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Journal articles on the topic 'Education, uganda'

Author: Grafiati

Published: 11 December 2022

Last updated: 25 July 2024

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1

Summers, Carol. "Learning leadership? Elite Ugandan students and late colonial politics." Africa 89, S1 (2019): S127—S143. http://dx.doi.org/10.1017/s0001972018000943.

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AbstractIn Uganda, teaching and learning were important metaphors for colonial rule, suggesting a benign protectorate under Britain's guidance. Ugandans, though, repurposed images of teaching, studying and educational sponsorship. Drawing on indigenous ideas about effective education as a sort of experiential education in leadership, they perceived student activism as a resource for a new political and social system. Articulate Ugandans sought elite British education as a weapon. Others emphasized the harsh competitiveness of Uganda's elite schools as the basis for new class solidarities. And

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Mugerwa-Sekawabe, Muyenga. "Increasing access to education for refugees in Uganda." Law, Democracy and Development 25 (January 28, 2021): 1–29. http://dx.doi.org/10.17159/2077-4907/2021/ldd.v25.19.

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This article investigates the scope of the right to education as enjoyed by refugees in terms of domestic (Ugandan), regional (African) and international law. One of the main obstacles to accessing education for refugees in Uganda is financiai constraints, which the principle of burden sharing seeks to ameliorate in refugee hosting countries in the Giobai South. This principie of burden sharing lies at the heart of the Giobai Compact on Refugees (GCR) which was adopted by the United Nations Generai Assembiy to reaiise a more equitabie distribution of refugee popuiations, who are disproportiona

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ALANI, JIMMY, PATIENCE ATUHAIRWE, and DAVID L. OKODEL. "Government Education Funding and Government Higher Education Investment in Uganda." Uganda Higher Education Review 11, no. 2 (2024): 35–56. http://dx.doi.org/10.58653/nche.v11i2.4.

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The paper examines the relationships between government funding of education and government investment in higher education in Uganda during the 2005 to 2020 period. The major hypotheses of the study are that government funding of higher education (GHE) depends on government investment in education (GIE) and the reverse is true. During the given period, government spending on education as a percentage of GDP for Uganda was on average 2%, while the world average was 4% (World Bank, 2022). This implies that low levels of government funding are responsible for the low levels of government investme

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Thomson, Jane, and Gemma Garrett. "Science Clubs for Uganda." Biochemist 35, no. 1 (2013): 40–42. http://dx.doi.org/10.1042/bio03501040.

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Following a productive fact-finding mission to Uganda in April 2012, two members of the Education team, Gemma Garrett and Jane Thomson, have come up with a plan to address some of the challenges being encountered by Ugandan science teachers and their students at the secondary school level. Working closely with our Ugandan Local Ambassador, Deus Tusibira, the pair returned to Uganda in September to implement some of their ideas, get feedback and gather momentum for the scheme.

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Otyola, Roberts Wandera, Proscovia Nalwadda, Godfrey Wamani Bagamba, John Bukenya, Edward Kamaga, and Susan Bantebya. "Examining the Successes of Universal Primary Education and Universal Secondary Education Policies in Uganda." American Journal of Education and Practice 6, no. 3 (2022): 14–25. http://dx.doi.org/10.47672/ajep.1153.

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Purpose: The mission statement of the Ministry of Education and Sports (MoES) in Uganda is to provide for, support, guide and co-ordinate, regulate, and promote quality education and sports to all persons in Uganda for national integration, individual and national development. It is in these lenses that the Ugandan government adopted the UPE and USE programs to educate her children. Methodology: This paper uses document review methodology to assess successes achieved by both the Universal Primary Education and Universal Secondary Education programs adopted by the Uganda government in 199

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Uzorka, Afam. "Perspectives on Online Education in Higher Education." International Journal of Technology in Education and Science 8, no. 1 (2024): 111–20. http://dx.doi.org/10.46328/ijtes.523.

