UNITED NATIONS
ECONOMIC AND
SOCIAL COUNCIL
-'ECONOMIC COMMISSION FOE .1FRICA
Seminar on Social "Work Training in Africa Lusaka? 21 October— 2 November,
IN-SEHVICE TRAINING FOR SOCIAL WOHK IN UGilNDA ("by J.No Kawuki, Department of Social Welfare,
Ministry of Community Development and Labour
Kampala, Uganda)
63-3439
E/CK.14/S¥TA/iI
IN-SERVICE TRAINING FOR SOCIAL WORK IN UGANDA
INTRODUCTION, BACKGROUND The country and people; of Uganda-.
1. Uganda is approximately 94,000 square miles, about the size of Britain or Ghana. It is a land of lakes. Most of the land area is over 3*000 ft, above sea level, culminating in two peaks, Mt. Rwenzori and Mt. ELgon. In many places the terrain is vigorous and difficult.
2# Probably more than three-fifths of the indigenous population, i.e., the people living South and West of the River Nile, together with certain groups
in the Eastern region, are Bantu speaking. The Lango and Acholi of the
Northern.region are Nilotic speaking groups. The Etesot and the
Karamojong speak Nile-Hamitic languages, whilst the Lugbara of West Nile District are Sudanic speaking.
3# - Uganda is an agriei^Ltural country and.of .her 7 millipn people, ;r..
approximately 95 per cent are atilrlri?<wal^^w
14 to; 300 people to the square mile. Most,Uganda families can be sure of raising enough food for themselves and of some incomesfrom their cash crops, but there Is a wide-disparity; in wealth-..; Comparing, for example, the prosperous Baganda coffee farmers with either :the small farmers in Kigezi in the South West, where there is a heavy pressure on the lands, .
or the-nomads, of Earamoja in the North .Bast,, the differences €ian be seen at bestv-'7" •;: .-■ •■ ;" •. . ". --..; •.:.:..-.: •■ -,- ,-.... ;..; ■•, . ; .:;-,■ _.,- :■-. ;....•
4# In 1962, the gross national product wto estimated at £155#2 mill,
(approx. £22.1 p.c.)^. It was estimated that about £7 of this figure-
was subsistence income.
5# Recent figures on the infant mortality put the rate at 160. The life expectation was estimated at 45 - 49 years. It is stated that approximately 0.2 per cent of the population reach the mature age of
6. The 1962 literacy estimates reveal some interesting facts:
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Page 2- ■ ■ ;■•••-
TABLE
Literacy: Per cent of Population Sex
Male Female
6 - 48 27
15 ■•■■
.0 .8
■ 16 - 42.
16.
%'■■•
7 •:,■.'-■
5 .
Over 17.
3.
45
4
s£ figures qualify what is already well known, i*e., not only do few '•"'■"■
female^ gd to school^' but also those that do gO| dd hot stay as long
as males*
7.'% The1development of any staff traiiiing programme is incomplete if it is not designed and focused against the "background of a country • - and its people. In a country such a^^this, training for social work r
has obviously got to be a lot md^thah just-the teaching of the-theory ' and method of Sddial^work, often based on: procedures" from countries,
with a tradition of social work and are regarded"as axiomatic. -Account ^ must also be taken of the limited resources atthecpuntry's disposal, such as for example, skills, traditions, communication.in its.widest .,, sense on the one hand, and finance and,personnel, on:<the other... A social,:
worker ©ue.t be more, than a-counsellor or: a-.good pr-ocess raco^dpr. . ; ge . ,;
should learn; how to reach his.most distant clients and to establish
as well .as. .maintain relation with- them. He should, learn to understand .^...
