Relevant bibliographies by topics / Catholic University of Eastern Africa

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Catholic University of Eastern Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Catholic University of Eastern Africa"

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Watson, Julia. "Marywood Librarians Teach in Africa." Pennsylvania Libraries: Research & Practice 1, no. 1 (April 15, 2013): 76. http://dx.doi.org/10.5195/palrap.2013.17.

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Librarians Leslie Christianson and Julie Watson from Marywood University have been working to educate Catholic nuns in Africa. Funded by a grant from the Conrad N. Hilton Foundation, the Higher Education for Sisters in Africa (HESA) project is a partnership between Marywood University and Catholic University of Eastern Africa (CUEA) in Nairobi, Kenya.
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Kang'ethe, Mercy, Joseph Maina, and Onyango V. Ouno. "Implicatures and Mediated Discourse: An Analysis of Student-Teacher Interaction on WhatsApp Groups at The Catholic University of Eastern Africa." International Journal of Research Publication and Reviews 4, no. 8 (August 2023): 2173–79. http://dx.doi.org/10.55248/gengpi.4.823.51307.

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Ochoo, Olivia Susan, Shem Mwalw’a, and Elizabeth Nduku. "Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa." Journal of Education and Practice 7, no. 6 (October 6, 2023): 1–23. http://dx.doi.org/10.47941/jep.1466.

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Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges. Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents. Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.
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Teresia Wangari, Chai. "Quality Management Practices and Service Delivery: A Case of the Catholic University of Eastern Africa." Journal of Strategic Management 7, no. 5 (August 23, 2023): 93–107. http://dx.doi.org/10.53819/81018102t2187.

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Stellah, Birgen, Ben Namande, and Jonai Wabwire. "Strategies Used to Impart Information Literacy Skills among Library Users at the Catholic University of Eastern Africa, Kenya." Scholars Journal of Arts, Humanities and Social Sciences 10, no. 6 (June 4, 2022): 249–54. http://dx.doi.org/10.36347/sjahss.2022.v10i06.002.

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The rapid implementation of information technology worldwide has changed and continues to change all areas of life. The education, research and development sectors are highly affected by these technologies. New opportunities for accessing information, teaching, learning and training through the delivery of digital content are now widespread. The purpose of this study was to assess the utilization of information communication technologies as a tool for information literacy among library users of Catholic University of Eastern Africa’s Gaba Campus, Eldoret, Kenya. Based on the study, this paper examines the strategies used to promote information communication technologies as a tool for information literacy. Survey research design was adopted and the target population was 537 registered users comprising the library staff, teaching staff, non-teaching staff and students. Stratified random sampling technique was used to classify the population into strata of library staff, teaching staff, non-teaching staff and library registered students. Simple random sampling was applied on the strata to select the respondents. The sample size for the study was 113 respondents. Questionnaires were administered to the selected participants. Quantitative data was analysed using descriptive statistics. The study found that the major strategies that the library management adopted in enhancing information literacy were provision of written materials in information literacy, one-on-one training, demonstration, inducting new users and organizing seminars and workshops. The strategies were fairly effective. Therefore, it was recommended that the libraries and university management should strengthen and diversify strategies to ensure library users are able to access and use accurate information to solve their academic problems. The study is of value to academic libraries as it informs practice and policies in enhancing information literacy among the staff and students who depend on the .......
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Okube, Okubatsion Tekeste, and Flavia Benora Omandi. "Prevalence and Determinants of Overweight and Obesity among the Catholic University of Eastern Africa Staff, Langata Campus, Nairobi, Kenya." Open Journal of Nursing 09, no. 02 (2019): 103–19. http://dx.doi.org/10.4236/ojn.2019.92010.

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Mpunza, Jenifer Abel, and Michel Mutabazi. "The Role of Staff in Shaping Undergraduate Students Behavior for Sustainable Academic Performance at The Catholic University of Eastern Africa." international journal of Education, Learning and Development 11, no. 8 (August 15, 2023): 61–91. http://dx.doi.org/10.37745/ijeld.2013/vol11n86191.

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Shaping student behaviour has become a major focus of education worldwide. As educational institutions seek to prepare students for success in an increasingly competitive and complex world, they recognize the need to not only teach academic content, but also to develop students' socio-emotional skills, character and values such as ethics and integrity, honesty and truthfulness. In universities, there have been cases of students involved in exam malpractices, such as copying, doing exams for others, poor study practices, and weak adherence to ethical conduct and integrity. Besides, a notable proportion of the undergraduate students tends to deviate from positive behaviours upon entering campus life which affects their academic performance. This study, by using quantitative and qualitative research methods, descriptive design, and purposive sampling of 80 students and 40 teaching and non-teaching staff, examined the role of staff in shaping the behaviour of undergraduate students at the Catholic University of Eastern Africa, main campus, Nairobi, for sustainable academic performance. Questionnaires were administered by the researchers to collect data from respondents. The results showed that the participants strongly agreed with the notion that efficient classroom management plays a crucial role in creating a conducive learning environment and enhancing student behaviour. It was also found that role modelling has an influence on the students’ behaviour for sustainable academic performance. Moreover, respondents strongly agreed that students' guidance and counselling played a significant role in shaping their behaviour. Besides, the results showed that the attitudes of students have a considerable influence on their behaviour, making it essential to address negative attitudes to encourage desirable conduct. The study recommends that the institution should implement regular classroom observations and provide constructive feedback. The University should identify individuals with a track record of academic and personal success to serve as positive role models for the students. Staff training initiatives that prioritise the development of effective communication skills should be implemented. Involving students in developing and implementing initiatives related to behaviour change for sustainable academic performance is highly recommended.
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Ayako, Aloys, and Annette Ayako. "Effects of Strategic Issue Diagnosis Process (SIDP) on Profitability of Private Universities in Kenya: Case of the Catholic University of Eastern Africa (CUEA)." Applied Finance and Accounting 2, no. 1 (August 28, 2016): 1. http://dx.doi.org/10.11114/afa.v2i1.1057.