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This inquiry explores the opinions of lecturers and students on the advantages and difficulties of switching from traditional face-to-face mode to online mode of delivery in Ugandan higher education institutions during and even after the COVID-19 pandemic. The study investigates participants' perspectives and experiences regarding the benefits and downsides of online learning. The study's results shed light on the advantages of online learning, such as its adaptability and accessibility, more learning chances, improved engagement and interaction, and promotion of self-directed learning abiliti

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Nabukeera, Madinah. "The COVID-19 and online education during emergencies in higher education." Archives of Business Research 8, no. 5 (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 f

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Garrett, Gemma, and Jane Thomson. "Uganda on the agenda?" Biochemist 34, no. 4 (2012): 44–47. http://dx.doi.org/10.1042/bio03404044.

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The Society is exploring ways of expanding our reach internationally, and supporting developing countries through our charitable work. With this in mind, two members of the Education team – Gemma Garrett and Jane Thomson – embarked on a week-long visit to Uganda in April. The trip was designed to inform the development of appropriate educational resources and activities for Ugandan schools. Working closely alongside our excellent Ugandan Local Ambassador, Deus Tusibira, the itinerary included visits to seven schools, two universities, the Ugandan National Council for Science and Technology and

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LaBranche, Jillian. "Thinking Beyond the Escape: Evaluating the Reintegration of Child Soldiers in Uganda." Slavery Today Journal 3, no. 1 (2016): 100–122. http://dx.doi.org/10.22150/stj/pyoq6835.

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While the Lord’s Resistance Army has gained notoriety for its brutal tactics and abduction of Ugandan children, little attention has been given to the return and reintegration of these formerly abducted child soldiers. The absence of a formal reintegration program in Uganda has placed the burden of reintegration on international NGOs, but reliance on non-local organizations to successfully reintegrate child soldiers has proven challenging. This paper seeks to evaluate whether the process of reintegration in Uganda has been successful. With an overwhelming lack of up to date and methodologicall

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Masaazi, Fred, Medadi Ssentanda, and Willy Ngaka. "On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era." Apples - Journal of Applied Language Studies 12, no. 2 (2018): 1–17. http://dx.doi.org/10.17011/apples/urn.201809144126.

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The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda t

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Josephine, Bweyale, and Tugume Lubowa Hassan. "Teaching Religion OR about Religion: The Paradox of Religious Education in Secondary Schools in Uganda." East African Journal of Traditions, Culture and Religion 3, no. 2 (2021): 30–42. http://dx.doi.org/10.37284/eajtcr.3.2.374.

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The article reviews the teaching of Religious Education in schools in Uganda. Uganda is a religiously pluralistic country with Christianity and Islam the most popular. Ugandans are theists, their worldview is religious and they are passionate about their faiths. Therefore, Religious Education is a fundamental subject since the early years of education as it marked the beginning of formal education in Uganda. However, whilst Uganda has a diversity of religions such as Christianity with its different sects, Islam and its sects, Hinduism, Buddhism, and Sikhism, the education system considers only

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Sempebwa, Christine Semambo. "Beyond Access: Building the Resilience of South Sudanese Refugee Higher Education Students from the Bidi Bidi Settlement, Uganda." East African Journal of Education Studies 7, no. 2 (2024): 255–70. http://dx.doi.org/10.37284/eajes.7.2.1934.

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United Nations High Commissioner for Refugees (UNHCR), set a global target of 15 percent enrolment of refugees, in higher education, by 2030. Relatedly, UNHCR stated that beyond access, higher education should build individual and collective resilience of refugee students. This paper looks at the support mechanisms various stakeholders use, to build the resilience of South Sudanese refugee higher education students, from Bidi Bidi settlement in Uganda. This is within the context of Uganda’s Education Response (ERP) for refugees and host communities. The study adopted a qualitative approach, an

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Lourenço, Fernando, Natalie Sappleton, Akosua Dardaine-Edwards, et al. "Experience of entrepreneurial training for female farmers to stimulate entrepreneurship in Uganda." Gender in Management: An International Journal 29, no. 7 (2014): 382–401. http://dx.doi.org/10.1108/gm-05-2013-0054.