local: customs and traditions; superstitions, as_.well as auspicions. He . :- ; should have ^ fair. grounding in the elements, of, f:or: examplB, Jhygi^n^,
sanitation, nutrition, village economy, domestic crafts, child care ^ .and marketing* . Indeed, the worker should be so equipped as to feel
capable t.Q Improvise in almost any eventuality and know how to direct
action to the specialist as needs indicate*
8. Uganda shares with low income countries the shortage of professionally qualified staff in the community development and social welfare fields. * ■•
Coupled with the problem of the shortage of skilied manpower is, of
course, the shortage of funds. As is evident in many other *buntries .
on the African continent, emphasis is placed on training, but because'
of the scafcity^of^^fsdnnei and the f£ct HKat ^ large-proportion of .->
Page 3
the social welfare services are manned "by personnel who lack formal
education and may, therefore, not qualify dirfgtljT: to institut^onsa.iDf, ,:.
academic training, in-service training becomes a subject of vital importance.
Object of the in-service training programme . .:.. ;
The aim of irH-service training in Uganda is as follows:
(a) to train an effective cadre of field work staff with little or no formal education, in methods, techniques and skills
of group work, case work and community organizationj
(b) to provide a background of training for those from amongst this cadre who may not have had the opportunity to acquire formal education, with the necessary skills to gain entry into a university;
(c) to develop training material based on source material from
within our own country and focused on its socio-economic background}(d) to continue to train tho^e who will never qualify for further acacbemic training, but nevertheless provide an effective cadre at the .grass-roots level; t ;
(e) to continually study, assess and evaluate inethbds, problems
■ and priorities•
10# At the outset it must be stressed that the in—service training plan is not geared to academic standards nor does it eliminate or take
the place of the university or overseas training facilities, either at degree or diploma levels, or participation at conferences and study tours overseas, or within the continent of Africa* Its main objective is to improve skills and techniques and prepare staff for further studies at the university level so that those who, for some reason or other, could not obtain the mature entrj* would not be denied the t opportunity of such training if they have the necessary background facilities and relative acredited experience to participate in academic and professional courses of training*
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TEE ADMINISTRATION , , . .
The Ministry of Community Development and Labour • r 11. A Department of Community Development was set up as far "back as 1947 and)at present?the Minister of Community Development and Labour has within his portfolio, Trade, Social Welfare and Probation, ^nd the „.
Community Development Sections, each headed.by a Principal responsible
for the professional angles of his/her department (see Appendices A, B and C)#
The In-service training programme
12# Until 1959? greater emphasis was placed on the skill training;of community development field, staff in a variety of ad hoc and refresher courses, training—on-the-job, understudying or working under the guidance of experienced or senior staff who may themselves not have had any profes sional training. The emphasis was, therefore, placed on developing
technical skills for specific tasks* In 1950 an adult education train ing oentre, Nsamizi, was built, the medium of instruction being English, An important aspect of the variety of courses offered at Nsamizi is the training of community development field staff through a one-year introductory course for both men and women and an advanced six-months course. In addition, short refresher, as well as specialized courses, are continuously in progress. A particular aspect of training is directed towards women and a special home economics teaching block is an important feature of this central adult educational institution* During the years 1956 to 1962,a further development was the provision of rural district
training centres of which there are 14 in Uganda. These centres bring Nsamizi to the people* The medium of instruction is the vernacular.
Here, too,district field staff are trained on a regional basis, thus bringing into focus the problems and the needs of the community at the local level. It also provides training facilities for the extension
services such as health, agriculture and the oo-operatives. (see Appendix !Bf)»
13#... The development of a systematic ir>~s,ervice training, programme for
those engaged in the fields of child care, social defence (probation
/
Page 5and after ©are) and institutional care was initiated in 1959 and was formally launched in May 195X with the arrival of a United,Nations training expert,who, under the direction of the Principal Welfare Officer, "began the training of the p-robation and welfare staff of the ,M:m.isftry. ,..■ Since May 1961, the following two-year crash training
programme was initiated; and is now in progress:
(a) A one-year training course for new entrants
Which includes classroom study (six months) and supervised field work (six months) (see appendices D and E).
