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Journal articles on the topic 'Education, Higher – Uganda'
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1
Hyuha, Mukwanason A. "Uganda: Higher Education Modernization Needed." International Higher Education, no. 90 (June 6, 2017): 21–22. http://dx.doi.org/10.6017/ihe.2017.90.10005.
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Uganda’s higher education sector has just over 200,000 students, 45 percent of whom are women. These study at 41 institutions, of which 11 are public universities. The private sector is vital and represents 72 percent of the tertiary institutions. Access by the poor is problematic. Since the 1980s, there has been tremendous growth in higher education, resulting from its ever-growing demand. Unfortunately, technical education is neglected and has been declining. Currently, mainly due to underfunding, the sector is declining in terms of quality and physical infrastructure. Hence, as a way forward, it requires overhauling, modernization, rehabilitation, and refocusing.
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Hyuha, Mukwanason A. "Uganda: Higher Education Modernization Needed." International Higher Education, no. 90 (June 6, 2017): 21. http://dx.doi.org/10.6017/ihe.2017.90.9787.
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Uganda’s higher education sector has just over 200,000 students, 45 percent of whom are women. These study at 41 institutions, of which 11 are public universities. The private sector is vital and represents 72 percent of the tertiary institutions. Access by the poor is problematic. Since the 1980s, there has been tremendous growth in higher education, resulting from its ever-growing demand. Unfortunately, technical education is neglected and has been declining. Currently, mainly due to underfunding, the sector is declining in terms of quality and physical infrastructure. Hence, as a way forward, it requires overhauling, modernization, rehabilitation, and refocusing.
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Nabukeera, Madinah. "The COVID-19 and online education during emergencies in higher education." Archives of Business Research 8, no. 5 (June 3, 2020): 183–90. http://dx.doi.org/10.14738/abr.85.8130.
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Higher education faced unplanned, unwanted, un experienced, tense test in online learning with Novel Covid-19 pandemic. For all the stakeholders participating in this type of training from lecturers, students and support ICT staff its unwelcome but the university systems were stuck on how they have to go through to ensure that they end Semester II academic year 2019/20. Early January 2020, the outbreak of the Covid-19 caused Ugandan universities to close the physical campuses following a presidential directive. On 20th March 2020, from lower primary, secondary education to universities. This forced university administration to instruct teaching staff to teach all courses on-line apart from practical courses that need laboratory training. This paper focused on instructional strategies in Uganda and focuses on a case of Islamic University in Uganda Females’ Campus (IUIUFC). Fifteen specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concluded with 15 high impact principles for online education.
Keywords: Covid-19, instructional strategies, online teach and learning, academic managers and IUIUFC
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Kajubi, W. Senteza. "Financing of higher education in Uganda." Higher Education 23, no. 4 (June 1992): 433–41. http://dx.doi.org/10.1007/bf00138629.
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Lwanga, David, Mbabazi Mbabazize, Odetha Katuramu, and Rogers Barigayomwe. "The Management Of Higher Education Institutions In Uganda." International Journal of Scientific and Research Publications (IJSRP) 10, no. 3 (March 12, 2020): p9959. http://dx.doi.org/10.29322/ijsrp.10.03.2020.p9959.
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Wamimbi, Fred, and Nafiu Lukman Abiodun. "Privatizaion of Higher Education and Excellence Without a Soul." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 4, no. 1 (May 31, 2021): 88–99. http://dx.doi.org/10.53449/ije.v4i1.148.
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Privatization of education in both developed and developing countries over the last century has registered a positive trend in the field of education. With the rise of capitalism and privatization of higher education by the government of Uganda, there is an increasing attempt to privatize public services, including education, so that citizens will have to buy them at market value rather than have them provided by the government. The department of higher education in Uganda concentrates strongly on the role of education in servicing the economy through taxation to the neglect of its social and developmental responsibilities. The vision of the university as a place for the education of the elite and for elite education has had a powerful historical precedent in Plato’s Academy. To what extent the Platonic view of education still dominates our thinking about the role and purposes of universities is arguable. Commercialization is normalized and its operational values and purposes have been encoded in the systems of all types of universities. Correlatively, what is happening in the universities is that they are being asked to produce commercially oriented professionals rather than public-interest professionals. While this may seem like merely a change in form rather than substance, the danger with this advancing marketised individualism is that it will further weaken public interest values among those who are being educated in private universities. In this paper, the writer presents an examination on the impact of privatization of higher education on the original purpose and values of education to the individual, the society and the Ugandan nation as a whole hence promoting privatization of higher education and excellence without soul.
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Lubaale, Grace. "Information and Communication Technology in Higher Education of Uganda and Education Implications: A Case of Kyambogo University." Journal of Education and Training Studies 8, no. 6 (May 5, 2020): 29. http://dx.doi.org/10.11114/jets.v8i6.4842.
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The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.
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Lynn, N. D., and A. W. R. Emanuel. "Strategic Information Systems Planning for Higher Education in Uganda." IOP Conference Series: Materials Science and Engineering 1096, no. 1 (March 1, 2021): 012015. http://dx.doi.org/10.1088/1757-899x/1096/1/012015.
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Mirembe, Drake Patrick, Jude T. Lubega, and Martha Kibukamusoke. "Leveraging Social Media in Higher Education: A Case of Universities in Uganda." European Journal of Open, Distance and E-Learning 22, no. 1 (July 1, 2019): 70–84. http://dx.doi.org/10.2478/eurodl-2019-0005.