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Purpose – The purpose of this study is to evaluate the success of a scheme, supported by the Ugandan Agribusiness Initiative Trust, to fund gender and entrepreneurship training for women farmers in the north of Uganda (Gulu District and Lira District). Moreover, this paper reflects upon our experience of delivering training for women farmers and highlights key observations related to women’s entrepreneurship in Uganda. Design/methodology/approach – A practitioner-based reflection which shares the experiences of the process of developing and delivering gender and entrepreneurship training for w

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Costa, Nakawuki Rose. "Mental Health Education in Secondary Schools in Uganda. Strategies to use and Way Forward." International Journal of Research and Innovation in Social Science VIII, no. III (2024): 2367–78. http://dx.doi.org/10.47772/ijriss.2024.803165.

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Schools offer a suitable room in which support towards Mental Health Education can be accommodated. Mental health education is gaining global prominence as an essential component of comprehensive education systems. This paper delves into the context of mental health education within Uganda’s secondary school system, emphasizing the urgent need for effective interventions. Adolescents in Uganda face an increasing prevalence of mental health challenges, making early intervention and stigmatization is crucial. Drawing insights from practices elsewhere and tailoring them to the Ugandan context, se

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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 forwar

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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 forwar

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Kater, Vered. "Health Education in Jinja, Uganda." Image: the Journal of Nursing Scholarship 28, no. 2 (1996): 161–64. http://dx.doi.org/10.1111/j.1547-5069.1996.tb01210.x.

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Kemp, Joan, and Jocelyn Tindiweegi. "Nurse education in Mbarara, Uganda." Journal of Advanced Nursing 33, no. 1 (2001): 8–12. http://dx.doi.org/10.1046/j.1365-2648.2001.01632.x.

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19

Barifaijo, E. "Earth Science Education in Uganda." Journal of African Earth Sciences 28, no. 4 (1999): 843–49. http://dx.doi.org/10.1016/s0899-5362(99)00057-3.

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20

Milliam, Kiconco, and Karyarugokwo Dominic. "A Critical Analysis of the Compulsory Science Education Policy at the Secondary Level of Education in Uganda." Advances in Social Sciences Research Journal 9, no. 8 (2022): 297–306. http://dx.doi.org/10.14738/assrj.98.12895.

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Uganda is one of the African countries that have been focusing on the science-led strategy to promote growth and development. One of the strategies is the science promotion policy, which started in 2005 and among other things made learning and enrolling on science subjects (mathematics, chemistry, physics and biology) compulsory at the ordinary level of secondary school education. This paper has, therefore, used a secondary review methodology to critically analyse the science policy at the secondary school levels (ordinary and advanced). The paper begins with an introduction that discusses the

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ALANI, JIMMY. "Higher Education Student Loans and Enrolment in India, Ghana, Kenya, Tanzania and Uganda." Uganda Higher Education Review 10, no. 2 (2023): 128–57. http://dx.doi.org/10.58653/nche.v10i2.07.

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The study uses generalised least squares (GLS), descriptive, phenomenological and mixed methods to examine the effects of higher education (HE) loans on tertiary education enrolment in India, Ghana, Kenya, Tanzania and Uganda. The data sets employed in the empirical analyses were obtained from the United Nations Educational Scientific and Cultural Organisation (UNESCO), India Educational Statistics, the Ghana Ministry of Education, the Kenya Higher Education Loan Board, the Student Loan Financing Board of Tanzania and the Uganda Ministry of Education and Sports. The paper examines the HE stude

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Ongaya, Kizito, Emily Bagarukayo, Benedict Oyo, and David Okello-Owiny. "Research Data Management in Institutions of Higher Education in Uganda: A Neglected Business." Uganda Higher Education Review 11, no. 1 (2023): 66–78. http://dx.doi.org/10.58653/nche.v11i1.06.