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The study analyzed the effects of strategic issue diagnosis process (SIDP) on the profitability of the Catholic University of Eastern Africa (CUEA). The study used a census survey design of the fifty members of the top management team (TMT) of the University. The survey data was analyzed using factor analysis and regression analysis. Factor analysis using principal components and varimax (orthogonal) rotation (to maximize variable loadings to each factor) was conducted to reduce the dimensionality and identify the factors (latent variables) and labels (constructs) of both the SIDP and profitability of CUEA. The regression analysis results showed that the joint effect of the six factors of the SIDP accounted for about 30 per cent of the total variance of the profitability of CUEA, implying that about 70 per cent of the variance could be attributed to excluded university specific, higher education industry and external factors. However, the joint effect of the factors of the SIDP on the institution’s profitability was statistically significant (p<0.05). Although all the factors of the SIDP had theoretically expected signs, not all had statistically significant individual (partial) effects on the profitability of CUEA. The results show that all but the null hypotheses on communication systems and personality profile of the members of the TMT were rejected at p<0.05. The study recommended conduct of additional studies with a larger sample of universities, inclusion of the excluded variables and use of structural modeling approaches.
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Okibo, Bichanga Walter, and Obara Brigit Ochiche. "Challenges Facing Information Systems Security Management in Higher Learning Institutions: A Case Study of the Catholic University of Eastern Africa - Kenya." International Journal of Management Excellence 3, no. 1 (April 30, 2014): 336–49. http://dx.doi.org/10.17722/ijme.v3i1.122.

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With the popularity of internet applications, many organizations are facing unprecedented security challenges. Security techniques and management tools have caught a lot of attention from both academia and practitioners. However, there is lacking a theoretical framework for the challenges facing information security management in higher learning institutions. Thus this research looked into the challenges facing information systems security management in higher learning institutions. The study was guided by understanding the major challenges facing Information Systems Security Management and establishing the extent of the use of Information Systems Security Management in higher learning institutions. The study used descriptive survey design. It targeted information systems projects managers, administrators or top management and other users (staff) of the systems in key departments. Systematic sampling strategy was used. Descriptive statistics of SPSS were used to analyze the data. Factor analysis technique was used to identify the major challenges that affect management of an institution’s information system security. Pearson’s Chi-Square was used to test the relationships that exist between the categorical variables. The study found out that system vulnerability, computer crime and abuse, environmental security and financial backing/security are key challenges institutions of higher learning are experiencing in the management of their information systems. The study recommends the implementation of new policies and procedures to guide information system security. Programs for monitoring and evaluating information systems security in relation to performance indicators should be put in place. Institutions should invest heavily in developing their staff through training programmes such as seminars, workshops and conferences to further develop staff skills and abilities on information systems security issues.
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Okibo, Bichanga Walter, and Obara Brigit Ochiche. "Challenges Facing Information Systems Security Management in Higher Learning Institutions: A Case Study of the Catholic University of Eastern Africa - Kenya." International Journal of Management Excellence 3, no. 1 (April 2, 2014): 336. http://dx.doi.org/10.17722/ijme.v3i1.133.

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Dissertations / Theses on the topic "Catholic University of Eastern Africa"

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Olujobi, Omobola. "International students in South African universities: an examination of their academic choices, challenges and social integration at the University of Fort Hare and Rhodes University." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1020183.

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International students have become major role players in international education across the globe. Their enrollment in different universities has increased in the past few decades worldwide. Most of these students bring rich cultural diversity and skills to their various host institutions and countries. These trends signal the need to examine and understand international students within the South African context. Against this background, this study explores the factors that influence academic choices of international students, academic and social challenges they face and the role of social capital in influencing international student integration at the Universities of Fort Hare and Rhodes in South Africa. A qualitative research design was employed in this study. Thirty international students were selected (and interviewed) using purposive sampling and snowballing. The study found that some of the main factors that influence the academic choices of international students include availability of scholarships and funding, recommendations of the institution by family and friends, availability of preferred course and the reputation of the institution. Some of the main challenges faced by international students in these two institutions include language barriers, financial difficulty, expensive but improperly maintained accommodation and culture shock. These challenges impede the smooth integration of international students into their new academic and social environment. However, the students employ several strategies in attempt to address the challenges they face. These include joining a student or community social organization, community engagement and making friends. These social networks and organizations serve as a support system and connection hub for the students. The study recommends that it is pertinent for the University of Fort Hare and Rhodes University to meet the needs and expectations of its international students through regular surveys that give them room to speak about their experiences. The need for efficient International Offices at both institutions is crucial as well as the employment of open‐minded multicultural trained staff in these offices. The study also suggests the need for the both institutions to provide affordable and comfortable accommodation for its international students.
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Mpofu, Bukhosi Dumoluhle. "Consumer perceptions of private label brands: an Eastern Cape university-aged analysis." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002783.