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Abstract Social media platforms have transformed the way we live and work. These platforms have opened up new opportunities for service provisioning and business models. Therefore, this paper presents findings of how leading Ugandan Universities are integrating social media in the teaching and learning processes. The researchers adopted a multi-methodology research approach which involved; collecting, analysing and integrating quantitative (surveys) and qualitative (focus group discussions and interviews) research methods. A total of 300 respondents were targeted (students and lecturers) of which 250 responded (196 male and 54 female). The respondents from Makerere University, Uganda technology and Management University (UTAMU) and Makerere University Business School. The results of the study indicated that majority (94.8%) of the respondents use WhatsApp, 86.5% Facebook, 82.1% YouTube, 53.8% Twitter, 39.8% Instagram and 9.2% snapchat. It was observed that 225 about 91.1% of student’s use social media for learning purposes. A total of 238 respondents use smartphones to access social media. While majority of students on social media platforms use these platforms for learning purposes, majority of lecturers (37.6%) never engage students on social media. Therefore, there is a mismatch on social media usage between students and lectures and this calls for the development of social media policies at universities to promote and guide the integration of these platforms in the teaching and learning processes.
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Asuman, Baguma, Md Shahadat Hossain Khan, and Che Kum Clement. "Integration of Web-Based Learning into Higher Education Institutions in Uganda." International Journal of Web-Based Learning and Teaching Technologies 13, no. 3 (July 2018): 33–50. http://dx.doi.org/10.4018/ijwltt.2018070103.
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This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general
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Matovu, Musa, and Ainol Madziah Zubairi. "Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning." IIUM Journal of Educational Studies 3, no. 2 (December 31, 2015): 75–112. http://dx.doi.org/10.31436/ijes.v3i2.96.
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This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students.Keywords: Assessment practice, higher education, Uganda
Abstrak:
Kajian ini menganalisis peramal bagi amalan penilaian yang digunakan oleh pihak fakulti di institusi-institusi terpilih di Uganda. Skala inventori amalan penilaian semakan (Assessment Practices Inventory Modified APIM) telah diedarkan kepada sampel yang terdiri daripada 350 orang kakitangan akademik yang dipilih dari Universiti awam dan swasta di Uganda. Persampelan rawak digunakan untuk memilih peserta kajian ini. MANOVA dan analisis regresi berganda digunakan untuk menganalisis data. Terdapat perbezaan dalam amalan penilaian fakulti mengikut tahap akademik dan pengkhususan mereka, dan bukan jenis universiti. Perbezaan tahap akademik merentasi semua penilaian amalan sub skala (rekabentuk, pentadbiran, interpretasi dan aplikasi) sementara bagi pengkhususan perbezaan itu hanya untuk tafsiran penilaian. Kajian juga mendapati bahawa hanya tahap akademik dan kursus formal penilaian yang dijalankan menjadi peramal amalan penilaian kakitangan akademik di kalangan banyak peramal yang dihipotesiskan (jenis universiti, pengkhususan, tahap akademik, saiz kelas, dan penilaian kursus). Secara umumnya, keputusan kajian deskriptif menunjukkan bahawa staf akademik di Universiti Uganda kekurangan kemahiran penilaian yang sesuai bagi menilai pelajar mereka. Ini telah melahirkan cadangan bahawa program latihan formal penilaian hendaklah diwajibkan untuk semua staf akademik di universiti-universiti di Uganda bagi meningkatkan kemahiran penilaian untuk memastikan cara mereka menilai pelajar berkualiti.
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Bauer, Carrie, and Matthew J. Gallagher. "Education for Humanity: higher education for refugees in resource-constrained environments through innovative technology." Journal of Refugee Studies 33, no. 2 (June 1, 2020): 416–36. http://dx.doi.org/10.1093/jrs/feaa040.
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Abstract Half of refugee children attend primary school and 22 per cent attend secondary school, yet only 3 per cent have access to higher education. When higher education efforts do exist, they often ignore common barriers refugees face in accessing it: cost, connectivity, lack of a power source, and access to devices, among others. Arizona State University’s Education for Humanity team piloted a programme to address this lack of access and associated barriers. Using a solar-powered, offline technology that emits a Wi-Fi hotspot, the team implemented a university-level course in Nakivale Settlement, Uganda. This article presents the results and findings from this pilot programme.
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Christopher, Samuel Mayanja, and L. Nkata James. "HIV and AIDS mainstreaming in Ugandas higher education sector strategic direction: A case of Uganda Management Institute." Journal of Public Administration and Policy Research 12, no. 1 (January 31, 2020): 1–7. http://dx.doi.org/10.5897/jpapr2020.0464.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 2." Higher Education Studies 10, no. 2 (May 28, 2020): 197. http://dx.doi.org/10.5539/hes.v10n2p197.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org
Reviewers for Volume 10, Number 2
Alina Mag, University Lucian Blaga of Sibiu, Romania
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Aurora-Adina Colomeischi, Stefan cel Mare University, Romania
Ausra Kazlauskiene, Siauliai University, Lithuania
Bahar Gün, İzmir University of Economics, Turkey
Barbara N. Martin, University of Central Missouri, USA
Donna Harp Ziegenfuss, The University of Utah, USA
Donna Smith, The Open University, UK
Evrim Ustunluoglu, Izmir University of Economics, Turkey
Geraldine N. Hill, Elizabeth City State University, United States
Jayanti Dutta, Panjab University, India
Laid Fekih, University of Tlemcen Algeria, Algeria
Mei Jiun Wu, Faculty of Education, University of Macau, China
Michael John Maxel Okoche, Uganda Management Institute, Uganda
Nicos Souleles, Cyprus University of Technology, Cyprus
Olusola Ademola Olaniyi, University of North Carolina, USA
Savitri Bevinakoppa, Melbourne Institute of Technology, Australia
Semiyu Adejare Aderibigbe, University of Sharjah, UAE
Yi Luo, University of Illinois at Urbana- Champaign, USA
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Okoth, PG. "Research as a Cornerstone of Quality Assurance in University Education with specific Reference to Uganda Martyrs University." Journal of Science and Sustainable Development 5, no. 1 (June 12, 2013): 37–55. http://dx.doi.org/10.4314/jssd.v5i1.4.