(b) Seminar training conferences s These have ,"been arranged for
• those staff already in the service but whp have had no ' previous professional training in social work, theory and
■■■ methodraa well as refresher courses?. . ;
' (i) weekly 1^- hours seminar discussions on casework method,
based on the material available from case records for
which probation and 'elfare staff are responsible}(ii) weekly sessions with staff responsible for community and social centres in urban areas;
(iii) regional training conferences for up-country staff"'in ~
outlying districts arranged on a quarterly basisj. r, •■ (iy) "bi—anrii^al, refres^her senior staff ponferences held, in . - : Kampala or Nsamizi^ .These are designed to. bring up- .. ;
..-.:,•,■•- opwitry. staff %T$o. Kampala5 to make contact with_ their ,,,.,, . . colleagues aoid.topaxtioi.pate in intensive training with .
•< I •;■....,,: > visits,:of observation ilLlustrating a. particular aspect
;,■■-.. , of social work, practice which may not be readily available ...,.:■-■ :■■;:• : : ; in remote isolated up-oountry stations where: an officer
v. .-...- : imay be working on his. onra. ■... , ■ .... ...,,..., :■..,.. .-
(c) * Training for institutional staff- Courses-for the training .;■
of the staff of both Government arxdnon—Government agencies responsible for the institutionc^l, care of children,.either : deprived of normal home life^or in the approved .school or
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Page 6Tw.. ,
remand homes are held regularly. These courses may "be run on the job or in residential sessions bringing together a variety of personnel who, in one way or another, will deal with children in need of care.
Training of staff of non-government agencies and community educa tion The training programme is not only directed at the Ministry's staff, but includes, and is open to, all non-Government agencies carrying out essential social services in association with Governr- ment both in the community development and social welfare fields of activity. An important aspect of any activity in the field of community development and social welfare -is,-of course,the understanding and participation of the community. In-training programmes, therefore, are included both Government and nonr- Government personnel as well as interested members of the public . attending either as individuals or as serving,in .£, voluntary
capacity on a case committee, a community development committee, a:joint advisory welfare committee, a member of a board of visitors, or as persons concerned with the welfare of their locality and
community*
14t Method
There are frequently almost impossible difficulties, to.overcome in the running of an. effective, vigorous and interesting training programme. The lack of trained and experienced personnel, the tremendous turn-over in a small cadre of staff, particularly in the years immediately preceding,
and during the first years of Ugandans independence, the vast distances
and scattered nature of the population, difficulties in transport and costs, and the lack of readily available teaching personnel on the spot for regulartraining sessions. Another factor is the very small number of staff who must remain at their posts? particularly in up-country areas or in institu
tions, making it necessary to devise ways and means of training on the spot. Although by no means a hundred per cent effective, in ^Uganda, <the following methods are in operation:
(i) Supervision: is carried out by the Training and Statistics
Unit. In the past, the supervision of staff was of a negative
kind-:*L*bL~e1*£t *eing called in for errors they had committed.
Supervision now works as follows: the Training Officer, who
himself is supervised by the PrincipalJ/elfaxe Officer, super visee the work .of officers,who:in turn are responsible for a
number of assistants. He organises.tours of ■inspection and - submits reports of the same to Headquarters. This kind of
close supervision of this type of staff, is easily the most effective way of seeing that the service is improved and that standards are maintained. All officers also have responsibility for supervision as is well pointed out in Part II of the Report of the Commissioners of Africanisation, 1962 (Uganda). "Every pensionable and temporary officer should do the following:
(a) Do the job for which he is engaged.
(b) Train those under him.
(o) Prepare himself to move up." . : It is intended in time to establish a network Qf^|gional supervisors submitting tq,-th:e.Statistics and Training Unit
thus linking with Headquarters. .
