Peacebuilding through Language Mentorship in Rwanda’s Primary Education: Challenges facing key stakeholders

Jean de Dieu Nkubito; Anastasie Uwababyeyi

doi:10.4314/rj.v2i2.5a

Peacebuilding through Language Mentorship in Rwanda’s Primary Education: Challenges facing key stakeholders

Rwanda Journal ◽

10.4314/rj.v2i2.5a ◽

2017 ◽

Vol 2 (2) ◽

Author(s):

Jean de Dieu Nkubito ◽

Anastasie Uwababyeyi

Keyword(s):

Primary Education ◽

Key Stakeholders

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UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA

JOURNAL OF SOCIAL SCIENCE RESEARCH ◽

10.24297/jssr.v4i2.3048 ◽

2014 ◽

Vol 4 (2) ◽

pp. 495-507

Author(s):

Fabiano Okware

Keyword(s):

Primary Education ◽

Stakeholder Involvement ◽

Compulsory Education ◽

Gender Disparities ◽

Quality Education ◽

Government Support ◽

School Level ◽

Key Stakeholders ◽

Primary Cycle ◽

Primary School Level

The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and stakeholder involvement.

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Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig10-2018-0020 ◽

2019 ◽

Vol 4 (5) ◽

pp. 971-976

Author(s):

Imran Musaji ◽

Trisha Self ◽

Karissa Marble-Flint ◽

Ashwini Kanade

Keyword(s):

Interprofessional Education ◽

Interprofessional Collaboration ◽

Evaluation Model ◽

Implementation Strategies ◽

Future Research ◽

Successful Implementation ◽

Interprofessional Practice ◽

Translational Model ◽

Key Stakeholders ◽

Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

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