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This paper discusses the nexus between research and quality assurance in contemporary higher education, with specific reference to Uganda Martyrs University. Starting with discussion of the concept of research—touching on the conceptualization of what constitutes research; disambiguation of key terms and concepts in research; and discussion of major research paradigms and designs—the paper discusses the place of research as an aspect of quality assurance in university education. Thereafter, it articulates a case for research in higher education and discusses the state of research, quality assurance and the meeting points of the two at Uganda Martyrs University.Keywords · Research · Quality assurance · Higher education
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Mbabazi, Edith, Godfrey Bagonza, and Maria Goretti Kaahwa. "Rapid Transformation of the Higher Education Sector and Graduate Productivity in the Ugandan labor Market." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 157–63. http://dx.doi.org/10.46606/eajess2020v01i03.0054.
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This study investigated the relationship between the rapid and continuous growth of the Higher Education Sector and graduate productivity in the Ugandan Labor Market. The study was guided by three objectives, namely; to find out how rapid transformation of the HE sector is related to graduates’ confidence at their places of work; to establish how rapid transformation of the HE sector is related to graduates’ timely accomplishment of tasks and to examine how rapid transformation of the HE sector in Uganda is related to graduates ability to work in a team. The study employed a correlational cross-sectional survey design; both quantitative and qualitative approaches were adopted for data collection and analysis from the targeted sample of 90 university lecturers, 6 deans of faculties and schools, 12 heads of departments as well as 3 HR managers. Results revealed a positive significant correlation between rapid transformation of the HE sector and graduates productivity. The study also established that universities are greatly lacking in the quality of training resources. The study concludes that improving the quality of university facilities will improve teaching and learning efficiency which in turn will enhance the quality of university graduates.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 4." Higher Education Studies 8, no. 4 (November 30, 2018): 200. http://dx.doi.org/10.5539/hes.v8n4p200.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 8, Number 4
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Anna Liduma, University of Latvia, Latvia
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Bahar Gün, İzmir University of Economics, Turkey
Barba Patton, University of Houston-Victoria, USA
Edward Lehner, Bronx Community College, City University of New York, USA
Evrim Ustunluoglu, Izmir University of Economics, Turkey
Gerard Hoyne, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
John Cowan, Edinburgh Napier University, United Kingdom
John Rafferty, Charles Sturt University, Australia
Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia
Laid Fekih, University of Tlemcen Algeria, Algeria
Mehmet Ersoy, Eskisehir Osmangazi University, Turkey
Meric Ozgeldi, Mersin University, Turkey
Michael John Maxel Okoche, Uganda Management Institute, Uganda
Mirosław Kowalski, University of Zielona Góra, Poland
Najia Sabir, Indiana University Bloomington, USA
Nancy Maynes, Nipissing University, Schulich School of Education, Canada, Canada
Philip Denton, Liverpool John Moores University, United Kingdom
Qing Xie, Jiangnan University, China
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Savitri Bevinakoppa, Melbourne Institute of Technology, Australia
Suat Capuk, Adiyaman University, Turkey
Teguh Budiharso, Center of Language and Culture Studies, Indonesia
Tuija A. Turunen, University of Lapland, Finland
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Schulz, Dorothea E. "(En)gendering Muslim Self-Assertiveness: Muslim Schooling and Female Elite Formation in Uganda." Journal of Religion in Africa 43, no. 4 (2013): 396–425. http://dx.doi.org/10.1163/15700666-12341268.
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AbstractThe article takes the role of school education in the historical marginalization of Muslims in Uganda to argue that recent transformations in the educational field have created new opportunities for Muslims to become professionally successful and to articulate a self-assertive identity as minority Muslims. In a second step the articles points to the particular significance that the recent shift in Muslims’ educational opportunities bears for Muslim girls and women. It argues that the structural transformations in the field of education since the late 1980s had paradoxical implications for female Muslims and for the situation of Muslims in Uganda more generally. The diversification of the field of primary, secondary, and higher education since the mid-1990s facilitated career options that had been unavailable to the majority of Muslims.Access to an education-based status is now possible for a wider segment of the Muslim population of Uganda. Yet in spite of long-standing efforts by representational bodies such as UMEA, educational reforms have not put an end to significant socioeconomic and regional differences among Muslims. There are still notable inequalities in access to high-quality education that have existed historically between Muslims from different regions of Uganda. These unequal schooling opportunities delimit the pool of those Muslims who may access institutions of higher education and hence articulate a new, education-based middle-class identity.
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Buluma, Alfred, Rovincer Najjuma, and Betty Ezati. "Adopting the Use of Low-Cost Assessment Strategies in Resource-Constrained Higher Education Institutions." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 2 (December 25, 2020): 94–111. http://dx.doi.org/10.53449/ije.v3i2.130.
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Assessment is an integral aspect of teaching and learning in an academic institution. It provides the primary information based on to make several decisions by the different stakeholders. The vital nature of this information makes assessment an expensive venture. Educational institutions incur a lot of costs in administration of these assessments and yet they are financially struggling to meet their budgets. However, low-cost strategies are available to bring about authentic assessment of learners. Consequently, this article presents findings about adoption of low-cost assessment strategies in financially constrained higher education institutions. Specifically, the study was conducted in teacher education pedagogy at one of the public universities in Uganda to establish the adopted low-cost assessment strategies. A qualitative research approach based on a descriptive study design was used to investigate this study. Data was collected using observation, interview and documentary review methods. Study findings established use of presentations, hands-on exercises, peer assessment, tests, drama and take-home assignments as the low-cost assessment strategies adopted by individual lecturers in higher education institutions in Uganda. It was concluded that the adopted low-cost assessment strategies in resource-constrained institutions have the potential to nurture 21st century citizens. And therefore, a recommendation for university-wide adoption of low-cost assessment strategies was suggested to management of higher education institutions in resource-constrained countries.