(ii) lining-far correspondence, hereby staff submit regular reports and assignments which are commented upon by the Training Officer and his staff. Comments and observations are followed through either as themes in training sessions, or may be the subject of
training notes.
(ill) A postal library service.
(iv) Training notes.and case materials, prepared and submitted by the staff themselves; circulated regularly, covering basic
information and case study relating to the work of the Ministry in the field of social welfare and community development
..activity.
(v) Tfe* staff bulletin "Leader", published twice a year, containing
articles on aspects of the social services. Staff members of
v other units of government andthe^..public generally contribute
Page 8
/
to the "bulletin, each issue being devoted to a particular r theme relating to aspects of the social welfare programme*
international Aid ,
15• A plan for strengthening the family and child care services was approved, and UNICEF aid has been -available to Uganda over the past four * years* The main directive has been geared to training. Transport,
equipment, visual aids, stipends, and honoraria have made it possible
to run courses even in areas where the social services are as yetfragmentary, making it possible,to a limited extent,the teaching of
theory and skills, linking it with the observational visits, thus gaining practical experience in social work and community development* The United Nations Technical Assistance Board and the United Nations Bureau of Social
Affairs made available the expert services of an adviser (training) so
providing flesh to the original draft skeleton of the in-service training
plan*
Future Developments
16* It is of importance that an in-service training plan should be
directed to the future as well as linked closely .with the past and the present, thus developing a comprehensive plan geared to thinking and
practice and the improvement of skills and efficiency established with continuity and foresight* The Ministry has initiated action in sixareas:
(i) The establishment of a pilot project School of Social
Welfare and Community Development at the University of East
Africa, with UNICEP aid initially for- four years, launched
during July of this.year*
(ii) The strengthening of the present Training Unit through
UNICEF aid,by its enlargement as kn assessment and planning
unit,to engage on a small scale research survey for action, geared to policy at levels that the country can afford*It is hoped that a research person will be. available during this year* Funds have been made ..available for the collection and collation of data and publication,, linking closely the
Page 9
University, the non-Government agencies, and other units of Government. In this way, it is hoped to prevent overlap and haphazard growth and directing resources to prevention, which will have the most effective long-term results,
(iii) The integration arid generic approach to the training of
community development and social welfare staff facilitating the mutual understanding of the Ministry's services directed to the community and family arid child care services.
(iv) The close participation and co-operation between Government
and non—Government social services through the co-ordinating machinery at national and local levels* The National Council of Social Service links some 40 non—Government agencies which, are in turn grouped into broad areas of community welfare
activity, for instance, child care, the handicapped and disabled youth, and the standing conference on work amongst women* These:
bodies draw together both central and local Government represen tation, working in close partnership with voluntary organisations active in parallel fields of social service.
(v) The publication of two training manuals with UNICEF aid, one
dealing with procedures and practices for probation and welfare staff and the other for nursery and play groups organiserst Training material will also be available to other units of Government and non—Government agencies.
(vi) The compilation of a directory of social service organisations
and methods in association with the Council of Social Service and participation in a study of child care needs.
Observations
17* It is a foregone conclusion that for some time to come,we will continue to rely on the generous aid from international sources such as tttJICEF, UNTAS and the Bureau of Social Affairs. It is also necessary to pay tribute, and to continue to rrl;r on an effective partnership policy, between non-Government agencies and Government, the latter
Page 10
charged with the responsibility of remaining the chief architect of social policy. Our concern is perhaps most acutely felt in the establishment of a much closer link between the Ministry's in-service training programme and the School of Social Jork and Community Development at the University. There is always a gap between the academic field of ■ training and that of a government department, the former wishing to safeguard its independent standard and claiming rightly its superior knowledge and skills in the theory and method, technique and practice of social work. Although recognising this, it is, however, most
important that machinery is established from the outset providing a clos©
link between the ivory towers of the university and the practical needs
in the field particularly in a newly independent country where governments
are so closely involved in the social and economic developments of the
country, making it essential that an ear must be given to the training
needs and demands of those units of government responsible for directing
and evolving development programmes.