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This research investigates the consumer perceptions of private label brands amongst the university aged consumers from selected Eastern Cape universities. The research also aimed to ascertain whether or not generation Y consumers are aware of the existence of private labels, whether price, quality, advertising, packaging, reference groups and demographic variables influenced generation Y purchasing behavior of private label brands. To achieve these objectives, the research made use of the simple random technique to gather the primary data via the use of an online structured questionnaire. The sample population selected where the students in the Eastern Cape Province Universities (Rhodes and Nelson Mandela Metropolitan Universities) who reside off-campus. The assumption was that students who reside off-campus are more aware of private labels as they carry out shopping more than those that reside on campus and generally would have more disposable income and the reason that two different universities have been chosen is to provide a broad base of student opinions, covering varying cultural and income backgrounds, thus allowing for unbiased, valuable research. After pre-tests were conducted the questionnaire was made available online to easy the distribution of the questionnaire and allow for a greater response rate. Descriptive and inferential statistics where used to analyze the results of the questionnaire. The results showed that consumers are generally aware of private label brands and have at least seen them being advertised. Furthermore, the results showed that consumers purchase groceries based on price, quality and convenience of location of the grocery stores .The results indicate that Generation Y consumers are indeed a significant part of the consumer population and that they represent a confident, self reliant, optimistic and positive generation and are verbally and visually more sophisticated, creating a whole new language through digital media and that Generation Y consumers are generally aware of the existence of private labels. The results also indicate that Generation Y consumers strongly agreed that they purchase groceries based on price and quality, meaning price and quality are very influential when purchasing groceries and that the packaging of, generally, all private label brands was not attractive hence a conclusion was made that packaging of private labeled products does not influence Generation Y’s purchasing behaviour of private labels.
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Ngabase, Xabiso. "The effect of perceived organisational support and organisational commitment on turnover intention among academic staff at the University of Fort Hare." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1007110.

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Perceived organisational support and organisational commitment plays a vital role in determining turnover intention. When employees feel that their organisation supports them levels of commitment can increase. Thus, employees feel more obligated because of favourable benefits such as organisational effectiveness and reduced turnover. The purpose of the present study was to investigate the effect perceived organisational support and organisational commitment have on turnover intention. The study followed a descriptive survey method. A questionnaire, measured on a Likert Scale was used to collect data from respondents. The sample comprised 98 academic staff at the University of Fort Hare and the response rate was 56.6 percent. The results indicated that perceived organisational support and organisational commitment are negatively and significantly related to turnover intention. The study also revealed perceived organisational support and organisational commitment on turnover intention did not account for a higher variance when put together, however moderate variance was found. Perceived organisational support in this study was identified as the most effective predictor of turnover intention. In addition to managerial implications and limitations of the study, direction for future research is also suggested at the end of this study. The findings of this study will help in terms of understanding the state of organisational commitment of academics and its relationship with their intentions to leave.
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Landu, Mzimkulu Christopher. "Job satisfaction, organisational justice in determining employee turnover among administrative staff at a university in South Africa." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4784.

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The aim of this study explore the role of job satisfaction , organizational justice in determining employee turnover among administrative staff at Walter Sisulu University at Ibika campus in Butterworth , in the Eastern Cape Province. A sample of 70 administrative staff was drawn for the population of 170. Results of the study indicated that the study variables are significantly and positively correlated with one another. Job satisfaction was found to be significantly and positively correlated with employee turnover. Organizational justice was also found to be significantly positively correlated with employee turnover. Likewise, a positive and significant relationship between job satisfaction and organizational justice was found. The findings of this study will assist Ibika campus management in reducing employee turnover and increase the retention of administrative staff at Ibika campus and the entire Walter Sisulu administrative staff at large.
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Morrison, Renee Fiona. "Socio- educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1013384.

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In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
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Nwosu, Vincent. "The contribution of the laity to the growth of the Catholic Church in the Onitsha Province of Eastern Nigeria 1905-1983." Thesis, University of London, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309959.

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Gomomo, Nokuzola Ruth. "An investigation into the relationship of job satisfaction, organisational commitment and the intention to quit among academics and administrative employees at the University of Fort Hare." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1730.

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University of Fort Hare Human Resource Department reports show evidence relating to high labour turnover. Between 2009 and 2012 there was a high degree of labour turnover. A total 1127 staff left the University. This study investigated the relationship between job satisfaction, organisational commitment and intention to quit among academics and administrative employees at the University of Fort Hare. Data was collected from a random sample of 289 employees of the University staff. To obtain data in this study a questionnaire was utilised. This questionnaire was divided into four sections viz, biographical information, measured ten-items which range from age to condition of employment, Halpern’s (1966) seven-level evaluation scale was utilised to measure job satisfaction, to measure organisational commitment, Meyer, and Allen (1984) 24-item rating point scale was applied and Canmann, Fichman, Jenkins and Klesh’s questionnaire was used to measure intention to quit. Data analysis was performed by way of several statistical techniques, including the Pearson Product Moment Correlation Technique and Multiple Regression analysis. The results obtained revealed that job satisfaction has a significant positive correlation with intention to leave while organisational commitment showed no substantial correlation with intention to quit work.
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Mbeba, Roland Darlington. "Job engagement and locus of control in relation to organizational citizenship behaviour among academic and non-academic staff of a South African university." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1633.