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Aheisibwe, Irene. "Bridging education gap in higher institutions of learning using Bloom’s taxonomy of educational objectives." African Educational Research Journal 9, no. 1 (January 19, 2021): 69–74. http://dx.doi.org/10.30918/aerj.91.20.213.
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In Uganda, there is a problem of graduate unemployment which has caused teachers, employers, policymakers, and the entire community to appreciate a critical role in bridging the existing gaps in education. This study examined how Bloom’s Taxonomy of Educational Objectives can be used in bridging the education gap in higher institutions of learning. A cross-sectional descriptive survey design, with 180 participants, purposively selected was involved. The study was conducted in two public universities and one private university in South Western Uganda. Data was mainly collected using interviews and focus group discussions. Ethically, permission was sought from relevant authorities, the purpose of the study was clearly explained, participation was purely voluntary and confidentiality was ensured. Respondents described the cognitive domain as activities of the mind, affective domain as the ways in which people deal with situations emotionally and the psychomotor domain as the skills attained. The study suggests using cognitive, affective and psychomotor methods of teaching. The study recommends need to directly teach higher order thinking skills, shift from pedagogy to andragogy, instructors of higher institutions of learning should wisely select sources of content, determine how to present that content effectively, and assess students’ progress in relation to that content and activities that promote psychomotor learning especially apprenticeship, internship and school practice should be encouraged.
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Mugisha Baine, Euzobia M. "Privatisation of higher education in Uganda and the global gender justice ideal: uneasy bedfellows?" Educational Review 62, no. 3 (August 2010): 315–28. http://dx.doi.org/10.1080/00131911.2010.503603.
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Basheka, Benon. "Management and Academic Freedom in Higher Educational Institutions: Implications for Quality Education in Uganda." Quality in Higher Education 15, no. 2 (July 2009): 135–46. http://dx.doi.org/10.1080/13538320903093900.
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Kakooza, Victoria, Robert Wamala, James Wokadala, and Thomas Bwire. "Do Graduates from Arts-Related Disciplines have a Higher Impact on Unemployment than Graduates from the Science-Related Disciplines?" International Journal of Higher Education 8, no. 4 (July 2, 2019): 52. http://dx.doi.org/10.5430/ijhe.v8n4p52.
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There have been several attempts in developing countries to reduce both graduate and overall unemployment; with the majority attempts centered on changes in the education sector. To better understand this avenue, this study intends to comparatively establish the impact of the two broad discipline categories of- Arts and science related disciplines- on the overall unemployment. The study employed the Vector autoregressive (VAR) model to analyse Uganda’s data between 1991 and 2017. The findings of the study showed that the arts/humanities graduates have a slightly higher impact on unemployment than their counterparts from the science/technology disciplines in the short run in Uganda; with both groups of graduates having no significant effect on unemployment in the long run.
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Ahmad, Nazir. "Exploring Mobile Phone Usage at Higher Education: A Case Study of Kampala University, Uganda." International Journal of Computer Applications 174, no. 2 (September 15, 2017): 33–36. http://dx.doi.org/10.5120/ijca2017915331.
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Matongolo, Asuman, Francis Kasekende, and Sam Mafabi. "Employer branding and talent retention: perceptions of employees in higher education institutions in Uganda." Industrial and Commercial Training 50, no. 5 (June 4, 2018): 217–33. http://dx.doi.org/10.1108/ict-03-2018-0031.
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Purpose The purpose of this paper is to examine, empirically the relationship between employer branding attributes of reward strategy, people orientedness and; leadership and development on talent retention in institutions of higher learning in Uganda. Design/methodology/approach In a cross-sectional study, data were obtained form 218 respondents from two public universities. Confirmatory factor analysis (CFA) and structural equation modeling were employed to analyze the data. Findings The paper has two major findings: first, CFA maintained three dimensions of employer branding, namely; reward strategy, people orientedness and; leadership and development; and second, only reward strategy and people orientedness emerged as significant predictors of talent retention. Originality/value The results suggest that institutions of higher learning that embrace reward people orientedness strategies as measures for employer branding succeed in retaining their employees for longer.
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Kibwami, Nathan, Racheal Wesonga, Musa Manga, and Tom Mukasa. "Strategies for Improving Quantity Surveyors’ Education Training in Uganda." International Education Studies 14, no. 2 (January 25, 2021): 33. http://dx.doi.org/10.5539/ies.v14n2p33.
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Education and training of Quantity Surveyors (QSs) has been a topical subject amongst academics, the industry, and professional institutions, often leading to a discussion about education versus training, in which case, the industry sometimes argues that QSs are often ill-prepared for work. The current study investigated strategies for improving QSs’ education training in Uganda, with a focus on devising ways of engendering better graduates that are fit for the industry. A semi-structured online questionnaire was used to collect data. The research population included QSs practicing in the Ugandan Construction Industry. The majority of respondents agreed to a great extent that QSs, and thus their training, are still relevant in the current construction industry. Majority of respondents desired the teaching curriculum to include more practical aspects that expose students to real challenges in practice. It was suggested that early exposure of students to real field practice was paramount to students’ training. Engagements such as industrial training and internship placements in Quantity Surveying firms were highly encouraged. The curriculum also needs to be responsive to recent advances in industry practices, such as Building Information Modelling (BIM). Meanwhile, the University should intensify action research with the industry, and forge collaborations with all the key players in the construction sector to streamline the training. The findings of this study, if implemented, could potentially improve the quality of Quantity Surveying programmes at institutions of higher learning in similar developing countries. This would hopefully produce graduates who are industrially relevant and with a sound academic background.
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Morley, Louise, and Alison Croft. "Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 383–99. http://dx.doi.org/10.2304/rcie.2011.6.4.383.
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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty – especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project ‘Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard’, funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.