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Bibliography
l/ Uganda Statistical Abstract, 1962, printed by the Government Press, Entebbe.
2/ Uganda Census119*59. printed by the Government Press, Entebbe.
j/ Uganda Statistical Abstract, 1962, printed by the Government Press, Entebbe.
zj/ Report of the Commissioners of Africanization, 1962, printed by the Government Press, Entebbe,
5/ Reports, memoranda and data available within the Ministry of Community Development and Labour.
APPENDIXC
Minister of Community Development and Lab
orkamongst Women Literacykttab/unicef :i) Mother-
craftii) Bukedi
Scheme Leader"NsamiziTC RTC's. LibraryService CDSchemes
I
IN-SERVICE G(intra-Ministry
Trg»Committee)(i) Generic Trg, Courses (CD and SW) (ii) Refresher and
Seminar Courses(iii) Leadership
TrainingProbationService Aftercareand Re-settlement
Institutional care
SocialWelfare: PublicAssistance ChildCare Liaison"withgrant-aided non~G
overranent
agencies SocialLegislation TheNationalAdvisory CommitteeonSocial Welfare TheCommitteeofVisitors (Approved
School)IMICEF/UNTAB (Social Services)
GroupWork?(i) Youth (ii) Community Centres
onHousingEstates(iii) Nursery Play Groups
Finance Accounting Establishment
E/CN.I4/SWTA/II
AppendixC r AST National Cultural Centre Uganda Sports Union Nakivubo War Memorial Stadium Sport AnnualReport Refugees National Assembly Business Assistance
toMinister^ including Co-ordination
and Tours News Release (co-ordina
tion) International Aid
Co-ordination LegalMatters EOTrg,GradeEOTrg.GradeOS Accountant rincipal Assistant Secretary (Trade) 11 fl Community Development
rincipalWelfareOfficer enior Finance Establishment Officer
Allclerical andsub ordinate staff TDO«TradeDevelopmentOfficer
PO(HQ)= Probation Officer (HQ)
AS=AssistantSecretaryAppendix D
APPMDIX D ,[;:;:: 1 . ; : Syllabus for
Probation and Welfare Assistants Foux^month course iK : ! --
A# Introduction to* the Ministry ofCommunity Development and Labour,
1# Community Development (3 sessions)
work' i:- :: '"":n ■ •■• ' ':: ■■■" i.::" • ■
1 h %w" - Sopi^L Welfare Section (10)
(a) Probation
(b) Supervision -
(c) Social Welfare
(d) Institutional Care - ? ]:
(e) Community Centres \ :c r.^
(f) Youth work
(g) Voluntary organizations*
B# Citizenship Course (3 weeks) and weekly current Affairs talks*
C« Study of Society 1# Social Conditions
(a) Social Aspects of Urban Development (5)
Features of African Urbanization Town Planning
Local Government
(b) Development and Problems of the Urban Family (5)
Outlines of East African Society;
Problems of Marriage and the Family in contemporary Uganda♦
(c) Social Measures for the Economic Welfare of the Family, e,g#jSocial Security (2)
(d) Family earnings - Income and Budgeting (2) (e) Industrial Relations - Attitude toward Urban
Employment - Trade Unions (2)
4/swta/h.
X D-
(f) Workers1 Housing Problems (2)
(g) Introduction to Crime and Delinquency (2) (h) Educational Problems - literacy level (l)
(i) Demographic conditions and population trends (2)
Distributions — racial, rural-urban, age Rates - birth, morbidity, mortality
2. Special study of Uganda.Districts and their particular social
economic and political development (5)
3, Cultural'*'influences (2 sessions)
(However, culture as a concept is included
in many lectures)
Characteristics of a folk or peasant society
Evidence of Disorganization*