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This study investigated the relationship between job engagement and locus of control on the one hand, and organisational citizenship behaviour on the other among non-academic and academic employees of the University of Fort Hare. Job engagement and locus of control were the independent variables and organisational citizenship behaviour was the dependent variable. Data was drawn from a sample of 300 participants. A questionnaire was used to collect the data. It consisted of four sections including biographical and occupation data questionnaire. To measure job engagement, the 18-item Rich et al., (2010) job engagement scale, with a 5-point Likert scale was used. To measure locus of control, the 16-item Spector (1988) work locus of control scale was used, with 6-point Likert scale. To measure organisational citizenship behaviour, the Fox & Spector (2011) 20 item organisational citizenship behaviour questionnaire, with a 5-point Likert scale was used. Data was analysed using various statistical techniques including the Pearson Product Moment Correlation Technique and the generalised linear regression model. The results indicated that job engagement has a significant positive correlation with organisational citizenship behaviour and locus of control also has a significant positive correlation with organisational citizenship behaviour. However the results also indicated that when job engagement and locus of control are put together, they do not account for a significantly higher proportion of variance in organisational citizenship behaviour than each of them separately. Furthermore, as far as OCB-P and OCB-O are concerned, the results indicated a partial support of the research hypothesis that job engagement and locus of control together account for a significantly higher proportion of variance in organisational citizenship behaviour than any of the two separately. The study recommends that managers in organisations must focus on improving job engagement and promoting internal locus of control in order to ensure high levels of organisational citizenship behaviour.
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Mudefi, Elmon. "Consensus and contentions around community engagement in a South African tertiary institution: University of Fort Hare." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/311.

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This study examines the nature and character of consensus and contentions around the discourse of community engagement in a South African university context. This is against the background of the growing body of literature that advocates for the need for universities to make their impact felt in communities in more direct ways than through teaching and research. The examination is also against the background of the assumption that the success or failure of community engagement initiatives is, in part, a function of how stakeholders agree/disagree on the meaning and purpose of community engagement. The University of Fort Hare is used as a case study. Interviews and Focus Group Discussions were used for qualitative data collection, whilst a survey was conducted for gathering quantitative data. The study revealed that stakeholders attach different meanings to community engagement, with those possessing power and influence acting as key decision makers. Thus powerful stakeholders (in this case, the university and donor organizations) are at the core of the decision making process, while beneficiaries are pushed to the periphery. Moreover, both the meanings and the activities within which they cohere have important implications for the way beneficiary communities perceive university-community partnerships.
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Badi, Mzwanele. "Perceptions of students regarding the information literacy programme: a case study of Walter Sisulu University." Thesis, Nelson Mandela Metropolitan University, 2013.

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Information literacy is universally considered one of effective means through which one’s information skills are developed, more especially at higher education Institutions. It has been part of the WSU library’s tradition to promote and offer units of Information Literacy instruction to all students at WSU, although it was initially on ad-hoc bases until 2010 when the Faculty of Education introduced it as a module or a program as a credit-bearing subject to all first year level Bachelor of Education students. The study is intended to understand the perceptions of students that are currently enrolled in Bachelor of Education Degree level one regarding the Information Literacy Program at Walter Sisulu University. The Information Literacy Program is offered in two campuses of WSU, that is Mthatha and Butterworth campuses. This study was conducted using first year level B. Ed students in Butterworth campus only. This may be regarded as a limitation of the study. The study is largely informed by a literature review of scholarly journal articles, books, internet sources and academic libraries in South Africa. The study applied quantitative method using semi-structured questionnaires as the main data gathering instrument. The sample was drawn from 80 first year B Ed students. A total of 80 questionnaires were distributed and 65 were received back. In the study the significant changes in the higher education in the post-apartheid South Africa are discussed. The historical evolution of information literacy as a course in South Africa and internationally is also discussed. The study reveals that information literacy has contributed positively to students’ study approaches. It has helped the students to learn how to apply computing and internet skills to improve on their studies. More importantly, the study reveals that information literacy has helped the students to learn different ways to search for and use information for the purpose of working on their assignments and enhancing their knowledge generally. Furthermore, the study reveals that it has helped the students to know how to tailor their search for information using specific databases such as OPAC, PROQUEST, EBSCOHOST, and SABINET etc.
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Books on the topic "Catholic University of Eastern Africa"

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Catholic University of Eastern Africa. Department of Religious Studies, ed. The model of "church-as-family": Meeting the African challenge : proceedings of the fourth interdisciplinary session of the Faculty of Theology and the Department of Religious Studies, Catholic University of Eastern Africa, Nairobi [17-19 March 1997]. Nairobi: Catholic University of Eastern Africa (CUEA), 1999.

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Catholic University of Eastern Africa. Centre for Social Justice and Ethics and International Conference on African Universities: Educating for Peace (2009 : Nairobi, Kenya), eds. African universities: Educating for peace : proceedings of an international conference held at the Catholic University of Eastern Africa, Nairobi-Kenya, 13th-15th May 2009. Nairobi, Kenya: CUEA Press, 2011.

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Kenya) Conference on Paul VI and the Church in Africa (2012 Nairobi. Paul VI and the Church in Africa: Paul VI et l'Église en Afrique : Nairobi (Kenya), 1st-2nd August 2012, sponsored by Istituto Paolo VI, Brescia and The Catholic University of Eastern Africa, Nairobi. Brescia: Istituto Paolo VI, 2015.

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CUEA Interdisciplinary Session of the Faculty of Theology and the Department of Religious Studies (6th 2001 Nairobi, Kenya). Challenges to theology in Africa today: Proceedings of the sixth Interdisciplinary Session of the Faculty of Theology and Department of Religious Studies, the Catholic University of Eastern Africa, Nairobi. Edited by Ryan Patrick. Karen, Nairobi, Kenya: Catholic University of Eastern Africa, 2002.

