re cruitment and preparation of teachers. To accomplish such changes redefinition of practices is called for rather than mere refinement of existing practices.

In the previous ed. Boardman's name appeared first on the t.p. ; Mode of access: Internet.