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Dissertations / Theses on the topic 'Education, Higher – Uganda'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Namaganda, Agnes. "Institutional repositories and Higher Education in Uganda. The role of the Consortium of Uganda University Libraries (CUUL)." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/622572.

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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).<br>Objective: The purpose of this paper is to investigate the progress so far made by Uugandan universities in establishing Institutional Repositories (IRs) Methods: A questionnaire was designed and distributed among the member institutions of the Consortium of Uganda Uuniversity Librarries (CUUL). Data r
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2

Nambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.

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Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including
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3

Kisakye, Alex. "An investigation into information security practices implemented by Research and Educational Network of Uganda (RENU) member institution." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004748.

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Educational institutions are known to be at the heart of complex computing systems in any region in which they exist, especially in Africa. The existence of high end computing power, often connected to the Internet and to research network grids, makes educational institutions soft targets for attackers. Attackers of such networks are normally either looking to exploit the large computing resources available for use in secondary attacks or to steal Intellectual Property (IP) from the research networks to which the institutions belong. Universities also store a lot of information about their cur
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4

Bocast, Brooke. "'If books fail, try beauty': Gender, consumption, and higher education in Uganda." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/283263.

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Anthropology<br>Ph.D.<br>My dissertation "'If books fail, try beauty': Gender, consumption, and higher education in Uganda," explores students' romantic entanglements at Uganda's Makerere University (the "Harvard of Africa") in order to illuminate emerging processes of value creation in the context of controversial market-based education reforms. Each chapter of my dissertation (in addition to the Introduction and Conclusion) speaks to an underlying question: Why do educated, financially stable young women engage in sexual transactions that incur significant biomedical and social risk? Ultimat
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5

Okware, Fabiano. "Factors impacting performance of training institutions in Uganda." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020150.

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The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic c
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6

Mugume, Taabo. "Student politics and multiparty politics in Uganda : a case study of Makerere University." University of the Western Cape, 2015. http://hdl.handle.net/11394/4726.

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Magister Administrationis - MAdmin<br>The study of student politics in Africa has evolved in the last decade from a focus on non-institutionalised student activism and student movements to institutionalised student political participation in institutions of higher education. Thus it followed a development route in which student leadership had to find new ways in which to organise their movements in institutional, national and continental political organisations to influence policy and remain relevant in students’ lives. Since this study focuses on one particular dimension of this change, the s
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7

Kwesiga, Joy Constance. "Access of women to higher education in Uganda an analysis of inequalities, barriers and determinants /." Thesis, Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.319157.

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8

Otto, Francis. "Exploring social collaborative e-learning in higher education : a study of two universities in Uganda." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/69600/.

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The emerging social collaborative technologies such as Facebook and Twitter are greatly influencing the evolution of e-learning in higher education. As these technologies become more easily available to students and lecturers, the approach to e-learning continues to evolve leading to a social collaborative e-learning (SoCeL) model. SoCeL involves social interactions and collaborations among students and lecturers in order to make it easy for them to construct and share knowledge. They exchange ideas and share their own digital products using these technologies to facilitate learning. Studies h
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9

Oluka, Silas O. "Towards ecoscience, environmental and sociocultural perspectives in science : some insights from Uganda, and implications for higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21616.pdf.

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10

Sutherland, Carla. "Equity, efficiency and sustainability in higher education in sub-Saharan Africa : a case study of Makerere University, Uganda." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/2885/.

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The World Bank is one of the most dominant influences in higher education policy in Sub Saharan Africa. Throughout the 1990s, the Bank consistently asserted that a reduced role of the state in providing and organising educational services, and a greater reliance on pricing systems in the allocation of those services would have a positive effect on both equity and efficiency in higher education. Critics of this approach countered that the Bank's neo-liberal framework was inappropriate to the provision of a public good such as education and that, in particular, the introduction of user charges w
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11

Saad, Fatihiya Migdad. "The underrepresentation of Muslim women in Higher Education : a case study of the causes and opportunities for change in Uganda." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29314.

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A mixed methods research focusing on the feminist perspective was applied using an adaptation of Bronfrenbrenner’s (2005) ecological cycle to investigate the causes and appropriate responses to the underrepresentation of the Ugandan Muslim Woman in the field of higher education. The premise of the study was based upon human rights. The UN Millennium Development Goals Report (2007) suggested that despite the leaps and bounds female emancipation groups were taking toward a free, fair and equitable environment toward education, women still fared poorly in accessing higher education. Equality of a
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12

Iaeger, Paula Irene. "Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115098/.