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Francesco, Pierli, Ryan Patrick Fr, and Catholic University of Eastern Africa., eds. Ethnocentrism and ethnic conflict in Africa: Proceedings of the Fifth Interdisciplinary Session of the Faculty of Theology and Department of Religious Studies, Catholic University of Eastern Africa, Nairobi. Nairobi, Kenya: Catholic University of Eastern Africa, 2001.

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Patrick, Ryan, ed. Faces of African theology: Proceedings of the seventh Interdisciplinary Session of the Faculty of Theology and Department of Religious Studies, the Catholic University of Eastern Africa, Nairobi. Karen, Nairobi, Kenya: Catholic University of Eastern Africa, 2003.

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Sylvia, Gumo, and Catholic University of Eastern Africa., eds. Women and management in higher education: Regional training of trainers workshop, 16-21 June 2002, at the Catholic University of Eastern Africa, Nairobi, Kenya. Nairobi, Kenya: CUEA Publications, Catholic University of Eastern Africa, 2003.

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Peter, Muema, Ahenda Sewe-K', and Catholic University of Eastern Africa., eds. A theological response to the tragedy of refugees and internally displaced persons in Africa: Proceedings of the Ninth Interdisciplinary Session of the Faculty of Theology, the Catholic University of Eastern Africa. Nairobi: CUEA Publications, 2007.

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Catholic University of Eastern Africa. Faculty of Education, ed. Reorienting the curriculum for sustainability: Proceedings of the 8th Interdisciplinary Session, Faculty of Education, the Catholic University of Eastern African. Nairobi, Kenya: CUEA Press - The Catholic University of Eastern Africa, 2016.

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Okello, Stephen, and Maximillia Muninzwa. Evangelisation in Africa: Commemorating and redefining our missionary identity, relevance and role in the world today : proceedings of the international missionary conference held at the Catholic University of Eastern Africa - May 2015. Città del Vaticano: Urbaniana University Press, 2019.

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Book chapters on the topic "Catholic University of Eastern Africa"

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Waweru, Josephine Naita, Jacqueline Abuor, and Mercy Kibe. "Work–Life Integration: Experiences of Women Faculty and Administrators Working at Tangaza University College (TUC), Catholic University of Eastern Africa (CUEA), Kenya." In Women’s Contribution to Higher Education and Social Transformation, 3–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95622-6_1.

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Kisige, Abdu, and Peter Neema-Abooki. "Internal stakeholder perception of the quality of teacher educators at Makerere University." In Quality Assurance in Higher Education in Eastern and Southern Africa, 46–53. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-6.

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Kamdjoug Kala, Jean-Robert, Samuel Fosso Wamba, and Steve Marius Kemayou Yombia. "Determinants of Facebook Adoption and Use Within the Workspace in Catholic University of Central Africa." In Advances in Intelligent Systems and Computing, 217–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56541-5_22.

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Muzangwa, Lindah, Isaac Gura, Sixolise Mcinga, Pearson Nyari Mnkeni, and Cornelius Chiduza. "Impact of conservation agriculture on soil health: lessons from the university of fort hare trial." In Conservation agriculture in Africa: climate smart agricultural development, 293–304. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0018.

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Abstract Conservation Agriculture (CA) promotes soil health, but issues to do with soil health are poorly researched in the Eastern Cape, South Africa. This study reports on findings from a field trial done on the effects of tillage, crop rotations composed of maize (Zea mays L.), wheat (Triticum aestivum L.) and soybean (Glycine max L.) and residue management on a number of soil health parameters such as carbon (C)-sequestration, CO2 fluxes, enzyme activities, earthworm biomass and the Soil Management Assessment Framework soil quality index (SMAF-SQI). The field trial was done in a semi-arid region of the Eastern Cape Province, South Africa, over five cropping seasons (2012-2015). It was laid out as a split-split plot with tillage [conventional tillage (CT) and no-till (NT)] as main plot treatment. Sub-treatments were crop rotations: maize-fallow-maize (MFM), maize-fallow-soybean (MFS); maize-wheat-maize (MWM) and maize-wheat-soybean (MWS). Residue management: removal (R-) and retention (R+) were in the sub-sub-plots. Particulate organic matter (POM), soil organic carbon (SOC), microbial biomass carbon (MBC) and enzyme activities were significantly (p < 0.05) improved by residue retention and legume rotation compared to residue removal and cereal-only rotations. Also, carbon dioxide (CO2) fluxes under CT were higher compared to NT. The calculated soil quality index (SQI) was greatly improved by NT and residue retention. MWM and MWS rotations, in conjunction with residue retention under NT, offered the greatest potential for building soil health. Residue retention and inclusion of soybean in crop rotations are recommended for improving soil health under CA systems in the semi-arid regions of South Africa.
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Edopu, Ritah Nabuyungo, Jude Ssempebwa, and John Baptist Mpoza. "Suggestions for improving the relevance of higher education to social change from the case of the Margaret Trowel School of Industrial and Fine Arts at Makerere University." In Quality Assurance in Higher Education in Eastern and Southern Africa, 184–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-21.

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Khoza, Samuel. "Difficulties in Teaching and Learning Sectional Drawing in a University Based in the Eastern Cape, South Africa." In Contemporary Issues in Technology Education, 89–103. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2819-9_7.

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Tanga, Pius, Magdaline Tanga, and Zintle Ntshongwana. "Remote Learning and COVID-19 Lockdown: Experiences of University Students from the Eastern Cape of South Africa." In Exploring the Consequences of the Covid-19 Pandemic, 379–415. New York: Apple Academic Press, 2022. http://dx.doi.org/10.1201/9781003277286-24.