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Scheel, John R., Yamile Molina, Donald L. Patrick, Benjamin O. Anderson, Gertrude Nakigudde, Constance D. Lehman, and Beti Thompson. "Breast Cancer Downstaging Practices and Breast Health Messaging Preferences Among a Community Sample of Urban and Rural Ugandan Women." Journal of Global Oncology 3, no. 2 (April 2017): 105–13. http://dx.doi.org/10.1200/jgo.2015.001198.
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Purpose Among a community sample of Ugandan women, we provide information about breast cancer downstaging practices (breast self-examination, clinical breast examination [CBE]) and breast health messaging preferences across sociodemographic, health care access, and prior breast cancer exposure factors. Methods Convenience-based sampling was conducted to recruit Ugandan women age 25 years and older to assess breast cancer downstaging practices as well as breast health messaging preferences to present early for a CBE in the theoretical scenario of self-detection of a palpable lump (breast health messaging preferences). Results The 401 Ugandan women who participated in this survey were mostly poor with less than a primary school education. Of these women, 27% had engaged in breast self-examination, and 15% had undergone a CBE. Greater breast cancer downstaging practices were associated with an urban location, higher education, having a health center as a regular source of care, and receiving breast cancer education ( P < .05). Women indicated a greater breast health messaging preference from their provider (66%). This preference was associated with a rural location, having a health center as a regular source of care, and receiving breast cancer education ( P < .05). Conclusion Most Ugandan women do not participate in breast cancer downstaging practices despite receipt of breast cancer education. However, such education increases downstaging practices and preference for messaging from their providers. Therefore, efforts to downstage breast cancer in Uganda should simultaneously raise awareness in providers and support improved education efforts in the community.
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Agabalinda, Colin, and Alain Vilard Ndi Isoh. "The Levels of Financial Literacy in Kampala, Uganda: A comparative analysis using objective and subjective measures." International Journal of Scientific Research and Management 8, no. 03 (March 5, 2020): 1645–60. http://dx.doi.org/10.18535/ijsrm/v8i03.em02.
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The study presents a comparative analysis of objectively measured and subjectively measured financial literacy in Kampala, Uganda. Financial literacy levels were measured and compared by the demographic characteristics of age, gender, employment status, level of education, and access to financial education. Survey data from a sample of n = 351 adults proportionately selected the five administrative divisions of Kampala in Uganda was analyzed using descriptive statistics, Exploratory Factor Analysis (EFA), and the Analysis of Variance (ANOVA). The findings reveal a high level of self-assessed financial literacy and a low level of objectively measured financial literacy among respondents. On the overall, respondents have a limited understanding of basic concepts of interest rate, inflation, and securities, thus suggesting overestimated levels of financial literacy among people in Kampala. The study finds the overestimation problem more prominent among younger people, and those employed in the formal sector. Further, financial literacy (both objectively and subjectively measured) is higher among men than women; and also higher among the respondents that have had prior financial education. Our findings have vital implications for policy and practice: First, is that financial education is a useful tool in promoting financial literacy. Second, financial education programs in Uganda need to proactively target women, persons aged 35 yrs and above, and self-employed persons operating in the informal sector. Third, there is an urgent need for financial educators to promote awareness on the need for financial education, especially among segments with overestimated levels of financial literacy.
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Kasozi, A. B. K. "The Role of the State in Addressing Challenges and Opportunities Posed by the Rapid Growth of Universities in Uganda since 1988." African Studies Review 45, no. 2 (September 2002): 123–39. http://dx.doi.org/10.1017/s0002020600031450.
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Abstract:This article reviews the challenges and opportunities posed by the rapid growth of private universities in Uganda since 1988 and tries to identify areas of the private university system in which the state can play a positive role. It argues that the state should not leave the operation of the system entirely to market forces but should positively regulate their activities without control. Seven challenges are identified. These include the management challenge, the financing of these institutions, meeting the ever increasing demand for higher education, the devising of relevant curricula, addressing the dearth of qualified academic staff, the formation of a comprehensive national higher education policy, and the maintenance of institutional autonomy tempered by accountability of each of tfiese new university institutions. At the same time, the article identifies a number of opportunities that these institutions could take advantage of. These include the positive economic development the country has been registering for the last decade and half, the resilience of the lower educational system, the social need for higher education, the policy of Universal Primary Education (UPE), the interest of the current government in education development, and the positive international attitude toward Uganda.
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Kalema, David, Lore Van Damme, Sofie Vindevogel, Ilse Derluyn, Peter Baguma, and Wouter Vanderplasschen. "Correlates of motivation for treatment among alcohol service users in Uganda." Therapeutic Communities: The International Journal of Therapeutic Communities 42, no. 1 (February 24, 2021): 4–15. http://dx.doi.org/10.1108/tc-04-2020-0004.
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Purpose Given the scarce literature on alcohol use disorders (AUD) and their treatment in developing countries, this paper aims to explore motivation levels and their correlates among alcohol service users in two residential treatment centres in Kampala, Uganda. This study how motivation levels of Ugandan alcohol service users compare with those from American studies; and the specific factors affecting internal and external motivation in the Ugandan context. Design/methodology/approach The motivation for treatment was measured among 100 individuals entering AUD treatment using the Texas Christian University (TCU) Treatment needs and Motivation scale. The WHOQoL–BREF, Addiction Severity Index–6 and Hopkins Symptoms Check List–37 were used to measure addiction severity, quality of life (QoL) and psychopathology, respectively. Correlates of motivation were identified using linear regression analyses. Findings Ugandan service users demonstrated low treatment motivation in the treatment needs a domain. While addiction severity (recent heavy alcohol use) and participating in private treatment were associated with higher internal and external motivation, deterioration in physical and environmental QoL, depressive symptoms and lower education were linked with higher internal motivation. Research limitations/implications Different elements affect domains of treatment motivation, requiring attention for clients’ unique needs as influenced by their background, addiction severity, QoL, psychological needs and contextual factors (e.g. treatment setting). Further studies are needed to explore additional correlates of motivation for treatment among alcohol service users in Uganda and to assess the longitudinal impact of motivation on treatment outcomes. Originality/value Although motivation has been extensively studied, clinicians are challenged in understanding and explaining motivational dynamics given the multiplicity of factors influencing change-related decisions and behaviours and the diversity in substance-using populations. This need is even bigger in non-Western societies as cultural differences may require differential therapeutic management. This is one of the first studies measuring motivation for AUD treatment in a low-income country and offers insight for understanding motivation dynamics in similar settings.
