Briefs Archive

  Teacher competencies framework

  Cost of GBV on Uganda’s National Development (1)

Enhancing youths’ role in the mitigation of climate change effects on Sexual and Reproductive Health

Impact of Early Childhood Education

Possible policy considerations for a teacher as an “agent” of socio-economic transformation

Supporting mothers to continue breastfeeding_challenges and potential solutions

Transforming Teachers into Researchers in Uganda_s Education Transformation

  Challenges for implementing Home-based care and measures to address these challenges during COVID-19 in Uganda

Factors influencing high crime rates in Ghetto settings in Kampala, Uganda

Increasing access to family planning health services in areas with limited access in the Kalungu district

Interventions to promote EBF in the Informal sector

Males Involvement Report- Kamuli

Strategies to control the transmission of SARS-CoV-2 in Ugandan schools

  RRB-RR Scaling up Transformative leadership and culture change initiative verfinal

  Options for reducing absenteeism among health workers

  Covid and Education buikwe

  Considerations for Improving HPV Vaccination Uptake among Adolescent girls in Mukono district

  ACRES Vaccine Hesitancy Rapid Response Brief

  Prevention and control of covid at the subnational level

  Integrating care for the elderly RRB

  Forming partnerships between Health Management Organisations and Public Health Service providers

  Covid-19 considerations for elderly

  Covid-19 Communication Strategies

  Covid-19 control implementation of a jurisdictional lockdown to prevent spread of infection in the community

  Considerations for SOPs for Places of worship

  Considerations for school re-opening

  Considerations for re-integrating recovered Covid-19 individuals into the community.

  Acting vs substantive

  Potential impacts from a radioactive waste storage facility
participation compesation

  GMM Rapid Response Brief updated

  Final causes of school dropout

  Feasibility and impact of CHWs NCDs

  Coverage of anc 4th visit- Mukono

  Code of conduct brief

  Final+Community+involvement-Ms+Kitiritimba

  HIV package final response

  RR Cancer pathways

  RR Medical technology management

  RR Pyrethroid resistant malaria vectors

  RR Reflexology RR Sauna_steam bath

  RR Street food risks RR21 CAM HIV CANCER

  RR22 Paed sputum positive TB

  RR23 Teaching hospitals and MoH

  RR24 2010 infant HIV feeding guidelines

  RR25 Pregnancy counselling

  RR26 Decentralization and service delivery

  RR27 RUTAFA RR28 Deliveries at HCII

  RR29 maternal mortality strategies

  RR30 dual employment

  RR31 Bilat agreement HW migration

  RR32 Regional tier

  RR33 SHI RR34 Knowledge management

  RR35 Photolarvicide

  RR36 photolarvicide evaluation guidelines

  RR38 Sustainable PH nutrition programs

  RR40 Health Financing Strategy

  RR41 Stem Cell Therapy and NCDs

Should All Research Participants be Paid for Participation in Research?

There is a split of opinion among the bioethicists and researchers on whether research participants need to be paid for participation in research. The payment is typically in terms of compensation for time spent by a participant on a study related activity and or reimbursement for expenses incurred. However, once payment has been agreed upon, there are no clear guidelines of how much is enough to avoid undue inducement or exploitation that might expose the participants to unnecessary risks.

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The causes of school dropouts at the transition between primary to secondary school and possible control measures:

High and persistent school dropout rates amount to wastage and are a primary concern to the provision of quality education especially in a developing country like Uganda. Buikwe District is no exception to the high school dropout rates, and thus the education leadership in the District seeks to know the possible causes and control measures of the school dropouts especially at secondary school transition stage.

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What is the Best Teachers’ Professional Code of Conduct for Uganda?

The current Teacher’s Professional Code of Conduct in Uganda was published in 2012 which is a revision of that published in 1996. Its aim at the time was to provide teachers with a guide towards ethical conduct in the execution of their day-to-day activities.
However, despite this guidance, there are still gross ethical violations among the teachers, many of which go unreported. This has prompted the Education Service Commission to ask pertinent questions about the development of an up to date professional code of conduct for the teaching profession, and its effective implementation.

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Strategies to improve the coverage of at least four antenatal care visits in Mukono district: Rapid response brief

Current WHO recommendations emphasize that women attend at least 8 antenatal care visits during pregnancy. However, this appears to be a huge task for low income countries that have struggled to increase coverage of at least four antenatal care visits.

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National Immunization Policy implementation considerations

This rapid response was prepared by the Uganda country node of the Regional East African Community Health (REACH) Policy Initiative.

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Does introducing deliveries at Health Center II improve maternal outcomes?

This rapid response was prepared by the Uganda country node of the Regional East African Community Health (REACH) Policy Initiative.

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What are the best methods for involving patients in health system decision making in Uganda?

The importance of patient or community involvement in health care is widely recognized, particularly its potential to improve the availability and relevance of healthcare services to health service users. Community involvement or participation can also be viewed as a goal in itself by encouraging participative democracy, public accountability and transparency.

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