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Donohue, Christopher. "“A Mountain of Nonsense”? Czech and Slovenian Receptions of Materialism and Vitalism from c. 1860s to the First World War." In History, Philosophy and Theory of the Life Sciences, 67–84. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12604-8_5.

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AbstractIn general, historians of science and historians of ideas do not focus on critical appraisals of scientific ideas such as vitalism and materialism from Catholic intellectuals in eastern and southeastern Europe, nor is there much comparative work available on how significant European ideas in the life sciences such as materialism and vitalism were understood and received outside of France, Germany, Italy and the UK. Insofar as such treatments are available, they focus on the contributions of nineteenth century vitalism and materialism to later twentieth ideologies, as well as trace the interactions of vitalism and various intersections with the development of genetics and evolutionary biology see Mosse (The culture of Western Europe: the nineteenth and twentieth centuries. Westview Press, Boulder, 1988, Toward the final solution: a history of European racism. Howard Fertig Publisher, New York, 1978; Turda et al., Crafting humans: from genesis to eugenics and beyond. V&R Unipress, Goettingen, 2013). English and American eugenicists (such as William Caleb Saleeby), and scores of others underscored the importance of vitalism to the future science of “eugenics” (Saleeby, The progress of eugenics. Cassell, New York, 1914). Little has been written on materialism qua materialism or vitalism qua vitalism in eastern Europe.The Czech and Slovene cases are interesting for comparison insofar as both had national awakenings in the middle of the nineteenth century which were linguistic and scientific, while also being religious in nature (on the Czech case see David, Realism, tolerance, and liberalism in the Czech National awakening: legacies of the Bohemian reformation. Johns Hopkins University Press, Baltimore, 2010; on the Slovene case see Kann and David, Peoples of the Eastern Habsburg Lands, 1526-1918. University of Washington Press, Washington, 2010). In the case of many Catholic writers writing in Moravia, there are not only slight noticeable differences in word-choice and construction but a greater influence of scholastic Latin, all the more so in the works of nineteenth century Czech priests and bishops.In this case, German, Latin and literary Czech coexisted in the same texts. Thus, the presence of these three languages throws caution on the work on the work of Michael Gordin, who argues that scientific language went from Latin to German to vernacular. In Czech, Slovenian and Croatian cases, all three coexisted quite happily until the First World War, with the decades from the 1840s to the 1880s being particularly suited to linguistic flexibility, where oftentimes writers would put in parentheses a Latin or German word to make the meaning clear to the audience. Note however that these multiple paraphrases were often polemical in the case of discussions of materialism and vitalism.In Slovenia Čas (Time or The Times) ran from 1907 to 1942, running under the muscular editorship of Fr. Aleš Ušeničnik (1868–1952) devoted hundreds of pages often penned by Ušeničnik himself or his close collaborators to wide-ranging discussions of vitalism, materialism and its implied social and societal consequences. Like their Czech counterparts Fr. Matěj Procházka (1811–1889) and Fr. Antonín LenzMaterialismMechanismDynamism (1829–1901), materialism was often conjoined with "pantheism" and immorality. In both the Czech and the Slovene cases, materialism was viewed as a deep theological problem, as it made the Catholic account of the transformation of the Eucharistic sacrifice into the real presence untenable. In the Czech case, materialism was often conjoined with “bestiality” (bestialnost) and radical politics, especially agrarianism, while in the case of Ušeničnik and Slovene writers, materialism was conjoined with “parliamentarianism” and “democracy.” There is too an unexamined dialogue on vitalism, materialism and pan-Slavism which needs to be explored.Writing in 1914 in a review of O bistvu življenja (Concerning the essence of life) by the controversial Croatian biologist Boris Zarnik) Ušeničnik underscored that vitalism was an speculative outlook because it left the field of positive science and entered the speculative realm of philosophy. Ušeničnik writes that it was “Too bad” that Zarnik “tackles” the question of vitalism, as his zoological opinions are interesting but his philosophy was not “successful”. Ušeničnik concluded that vitalism was a rather old idea, which belonged more to the realm of philosophy and Thomistic theology then biology. It nonetheless seemed to provide a solution for the particular characteristics of life, especially its individuality. It was certainly preferable to all the dangers that materialism presented. Likewise in the Czech case, Emmanuel Radl (1873–1942) spent much of his life extolling the virtues of vitalism, up until his death in home confinement during the Nazi Protectorate. Vitalism too became bound up in the late nineteenth century rediscovery of early modern philosophy, which became an essential part of the development of new scientific consciousness and linguistic awareness right before the First World War in the Czech lands. Thus, by comparing the reception of these ideas together in two countries separated by ‘nationality’ but bounded by religion and active engagement with French and German ideas (especially Driesch), we can reconstruct not only receptions of vitalism and materialism, but articulate their political and theological valances.
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Keller, Morton, and Phyllis Keller. "“Lesser Breeds”." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0008.