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This research examines research data management (RDM) in six Ugandan universities, its awareness, existence, and management, as well as ownership questions among senior staff members. The paper hypothesises that research data management is a new concept in Uganda universities and explores views on potential locations suitable for setting up the system within university structures. The stratified purposive sampling and snowballing methods were used over Google Forms. The key findings are that at least 74.8% of the staff believe it is a new concept and that their universities do not have initiat

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Sengendo, David, and Wilson Eduan. "Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda." East African Journal of Education Studies 7, no. 1 (2024): 61–76. http://dx.doi.org/10.37284/eajes.7.1.1705.

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Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pio

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Eze, Val Hyginus Udoka, Chidinma Esther Eze, and Asiati Mbabazi. "A Comprehensive Study on the Impact of COVID-19 on Secondary Education in Uganda." IAA JOURNAL OF EDUCATION 10, no. 2 (2024): 27–36. http://dx.doi.org/10.59298/iaaje/2024/102.2736.11.

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The impact of the COVID-19 pandemic on global education has been profound, especially in Uganda. Secondary school students in Uganda have encountered numerous challenges as a result of this crisis. This paper offers a thorough examination of the specific obstacles faced by these students, encompassing impacts on academic achievements, mental well-being, and their overall educational path. The closure of schools has disrupted the educational advancement of secondary students in Uganda, and the transition to online learning has exacerbated the digital divide due to limited access to the internet

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Makate, Marshall, and Clifton Makate. "Education and teenage childbirth in Uganda." International Journal of Social Economics 45, no. 5 (2018): 746–64. http://dx.doi.org/10.1108/ijse-03-2017-0077.

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Purpose The role of increased schooling on teenage childbirth has been expansively studied especially in developed countries. However, caveats remain in the case of low-income countries especially Sub-Saharan Africa. The purpose of this paper is to ascertain the impact of increased schooling on the probability of first childbirth at 15 years or younger, 16-17, 18-19, and 20 years or older, in the important context of Uganda – a country with one of the highest adolescent fertility rates in Africa. Design/methodology/approach The empirical analysis uses recent data from the nationally representa

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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 (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-lear

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Wakhata, Robert, Védaste Mutarutinya, and Sudi Balimuttajjo. "Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 2 (2023): em2231. http://dx.doi.org/10.29333/ejmste/12963.

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The study explored the direct relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics, using linear programming (LP) word tasks. Two instruments were used for data collection: the Attitude towards Mathematics Inventory-Short Form was adapted (with α = .75) as a multidimensional measurement tool, and a validated standardized active learning heuristic problem-solving tool. A quantitative approach with a quasi-experimental pre-test, post-test, and non-equivalent control group study design was adopted. A sample of 608 grade 11 Ugandan stud

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d'Ardenne, Patricia, Hanspeter Dorner, James Walugembe, et al. "Training in the management of post-traumatic stress disorder in Uganda." International Psychiatry 6, no. 3 (2009): 67–68. http://dx.doi.org/10.1192/s174936760000062x.

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The aims of this study were to establish the feasibility and effectiveness of training Ugandan mental health workers in the management of post-traumatic stress disorder (PTSD) based on guidelines from the UK National Institute of Health and Clinical Excellence (NICE). The Butabika Link is a mental health partnership between the East London Foundation NHS Trust (ELFT) and Butabika National Psychiatric Referral Hospital, Kampala, Uganda, supported by the Tropical Health Education Trust (THET), and based on the recommendations of the Crisp report (Crisp, 2007). The Link has worked on the principl

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Okware, Fabiano. "UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 2 (2014): 495–507. http://dx.doi.org/10.24297/jssr.v4i2.3048.

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The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and st

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Pearson, Elizabeth, Jemimah Mutabaazi, and Winifred Mbabazi. "Developing multidisciplinary education programmes in Uganda." British Journal of Nursing 30, no. 12 (2021): S34—S36. http://dx.doi.org/10.12968/bjon.2021.30.12.s34.