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Igulot, Patrick, and Monica A. Magadi. "Socioeconomic Status and Vulnerability to HIV Infection in Uganda: Evidence from Multilevel Modelling of AIDS Indicator Survey Data." AIDS Research and Treatment 2018 (June 7, 2018): 1–15. http://dx.doi.org/10.1155/2018/7812146.
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Background. There is controversy on the association between socioeconomic status (SES) and HIV infection. Some evidence claims higher SES is negatively associated with HIV infection while others report the reverse. Objectives. To examine the association between SES and HIV infection in Uganda and to examine whether the SES-HIV relationship varies by gender, rural-urban place of residence, and time (2004-2005 and 2011) in Uganda. Methods. Multilevel analysis was applied to 39,766 individual cases obtained in 887 clusters of Uganda HIV/AIDS Indicators Survey conducted in 2004-2005 and 2011. Results. Household wealth is associated with increased vulnerability in the general population and in rural areas. Compared with no educational attainment, secondary or higher education is associated with reduced vulnerability to the risk of HIV infection by 37% in the general population. However, this effect was stronger in urban than rural areas. Besides individual-level factors, unobserved community factors too play an important role and account for 9% of unexplained variance after individual-level factors are considered. Conclusion. Household wealth increases vulnerability but education reduces it. The social environment influences vulnerability to HIV infection independent of individual-level factors. HIV/AIDS awareness targeting sexual practices of wealthy individuals and those with primary-level educational attainment together with improving educational attainment and addressing contextual factors influencing vulnerability to HIV infection are necessary strategies to reduce HIV infections in Uganda.
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Ghose, Bishwajit, and Sanni Yaya. "Experience of Intimate Partner Violence and Help-Seeking Behaviour among Women in Uganda." Psych 1, no. 1 (May 7, 2019): 182–92. http://dx.doi.org/10.3390/psych1010013.
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Intimate partner violence (IPV) is recognised as a fundamental violation of women’s human rights and a widespread phenomenon in Africa. Women’s low socioeconomic empowerment, cultural acceptability, and lack of social support exacerbate the health and psychosocial outcomes of IPV among African women. To date, there is no systematic research on IPV and its association with healthcare use among adult women in Uganda. Therefore, we conducted the present study on IPV among Ugandan women of childbearing age (15–49 years). Cross-sectional data on 7536 women were collected from the Uganda Demographic and Health Survey (UDHS—Uganda Demographic and Health Survey 2016). The objectives were to assess the predictors of IPV as well as help-seeking behaviour for victims of IPV. IPV was assessed by women’s experience of physical, emotional and sexual violence and healthcare use was assessed by self-reported medical visits during the last 12 months. Logistic regression methods were used to analyse the data. According to descriptive findings, which showed that more than half of the women reported experiencing any IPV (55.3%, 95%CI = 53.6, 57.0), emotional IPV (41.2%, 95%CI = 39.6, 42.8) was the most prevalent of all three categories, followed by physical (39.3%, 95%CI = 37.7, 40.9) and sexual IPV (22.0%, 95%CI = 20.7, 23.3). In the multivariate analysis, higher age, rural residence, religious background (non-Christian), ethnicity (Banyankore and Itseo), secondary/higher education and husband’s alcohol drinking habit were positively associated with women’s experience of IPV. Husband’s alcohol drinking was found to be a significant barrier to seeking help among those who experienced IPV. In conclusion, our findings suggest a noticeably high prevalence of IPV among Ugandan women. There are important sociodemographic and cultural patterns in the occurrence of IPV that need to be taken into account when designing intervention policies. Special attention should be given to women living with husbands/partners who drink alcohol, as this might increase their odds of experiencing IPV, as well as reduce the likelihood of seeking help.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (August 31, 2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA
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Mugabi, H. "The role of private universities in the provision of higher education in Uganda: Growth and challenges." Africa Education Review 9, no. 2 (July 2012): 213–29. http://dx.doi.org/10.1080/18146627.2012.721612.
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Christopher, Samuel Mayanja. "Participatory monitoring and evaluation for quality programs in higher education: What is the way for Uganda?" International Journal of Educational Administration and Policy Studies 12, no. 1 (February 29, 2020): 52–59. http://dx.doi.org/10.5897/ijeaps2020.0637.
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Tumuheki, Peace Buhwamatsiko, Jacques Zeelen, and George Ladaah Openjuru. "Motivations for participation in higher education: narratives of non-traditional students at Makerere University in Uganda." International Journal of Lifelong Education 35, no. 1 (January 2, 2016): 102–17. http://dx.doi.org/10.1080/02601370.2016.1165745.
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Sheila, Nanyanzi Alice, Chang Zhu, Mugenyi Justus Kintu, and Joanita Kataike. "Assessing higher education institutional stakeholders' perceptions and needs for community engagement: An empirical evidence from Uganda." Heliyon 7, no. 4 (April 2021): e06612. http://dx.doi.org/10.1016/j.heliyon.2021.e06612.
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Malunda, Paul Netalisile, Juliet Atwebembeire, and Proscovia Namubiru Ssentamu. "Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 73–95. http://dx.doi.org/10.26803/ijlter.20.5.5.
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This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.