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When Conant became president, Harvard College students were male, almost all white, primarily Unitarian, Congregationalist, or Episcopalian in religion, predominantly from New England. Brahmin Harvard sought to restrict the number of Jewish students and faculty; indeed, that issue often was the outlet for opposition to the effort to make Harvard a more meritocratic university. Even more pervasive was the desire to shield Harvard men and Radcliffe women from the perils of coeducation. Catholics were scant, but for different reasons: hostility to godless Harvard in Catholic churches and schools kept their numbers small during the 1920s and 1930s. As for African Americans, there were so few that it was safe to accept (if not to welcome) them—if they met academic standards for admission and had the money to pay for their education. Under Eliot’s benign lead, turn-of-the-century Harvard was more receptive to Jewish students than were other Eastern universities. Undergraduates from well-off German-Jewish families combined with a growing number of commuters from the Boston area to become a substantial presence. By the early 1920s, an estimated 20 to 25 percent of the undergraduate student body was Jewish. This was cause for concern by alumni, faculty, and not least President Lowell. In 1922 he proposed a formal Jewish quota of 12 percent. This was the limiting device traditionally used in European universities, now much in the American public mind because of the movement for quota-based immigration restriction laws. Harvard historian Samuel Eliot Morison, looking back on the controversy fifty years later, ascribed the emotional strength of the Jewish reaction to the fact that Lowell’s 12 percent quota was the same as the numerus clausus of the Russian imperial universities. Lowell’s biography, published in 1948, rather laboriously tried to exonerate him: “the poor, hard-working student, native-born or immigrant, Gentile or Jew, white or black, never had a warmer friend, although many excellent persons criticized at times his way of showing friendship.” But it is clear that Lowell shared in full measure the prejudices of his caste. Jews, he thought, lowered the moral tone of the College.
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"Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa." In Comprehensive Internationalization, 203–14. Routledge, 2014. http://dx.doi.org/10.4324/9781315771885-23.

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Conference papers on the topic "Catholic University of Eastern Africa"

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Balyesiima, M. "The significance of Technical Collaboration Between Makerere University, Oil Companies, the Government and other Universities." In Second EAGE Eastern Africa Petroleum Geoscience Forum. Netherlands: EAGE Publications BV, 2016. http://dx.doi.org/10.3997/2214-4609.201602377.

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Bertotti, G., N. Boniface, J. H. P. de Bresser, S. Manya, H. Nkotagu, and F. van Ruitenbeek. "The First Master Program in Petroleum Geology at the University of Dar es Salaam: Lessons and Challenges." In First EAGE Eastern Africa Petroleum Geoscience Forum. Netherlands: EAGE Publications BV, 2015. http://dx.doi.org/10.3997/2214-4609.201414441.

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Zabelina, Daria. "THE REVIVAL OF THE PHILIPPINE NATIONAL THEATER — KOMEDYA." In 9th International Conference ISSUES OF FAR EASTERN LITERATURES. St. Petersburg State University, 2021. http://dx.doi.org/10.21638/11701/9785288062049.39.

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Komedya, or moro-moro, is a genre of the Philippine national theater that was flourishing from the second half of the 17th century until the second half of the 19th century. The genre formation was a part of catholic missioners propaganda activities. In time, komedya became the most popular dramatic genre in colonial Philippines. The common features of komedya are: 1) the central theme of komedya is fight between Christians and Muslims, where Christians always win; 2) actions described in komedya never take place in the Philippines, but in an exotic country, for instance in Turkey or in Armenia; 3) Spanish missioners played an important role in the formation of the genre; 4) komedya is the national theater; 5) komedya is a secular genre as adventures dominate over the religious motives. In the middle of the 19th century komedya was criticized by the most progressive Filipinos for being extravagant, lacking logic and not touching upon current Philippine problems. By the beginning of the 20th century komedya was not staged anymore almost everywhere in the Philippines. Its place was taken by the other genres. A number of actions to bring komedya back to its former popularity have been undertaken from the 1970s with the great support of the cultural center of the Philippines and University of the Philippines. It is important to mention that the genre is being changed in order to correspond the needs of the modern Philippine society. For example, the Muslim conflict is not the main topic of the modern Philippine national play as it contradicts the national policy of the Philippines.
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Matobobo, Courage, and David Tatenda Risinamhodzi. "IT skills and language challenges hindering student-centred learning: A case of a rural Eastern Cape University in South Africa." In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766383.

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Gcaleka, Azile, and David Tatenda Risinamhodzi. "Investigating the feasibility of using Video Lecture Capturing as a teaching and learning tool: A case of a rural university in the Eastern Cape, South Africa." In 2020 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2020. http://dx.doi.org/10.1109/lwmoocs50143.2020.9234315.

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Solomos, A., AM Musa, J. Mbui, R. Mohammed, J. Olobo, KKD Ritmeijer, G. Alcoba, et al. "Efficacy and safety of 14-day treatment with paromomycin and miltefosine for primary visceral leishmaniasis in eastern Africa: non-inferiority trial." In MSF Scientific Day International 2023. NYC: MSF-USA, 2023. http://dx.doi.org/10.57740/y4z2-pq54.