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This research synthesizes data and presents it using mapping software to help to identify potential site locations for community-centered higher education alternatives and more traditional junior-level colleges in Uganda. What factors can be used to quantify one site over another for the location of such an institution and if these factors can be isolated; why should they be used by local authorities? the variables are secured from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Afrobarometer, census data, as well as technology reports and surveys. These
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13

Emong, Paul. "The realisation of human rights for disabled people in higher education in Uganda : a critical analysis drawing on the UN Convention on the Rights of Persons with Disabilities." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/6863/.

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The UN Convention on the Rights of Persons with Disabilities (the CRPD) guarantees disabled people a right to education without discrimination and on the basis of equal opportunities. Uganda is a State Party to the CRPD. This research, examines the extent to which Uganda is realising a right to education for disabled people in higher education as per the UN human rights law obligations. To that effect, the research through an empirical study, analyses how the current Ugandan disability law implements the UN human rights law obligations in higher education, its effects on policy for disabled pe
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14

Ssekannyo, Denis. "Ugandan immigrant students' perceptions of barriers to academic achievement in American high schools." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2406.

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In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and barriers to academic achievement of immigrant high school students from Uganda and other countries becomes inevitable if those students are to be helped by their school administrators, teachers, counselors, and parents to graduate from high school. This s
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15

Nanyunja, Miriam. "Risk Factors for Measles among HIV-infected Children in Uganda." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2500.

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Measles remains a major global public health problem. Attainment of high population immunity to measles through vaccination is necessary to control this disease. Children infected with HIV infection often experience secondary measles vaccine failure by 2 years of age, making them susceptible to measles. It is not clear whether HIV-infected children on Highly Active Antiretroviral Treatment (HAART), older than 2 years, have a higher risk of measles than HIV-uninfected children. This retrospective cohort study, guided by the proximate determinants framework, was conducted to compare the risk of
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16

Tushabomwe, Annette. "Sexuality education within high school curriculum in Uganda : exploring teachers’ perceptions of contextual influences on classroom discourses." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51005.

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This case study investigated teachers’ perceptions of contextual influences on their instruction and student engagement on sexuality discourses within four selected schools in Kampala, Uganda. The question that guided the study was: What and how are the contextual factors as perceived by health education teachers in Uganda influencing classroom discourses on sexuality? The research is grounded within two relevant theoretical frameworks; constructivism and the conceptual change theory (CCT). Constructivism acknowledges that individuals have preconceived notions rooted in their social, cultural
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17

Bigabwenkya, Sebastian. "Public university education : an analysis of capability expansion among students in Uganda." Thesis, 2013. http://hdl.handle.net/10500/10332.

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University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learni
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18

Turyasingura, Wilberforce. "Interdependency of knowledge management and learning : the case of higher education institutions in Uganda." Thesis, 2011. http://hdl.handle.net/10539/10895.

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Knowledge management and organisational learning have received much attention in recent times, owing to the increased recognition which has been accorded knowledge as a source of organisational success and sustainability. Researchers and practitioners have become increasingly interested in striving to understand how the two notions can be harnessed in order to attain that success. However, while it seems clear that both knowledge management and organisational learning have the same goals, that is to nurture and harness knowledge resources, the concepts have tended, in the past, to be reg
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19

Magara, Elisam. "A framework for an integrated student information management system for higher education in Uganda." Thesis, 2006. http://hdl.handle.net/10500/1248.

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The design of any information management system (IMS) requires a clear strategy for its integration into the environment for which it is intended. Information management has been addressed in the objectives and plans of the Government of Uganda since independence in 1962, with varying degrees of success. The extensive changes that have taken place in the last few decades in Ugandan higher education have led to increased demands for managing student information. In turn a strategy for proper coordination of such data is necessary. The major aim of this study was to design such a strategy. T
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20

Iraka, Timothy Atwine. "An analysis of HIV/AIDS policy development and implimentation at two Ugandan Universities." Diss., 2011. http://hdl.handle.net/10500/4968.

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Title on printed copy differs slightly from ETD. Title on printed copy: A critical analysis of HIV/AIDS policy development and implementation at selected Ugandan universities<br>The main objectives of the study were to analyse the process involved in HIV/AIDS policy development and implementation at two selected universities in Uganda. The rationale for the study was to describe the policy development process and to identify how such institutional policies can be planned, operationalised, monitored and evaluated. The study used a qualitative approach which involved key informant interviews
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