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Using original sources the author weaves a number of themes into the sad personal story of Uganda?s first president in his last exile, 1966-1969. The first section, chapters 1-5, highlights the social and political causes of Sir Edward Mutesa?s exile. The author argues that the failure of the state to integrate into a viable political community explains the tears Ugandans have shed since independence. Sir Edward Mutesa?s exile and suffering is viewed in this historical context. The second and third sections, chapters 6-12, not only describe Sir Edward Mutesa?s suffering in exile in the UK, but also bring to light an aspect of British imperial history that is rarely described in historical narratives of Africa. This is the export of the British social hierarchy into the colonies. In 1966, Sir Edward Mutesa II was guaranteed entrance into the U.K and financially supported by his friends who were, mainly, titled members of the British upper class into whose ranks he was recruited by his education, socialization and collaboration in governing the Uganda colonial state. For the British lords and sirs who managed the empire, class trumped race in their dealings with African or Asian collaborators. A substantial number of his friends from this class?Lord Allan Lennox-Boyd, Edward Heath, Lord Montague, Reginald Maudling, Lord Carrington, Sir Hugh Frazer, Lord Nugent, Sir Nigel Fisher, Sir Dingle Foot, and others?showed to Sir Edward Mutesa a degree of friendship and loyalty that was amazing. These elites considered him as one of their number and supported him against the official position of the Labour Government under Harold Wilson. Supported by his titled friends, Sir Edward Mutesa tried unsuccessfully to obtain financial support from the British Labour Government.
The National Council for Higher Education (NCHE) and the Growth of the University Sub-sector in Uganda, 2002-2012, narrates the experience of the Ugandan NCHE in the establishment, development and regulation of higher education institutions in Uganda from 2002 to 2012. In this period, student numbers in higher education institutions increased from about 65,000 to some 200,000 and university institutions from about ten to more than triple the number. The book discusses the role of a regulatory agency in the delivery of higher education, the relations of universities and colleges with such an agency, its impact on developing university capacities, and leadership in creating and refining higher education ideas. The experience of Ugandas regulatory agency, the NCHE, in those ten years should help both the Ugandan and other African countries higher education stakeholders in sharing lessons learned from this one case study. The author sees the roles of regulatory agencies as vital in the initial stages of building a higher education sub-sector and in periods of system transitions such as the current journey from elite to mass systems but is of the view that the university remains the home of knowledge creation, dissemination, and its application in society.