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INTRODUCTION The parasitic disease visceral leishmaniasis (VL) is most commonly caused by Leishmania donovani in eastern Africa, currently the region with highest burden worldwide. Current treatment for VL comprises the combination of sodium stibogluconate and paromomycin, SSG/PM; this is toxic, painful, and requires hospitalisation and daily injections. Treatments are urgently needed that are safe, effective, and appropriate for use in remote areas. METHODS We conducted a phase III open-label randomised non-inferiority trial in Ethiopia, Kenya, Sudan, and Uganda. The trial used a parallel-arm design with two arms, comparing the combination regimen of 20 mg/kg/day paromomycin and allometric miltefosine (MF) for 14 days with the current 17-day standard of care, 20 mg/kg/day SSG and 15 mg/kg/day PM. We enrolled adults and children aged 4-50 years with primary VL, without HIV or severe concomitant disease co-infection. The primary endpoint was definitive cure at 6 months’ follow-up. ETHICS This study was approved by the MSF Ethics Review Board and by ethics committees at the Institute of Endemic Diseases, Khartoum, Sudan; Kenya Medical Research Institute, Nairobi, Kenya; Makerere University, Uganda; and the University of Gondar, Ethiopia. Clinicaltrials.gov registry number, NCT03129646. RESULTS 439 predominantly male (80%) patients aged 4 to 50 years were recruited over a period of 29 months. A similar proportion of patients in the PM/MF and the SSG/PM arms achieved definitive cure at 6-month follow-up in primary efficacy analysis using modified intention-to-treat; mITT; 91.2% cure for PM/MF (97.5% confidence interval, CI, 85-98.6) and 91.8% for SSG/PM (97.5% CI, 85.6-99.2). Non-inferiority was not demonstrated in the mITT population, with the upper limit of the 97.5% CI, 7.4%, slightly exceeding the non-inferiority margin of 7%. However, the per protocol analysis did show non-inferiority, with 92% (97.5% CI, 85-98.5) cure in the PM/MF arm, as compared to 91.7% (97.5% CI, 84.7-98.2) in the SSG/PM arm. Most adverse drug reactions (ADR’s) were mild to moderate. The most common expected ADR’s were MF-related vomiting, and PM-related injection site pain and hypoacusis. ADR’s suggesting SSG-related cardiac toxicity were reported in 6.5% (11/170) of patients in the SSG/PM arm. Eighteen serious adverse events were reported in 13 patients, four of which were considered related to study drugs. Fatality rate in the trial was 0.9% (4/439), with one death judged due to SSG-related cardiotoxicity. CONCLUSION The results of this study demonstrate that the 14-day PM/MF regimen achieved a clinically meaningful rate of cure with very similar efficacy to the standard of care, SSG/PM. It was generally well tolerated, with ADR’s as expected, based on the known safety profiles of study drugs. The PM/MF regimen has one fewer painful injection per day, a 3-day shorter treatment duration, and with no risk of SSG-associated life threating cardiotoxicity, as compared to SSG/PM. This regimen may therefore provide a more patient-friendly alternative for adults and children with VL in eastern Africa. CONFLICTS OF INTEREST None declared
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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.

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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.
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Hendricks, Winston, and Babawande Olawale. "Bridging the Gender-Based Digital Divide: Empowerment of Women Through ICT." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9136.

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This paper explores how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world. This is because, in recent times, women in developing countries such as South Africa have been marginalized due to the patriarchal sentiment prevalent in society. While gender equality is not only a universal human right, recognizing the importance of gender equality in ensuring the advancement of society will go a long way to reducing the existing gender gaps in digital inclusion. While it has been argued that digital transformation perpetuates gender-related inequality, empowering women has the potential to generate a new source of global economic growth that is more inclusive. In addition, the incorporation of computer-based technologies into an organization's products, processes, and strategies, often referred to as 'digital transformation' is capable of providing an avenue for more equal women participation in labour markets and entrepreneurship. However, despite the advantages of digital transformation for women’s empowerment, women’s marginalisation in digital technologies continues to be evident in South Africa and its education system. The present study, therefore, investigates how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world by promoting gender equality in the digital communities. Underpinned by an Interpretivist paradigm, the study employs a qualitative research approach and a case study design. Thus, to investigate how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world, data for the study was collected through interviews from ten female university students in a rural university in the Eastern Cape Province, South Africa. The findings from the study revealed that while there are several opportunities that the digital technologies present in the quest for women empowerment, the lack of skills and expertise, literacy gaps, traditional and social norms, and a lack of confidence in experimenting with technology, among many others are the key factors that widen the digital gender gap. Based on the findings, recommendations were made that universities and higher education institutions partners should promote women's empowerment by supporting women's meaningful and equal participation in decision making where digital technologies are concerned.
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Reports on the topic "Catholic University of Eastern Africa"

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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Africa: Social and Behavioural Science Data, March 2020-March 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2021.030.

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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.
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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Sub-Saharan Africa: Social and Behavioural Science Data, March 2020-April 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2028.

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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.
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Jones, Theresa, and Elisabeth Storer. Key Considerations: Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/sshap.2022.005.

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This brief sets out key considerations for risk communications and community engagement (RCCE) to promote adherence to COVID-19 preventive measures in greater Kampala, Uganda. It looks at adherence to COVID-19 preventive measures, assesses the challenges to their adoption and outlines key considerations for partners working in RCCE and the wider COVID-19 emergency response. The brief responds to concern (as of March 2022) about COVID-19 transmission in informal urban areas in Uganda due to their high population density, limited sanitary infrastructure, and reported low uptake of vaccination. Ensuring effective communication and engagement with a series of preventative measures is essential in limiting the spread of COVID-19. The Ministry of Health and response partners have been proactive, however interventions and guidance for COVID-19 have taken limited account of social science research about the perceptions and practices related to COVID-19 regulations. This brief aims to address this gap so these data may be used to inform more effective and practicable guidance for vulnerable groups. This brief draws primarily on an analysis of existing scientific and grey literature. Additional primary data was collected through consultation with six social science and RCCE experts who focus on this geographical area. The brief was requested by UNICEF Uganda in consultation with the Uganda Ministry of Health (MoH) RCCE subcommittee and the RCCE technical working group for the Eastern and South Africa region (ESAR). It was developed for SSHAP by Theresa Jones (Anthrologica) and supported by Elizabeth Storer (London School of Economics), with contributions and reviews by colleagues at Anthrologica, the Institute of Development Studies (IDS), UNICEF ESARO and Uganda, Makerere University, the London School of Hygiene and Tropical Medicine (LSHTM), Dreamline Products and the IFRC.
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