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The Role of Monuments in Post Conflict Recovery:The Study of Atiak Monument in Atiak Sub-County,Amuru District.
(Gulu University, 2026-09-15) Anek Josephine
ABSTRACT
This study explored the relationship between monuments and post-conflict recovery in Acholi land, a case study of Atiak memorial in Atiak sub-county, Amuru district. The objectives of the study were to establish the role of the Atiak monument in post-conflict recovery, to examine the effectiveness of post-conflict recovery efforts in Atiak sub-county and to establish the role of International Actors in memorialization and monument construction in Atiak sub-county, Amuru District-Uganda. The study was conducted using a case study design; data was collected using interview guides from 46 respondents. Interview data were analyzed using inductive thematic analysis for objectives one to three. The findings were presented in form of tables and narratives from interviews. Findings revealed that the Atiak monument is central to the post-conflict recovery efforts in Atiak sub-county. The findings showed that there is a multi-dimensional approach to healing both psychosocial needs and fostering educational, cultural and social awareness. Findings showed that the post-conflict recovery efforts in Atiak sub-county have been largely effective, particularly in building social cohesion, peace, cultural restoration and justice. Findings further revealed that the construction of the Atiak monument was a significant achievement made possible through the collective efforts of various International Actors: United Nations and UNESCO, European Union, Human Rights Watch, Amnesty International, International Criminal Court (ICC) Governments and Embassies. The study recommends that to further enhance the impact of the Atiak monuments, the community should implement interactive educational programmes at the monument sites involving schools and local organizations in activities such as workshops, storytelling and history lessons, it also recommended that targeted interventions be implemented by local government to address the gaps in psychosocial support activities to the community, infrastructure, security and to build on the international support for the Atiak monument. It is recommended that the community and international stakeholders establish annual forums or commemorative events at the monument.
Key words: Monuments, Post-Conflict Recovery, Acholi land.
Foundation bodies and Academic Achievement of Learners in the Primary schools in Minakulu Sub-County, Oyam District
(Gulu University, 2026) Lambert Okwanga
This study examined the influence of foundation bodies on the academic achievements of learners in primary schools in Minakulu Sub-County, Uganda. The study was guided by three objectives: to assess the level of academic achievements of learners in primary schools in Minakulu Sub-County; to examine the influence of foundation bodies on the academic achievements of learners; and to investigate the relationship between foundation bodies and
academic achievements of learners in primary schools. The study adopted a mixed-methods research approach, employing both quantitative and qualitative methods of data collection. The study population comprised headteachers, teachers, School Management Committee (SMC) members, learners and parents from selected primary schools in Minakulu SubCounty. Data were collected using questionnaires, interview guides and document analysis guides. Quantitative data were analysed using descriptive statistics, including frequencies, percentages and mean scores, as well as inferential statistics to establish the relationship between foundation bodies and academic achievement. Qualitative data were analysed thematically and presented according to emerging themes. The findings indicated that the level of academic achievement among learners varied across the selected primary schools, with differences associated with school management practices, availability of learning resources, learner support and community participation. The findings further indicated that foundation bodies played an important role in supporting academic achievement through participation in school governance, mobilisation of resources, monitoring of school activities, promotion of discipline, support for teachers and learners, and strengthening collaboration between schools, parents and communities. The study also established that there was a relationship between the effectiveness of foundation bodies and learners' academic achievement. However, the extent of their contribution varied depending on their level of
involvement, capacity, availability of resources and collaboration with school administrators and other stakeholders. The study concluded that effective foundation bodies can contribute xiii to improved academic achievement when they actively participate in school governance, support teaching and learning activities, mobilise resources and work collaboratively with headteachers, teachers, parents and the wider community. The study recommends strengthening the capacity of foundation bodies through training, improving collaboration between foundation bodies and school management, enhancing community participation in education, and ensuring adequate support for teaching and learning activities in primary schools in Minakulu Sub-County.
School Feeding Program Implementation and Pupil’s Retention in Primary Schools in Akura Sub -County Alebtong District, Uganda
(Gulu University, 2026) Ojok Denish
This study examined the connection between the introduction of school food programs and the retention rate of pupils in primary schools in Akura Sub County in Alebtong District. The study was guided by the following specific objectives namely; to assess the level of school feeding programme implementation in primary schools; to determine pupil’s retention rate in primary schools and to establish the relationship between school feeding programme implementation and pupil’s retention rate in primary schools in Akura Sub County Alebtong District. The study adopted a mixed method approach and convergent mixed method design. Data was collected using questionnaires and interviews from a sample of 469 respondents and participants respectively (8 head teachers, 169 teachers, 260 pupils, 14 PTA and 16 SMC Executives). Quantitative data was sorted, coded and entered in SPSS version 25.0 and data was analyzed at descriptive and inferential statistical levels while qualitative data was analyzed using thematic analysis. Findings for research question one revealed a high level of school feeding programme implementation in primary schools in Akura Sub County
Alebtong District (M= 4.15 SD=0.61). This high level of implementations was attributed to the establishment of clear guidelines, the formation of school feeding committee, active community mobilization, and adequate budget allocation. Results for the second research question likewise showed that Akura Sub -County Alebtong District's primary schools had a good pupil’s retention rate (M=4.4 SD=0.51) and Findings for research question three revealed a strong positive significant relationship between school feeding programme implementation and pupil’s retention rate in primary schools in Akura Sub County Alebtong District (r=0.82 p<0.01). The study concluded that school feeding programme
implementation significantly enhanced pupil’s retention rates in primary schools and it was recommended that government should design a policy to make school feeding compulsory in all primary schools
South-South networks catalysing social responsibility in higher education
(Rhodes University Press, 2025) Monk, David; Flores-Hinojos, Irma Alicia; Mutalib, Mahazan Abdul
Examining cross-continental South-South university partnerships between Uganda, Colombia, and Malaysia, this paper demonstrates how inter-institutional networks foster epistemic justice and institutional social responsibility.
Channeling literacy learning into everydayness: Northern Ugandan women language peace
(University of Nebraska at Omaha, 2026) Djuraeva, M.; Monk, David; Beach, S.; Nyirumbe, R
Exploring adult literacy motivations among women in post-conflict Northern Uganda, this paper uses a chronotopic lens to show how literacy is transformed into embodied, everyday practices of peacebuilding, identity formation, and self-determination.