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Mukwenda, Hilary Tusiime. "Adaptation of the ADKAR Model to the Management of the Higher Education Student Loan Scheme in Uganda." Makerere Journal of Higher Education 11, no. 1 (August 31, 2019): 45–57. http://dx.doi.org/10.4314/majohe.v11i1.4.
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The financing of higher education through student loan schemes is a recent phenomenon in Uganda. It constitutes a major change in the financing of higher education in the country and, naturally, it has not been without controversy. Its processes have posed challenges to both its beneficiaries and implementers. For instance, the loan policy’s sustainability is yet to be guaranteed. It is with this understanding that this paper discusses how application of the ADKAR change management model can promote the performance and sustainability of the policy. Designed to help individuals and organisations, the model prescribes a five-step process towards adopting change and leveraging its power to bring about improvement by enhancing ability to confront new situations. In this paper, this process is proposed for ensuring effective disbursement of student loans, determination of interest rates and recovery of the loans from borrowers.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 2." Higher Education Studies 8, no. 2 (May 30, 2018): 107. http://dx.doi.org/10.5539/hes.v8n2p107.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil
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Agyei, William K. A., and Micheal Migadde. "Demographic and Sociocultural Factors Influencing Contraceptive Use in Uganda." Journal of Biosocial Science 27, no. 1 (January 1995): 47–60. http://dx.doi.org/10.1017/s0021932000006994.
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SummaryBivariate and multivariate analyses of the influence of demographic and sociocultural factors on contraceptive knowledge, attitudes and practice among currently married respondents in Uganda show that: (1) contraceptive knowledge is widespread, even among women with no education; (ii) the majority of the respondents have favourable attitudes towards contraceptive use; (iii) the level of contraceptive use is low in comparison with knowledge and attitudes. Post-primary education, ethnicity, residence, the presence of the spouse in the household and discussion of family planning with spouse were strong predictors of knowledge and favourable attitudes towards contraception. Secondary or higher education, discussion of family planning with spouse and urban residence strongly influenced contraceptive use, but child mortality did not. The use of condoms as a behavioural change to avoid contracting HIV/AIDS was low. The results suggest that, particularly in rural areas, family planning services are not meeting the needs of potential clients.
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Kasule, George Wilson, and Ronald Bisaso. "Integration Of Strategic Human Resource Management For Efficiency In Uganda Public Universities." West East Journal of Social Sciences 8, no. 1 (December 19, 2019): 122–32. http://dx.doi.org/10.36739/wejss.2019.v8.i1.14.
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The paper explores the status quo of strategic human resource management and its perceived role to alleviate inefficient management in Uganda public universities. A close-ended questionnaire was administered to top and middle level university managers (n = 101) to establish the status quo of strategic human resource management practices and the perceived role it can play to alleviate inefficient management at Makerere and Kyambogo. The results of the study indicate that strategic human resource management practices are barely practiced in Uganda public universities. The results also reveal that top and middle level managers have a strong conviction that integration of strategic human resource management practices can alleviate inefficient management in Uganda public universities. The paper concludes that due to rapid changes emanating from globalisation, knowledge based economy, technological revolution and reduced funding of higher education from governments, public universities in Uganda need to adopt strategic human resource management to improve their efficiency
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Bisaso, Ronald. "Organisational responses to public sector reforms in higher education in Uganda: a case study of Makerere University." Journal of Higher Education Policy and Management 32, no. 4 (July 8, 2010): 343–51. http://dx.doi.org/10.1080/1360080x.2010.491108.
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Amegbor, Prince M., and Mark W. Rosenberg. "What geography can tell us? Effect of higher education on intimate partner violence against women in Uganda." Applied Geography 106 (May 2019): 71–81. http://dx.doi.org/10.1016/j.apgeog.2019.03.009.
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Muyindike, Winnie, Robin Fatch, Rachel Steinfield, Lynn T. Matthews, Nicholas Musinguzi, Nneka I. Emenyonu, Jeffrey N. Martin, and Judith A. Hahn. "Contraceptive Use and Associated Factors among Women Enrolling into HIV Care in Southwestern Uganda." Infectious Diseases in Obstetrics and Gynecology 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/340782.
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Background. Preventing unintended pregnancies among women living with HIV is an important component of prevention of mother-to-child HIV transmission (PMTCT), yet few data exist on contraceptive use among women entering HIV care.Methods. This was a retrospective study of electronic medical records from the initial HIV clinic visits of 826 sexually active, nonpregnant, 18–49-year old women in southwestern Uganda in 2009. We examined whether contraceptive use was associated with HIV status disclosure to one’s spouse.Results. The proportion reporting use of contraception was 27.8%. The most common method used was injectable hormones (51.7%), followed by condoms (29.6%), and oral contraceptives (8.7%). In multivariable analysis, the odds of contraceptive use were significantly higher among women reporting secondary education, higher income, three or more children, and younger age. There were no significant independent associations between contraceptive use and HIV status disclosure to spouse.Discussion. Contraceptive use among HIV-positive females enrolling into HIV care in southwestern Uganda was low. Our results suggest that increased emphasis should be given to increase the contraception uptake for all women especially those with lower education and income. HIV clinics may be prime sites for contraception education and service delivery integration.
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Wamala, Robert, Omala Saint Kizito, and Evans Jjemba. "Academic Achievement Of Ugandan Sixth Grade Students: Influence Of Parents Education Levels." Contemporary Issues in Education Research (CIER) 6, no. 1 (January 2, 2013): 133–42. http://dx.doi.org/10.19030/cier.v6i1.7612.
