References
- Altinyelken, H. K. (2010a). Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum. International Journal of Educational Development, 30(2), 151–161. https://doi.org/10.1016/j.ijedudev.2009.03.004
- Altinyelken, H. K. (2010b). Pedagogical renewal in sub-Saharan Africa: The case of Uganda. Comparative Education, 46(2), 151–171. https://doi.org/10.1080/03050061003775454
- Barry, M., Clarke, A., Jenkins, R., & Patel, V. (2013). A systematic review of the effectiveness of mental health promotion interventions for young people in low and middle income countries. BMC Public Health, 13(1), 835. https://doi.org/10.1186/1471-2458-13-835
- Bold, T., Filmer, D., Martin, G., Molina, E., Rockmore, C., Stacy, B., Svensson, J., & Wane, W. (2017). What do teachers know and do? Does it matter? Evidence from primary schools in Africa. Policy Research Working Paper 7956. World Bank Group.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Claessens, F., Graaff, D., Jordans, M. J., Boer, F., & Van Yperen, T. (2012). Participatory evaluation of psychosocial interventions for children: A pilot study in Northern Uganda. International Journal of Mental Health, Psychosocial Work and Counselling, 1(10), 43–58. http://dx.doi.org/10.1097/WTF.0b013e32835179b1
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Hardman, F., Abd-Kadir, J., Agg, C., Migwi, J., Ndambuku, J., & Smith, F. (2009). Changing pedagogical practice in Kenyan primary schools: The impact of school-based training. Comparative Education, 45(1), 65–86. https://doi.org/10.1080/03050060802661402
- Livingston, K., Schweisfurth, M., Brace, G., & Nash, M. (2017). Why pedagogy matters: The role of pedagogy in education 2030. https://www.unesco.org.uk/wp-content/uploads/2017/06/pedagogy.pdf.
- McMullen, J. D., & McMullen, N. (2018). Evaluation of a teacher-led, life-skills intervention for secondary school students in Uganda. Social Science and Medicine, 217, 10–17. https://doi.org/10.1016/j.socscimed.2018.09.041
- Nakabugo, M. G., Opolot-Ukurut, C., Ssebbunga, C. M., Ngobi, D. H., Maani, J. S., Gumisiriza, E. L., Alupo, C., Byamugisha, A., Tukesiga, J., Bisikwa, R., Ndawula, R., Bbosa, D., & Mbaga, R. (2007). Instructional strategies for large classes: Baseline literature and empirical study of primary school teachers in Uganda. In: Report of the Proceedings of the Africa-Asia University Dialogue for Basic Education Development Second Reflective Dialogue Meeting (November Paris 15–17, 2006).
- National Population Council (NPE). (2018). The state of uganda population report. Quality education; A foundation for achieving Uganda’s middle income status’. http://npcsec.go.ug/wp-content/uploads/2013/06/SUPRE-2018-.pdf
- Patel, V., Flisher, A. J., Nikapota, A., & Malhotra, S. (2008). Promoting child and adolescent mental health in low and middle income countries. Journal of Child Psychology and Psychiatry, 49(3), 313–334. https://doi.org/10.1111/j.1469-7610.2007.01824.x
- Schweisfurth, M. (2013). Learner-centred education in international perspective: Whose pedagogy for whose development? Series: Education, poverty and international development. Routledge.
- Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
- Teachers Initiative in Sub-Saharan Africa (TISSA). (2014). Teacher issues in Uganda: A shared vision for an effective teacher’s policy. Ugandan Ministry of Education and Sport. UNESCO. http://unesdoc.unesco.org/images/0022/002297/229777e.pdf
- Tol, W. A., Barbui, C., Galappatti, A., Silove, D., Betancourt, T. S., Souza, R., Golaz, A., & Van Ommeren, M. (2011). Mental health and psychosocial support in humanitarian settings: Linking practice and research. The Lancet, 378(9802), 1581–1591. https://doi.org/10.1016/S0140-6736(11)61094-5
- UN. (2019). Human development index. http://hdr.undp.org/sites/default/files/hdr2019.pdf
- Walker, R. A., Stucka, T., Ezzine, M., Vasiliev, K., Sebudde, R., Juzon, J. D., Bagarukayo, D., Nantaba, S., Chugunov, D., & De Andrade Falcao, N. (2019). Uganda economic update, 13th Edition: Economic development and human capital in Uganda - A case for investing more in education. Uganda Economic Update; no. 13. World Bank Group. http://documents.worldbank.org/curated/en/925741559163051034/Economic-Development-and-Human-Capital-in-Uganda-A-Case-for-Investing-More-in-Education.
- Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013) Pedagogy, curriculum, teaching practices and teacher education in developing countries. Department for International Development. https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867
- World Bank. (2012). Systems Approach for Better Education Results (SABER)- Report on teachers. http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/CountryReports/TCH/SABER_Teachers_Uganda_CR_Final_2012.pdf
- World Bank. (2015). Uganda overview. http://www.worldbank.org/en/country/uganda/overview.
- World Bank. (2017). Population Statistics. https://data.worldbank.org/indicator/SP.POP.0014.TO.ZS?most_recent_value_desc=true&view=chart
- World Health Organization. (2003). Skills for health: skills-based health education including life skills: an important component of a child-friendly/health-promoting school. https://apps.who.int/iris/bitstream/handle/10665/42818/924159103X.pdf
- Yule, W. (2002). Alleviating the effects of war and displacement on children. Traumatology, 8(3), 160–180. https://doi.org/10.1177/153476560200800304