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The study investigates the influence of a father and mothers education on the academic achievement of their child. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality survey comprising 5,148 records of sixth grade students enrolled in Ugandan primary schools. Students percentage scores in the health sciences, reading, and numeracy tests were adopted as a measure of academic achievement. The analysis was carried out using summary statistics and a multiple linear regression clustered by six geographical regions in Uganda: central, eastern, western, northern, southwestern, and northeastern. In addition to father and mothers education, students test scores in the various disciplines were analyzed by the characteristics of age, sex, rural-urban residence, grade repetition status (any grade), and length of pre-primary education. The results showed that the level of a fathers education required to predict whether the child will achieve better scores in all disciplines was primary education. However, a mother required secondary and post-secondary education to enable the child to obtain better scores in reading and numeracy, respectively. Much of the previous literature has suggested that children born to educated parents have higher academic achievement; the results of this study support this finding but also reveal a difference in the levels of a father and mothers education required to predict their childs achievement of better scores in formal education.
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Nti, Josephine, Seth Afagbedzi, Frances Baaba da-Costa Vroom, Noor Akma Ibrahim, and Chris Guure. "Variations and Determinants of Anemia among Reproductive Age Women in Five Sub-Saharan Africa Countries." BioMed Research International 2021 (August 5, 2021): 1–14. http://dx.doi.org/10.1155/2021/9957160.
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Background. The Ghana Demographic and Health Survey 2014 report indicates that anemia among women in their reproductive age in the country stood at 42 percent, making it a severe public health problem according to the World Health Organization (WHO) classification. WHO Global Observatory data indicates that some sub-Saharan African countries have been able to reduce the prevalence of anemia among women of reproductive age compared to Ghana in 2016. To inform policy decisions, data from the Demographic and Health Surveys 2014–2018 were analyzed to determine the disparities in the prevalence of anemia and related factors among women of reproductive age in Ghana, Ethiopia, Uganda, Tanzania, and Rwanda. Methods. This research utilized data from the Demographic and Health Surveys 2014, 2016, 2014-2015, 2015-2016, and 2016 from Ghana, Ethiopia, Rwanda, Tanzania, and Uganda, respectively. Respondents were women aged between 15 and 49 years. Hemoglobin levels were measured by HemoCue hemoglobin meter. 45,299 women data were extracted from the five countries with 4,644, 14,923, 6,680, 13,064, and 5,988 from Ghana, Ethiopia, Rwanda, Tanzania, and Uganda, respectively. Association between anemia and selected predictive variables was assessed using Pearson’s chi-square test statistic. Poisson regression with robust standard errors was used to estimate the prevalence rate ratios of developing anemia. The deviance goodness of fit test was employed to test the fit of the Poisson model to the data set. Results. There was a statistically significant difference in prevalence of 1,962 (42.3%), 3,527 (23.6%), 1,284 (19.3%), 5,857 (44.8%), and 1,898 (31.7%) for Ghana, Ethiopia, Rwanda, Tanzania, and Uganda, respectively, χ 2 = 2,181.86 and p value < 0.001. Parity, pregnancy status, and contraceptives significantly increased the prevalence rate ratio of a woman developing anemia. Women in Ethiopia with a parity of six or more were 58% more likely to develop anemia than those with parity of zero. Tanzanian women who were pregnant had a 14% increased rate ratio of developing anemia. Factors that significantly decreased anemia in this study were wealth index, women’s age, and women’s highest level of education. Women who were in the higher education category in Ethiopia were 57% less likely to develop anemia. Ugandan women in the richest category of the wealth index were 28% less likely to develop anemia. Rwandan women in the middle category of the wealth index were 20% less likely to develop anemia. Women who were within the 45-49 age category in Ethiopia were 48% less likely to develop anemia. Conclusion. The individual country governments should encourage the implementation of increasing female enrollment in higher education. Women in their reproductive age should be encouraged to use modern contraceptives to reduce their anemia prevalence.
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Otyola, Mr Wandera Roberts, Dr Grace Milly Kibanja, and Ass Prof Muwagga Muggaga Anthony. "BENEFITS OF INCLUSIVE EDUCATION FOR VISUALLY IMPAIRED STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA." American Journal of Education and Practice 2, no. 1 (July 5, 2017): 30–42. http://dx.doi.org/10.47672/ajep.264.
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Purpose: The purpose of this study was to investigate the benefits of inclusive education on visually impaired students, in Ugandan public Universities.Methodology: The study adopted cross-sectional design involving 50 visually impaired students, 50 lecturers, 50 university administrators and 50 non-visually impaired students. Data was collected using questionnaires, and interview schedule.Results: The findings revealed that the visually impaired have benefits such as bursaries, disability allowance and tuition payment from government and non-government organizations, meals, accommodation, scholastic materials from universities, extra time given during examinations, oral examinations from lecturers and aiding in movement around campus from non-visually impaired students and their guides.Unique contribution to theory, practice and policy: The study recommends creating relevant government policies and regulations regarding the education of the visually impaired students; and proper and adequate training of academic and administrative staff from lower education to higher education level on issues that affect the teaching and learning of the disabled students as to help in the education of the visually impaired students.
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Nakyazze, Brendah, Karin Österman, and Kaj Björkqvist. "Victimisation from intimate partner rape in Uganda: Sex differences, psychological concomitants, and the effect of educational level." Medical Science and Discovery 7, no. 8 (August 21, 2020): 603–10. http://dx.doi.org/10.36472/msd.v7i8.410.
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Objective: The aim of the study was to investigate victimization from intimate partner rape (IPR) in Uganda among both women and men, the effect of educational level, and psychological concomitants.
Method: A questionnaire was completed by 609 females and 420 males in Uganda. The mean age was 31.5 (SD 10.9) for females and 34.4 (SD 11.3) for males.
Results: Females reported significantly higher frequencies of victimization from IPR than males. Respondents with no education reported significantly higher frequencies of victimization than others. Respondents who had been more than average victimized from IPR scored significantly higher on depression and anxiety and had significantly lower self-esteem than others. Females who had been victimized more than average scored significantly lower on self-esteem than the other groups.
Conclusions: Not only females but also males were found to have been victimized from IPR. Victimization was linked to increased levels of negative psychological concomitants in both females and males.