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Garvey, Brian. "Education and the State in Uganda." Journal of Educational Administration and History 28, no. 1 (1996): 58–69. http://dx.doi.org/10.1080/0022062960280104.

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Kakooza, James, and Sitawa R. Kimuna. "HIV/AIDS Orphans' Education in Uganda." Journal of Intergenerational Relationships 3, no. 4 (2006): 63–81. http://dx.doi.org/10.1300/j194v03n04_05.

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Mirembe, Robina. "AIDS and Democratic Education in Uganda." Comparative Education 38, no. 3 (2002): 291–302. http://dx.doi.org/10.1080/0305006022000014151.

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Downing, Julia. "Palliative care and education in Uganda." International Journal of Palliative Nursing 12, no. 8 (2006): 358–61. http://dx.doi.org/10.12968/ijpn.2006.12.8.358.

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Sicherman, Carol. "DRAMA AND HEALTH EDUCATION IN UGANDA." South African Theatre Journal 8, no. 1 (1994): 63–67. http://dx.doi.org/10.1080/10137548.1994.9688110.

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Kajubi, W. Senteza. "Financing of higher education in Uganda." Higher Education 23, no. 4 (1992): 433–41. http://dx.doi.org/10.1007/bf00138629.

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Nalumenya, Brian, Matteo Rubinato, Michael Kennedy, Jade Catterson, and Hilary Bakamwesiga. "Identifying Gaps within the Education System in Uganda to Prepare Students for More Sustainable Water Management in the Future." Education Sciences 13, no. 6 (2023): 597. http://dx.doi.org/10.3390/educsci13060597.

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Due to climate change and increased urbanisation, the current level of freshwater withdrawals and corresponding water usage in Uganda has increased, affecting the availability of these resources and becoming a concern. Education can play a crucial role in providing support to and training students on sustainable water use, both at home and in relation to school activities. Therefore, it is imperative that the education system develops actions, approaches and materials to achieve this goal. The paper assesses the current state of existing Ugandan education on this subject, by identifying the wa

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Amone, Charles. "Boda-boda, Youth Employment and Globalisation in Uganda." American Research Journal of History and Culture 7, no. 1 (2021): 1–9. http://dx.doi.org/10.21694/2379-2914.21001.

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Formerly shunned due its notoriety for facilitating illicit trade and transporting criminals across Uganda’s international borders, the boda-boda transport industry gained fame in recent years and has become the second largest employer of youths all over Uganda, after agriculture. Recent scholarship on the bodaboda industry has however, concentrated on the risks embedded in it including high infection rates of HIV among the drivers and the daily accidents reported. Little attention has been paid to the contribution of the industry in youth employment. This paper discusses the role of boda-boda

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Sidonia, Angom Ochieng, and Claeve Waiswa David. "Pastoral education: The missing link in Uganda education system." Educational Research and Reviews 14, no. 7 (2019): 240–53. http://dx.doi.org/10.5897/err2018.3598.

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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.

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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eig

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Linh, Doan Nguyet, and George Wilson Kasule. "Status of professional learning communities in developing countries: Case of Vietnam and Uganda." International Journal of Evaluation and Research in Education (IJERE) 11, no. 1 (2022): 61. http://dx.doi.org/10.11591/ijere.v11i1.21717.

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<p><span>What is the status of professional learning communities in Vietnam and Uganda? Is there a significant difference between the teaching experience of secondary teachers and how they see the relevance of professional learning communities on professional development in Vietnam and Uganda? The forementioned questions were explored by collecting data from secondary school teachers (n=345) in Vietnam and Uganda through a questionnaire. Descriptive statistics, analysis of variance (ANOVA) and Tukey honestly significant difference (HSD) were used to analyze the data. The findings d

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Amutuhaire, Tibelius. "Financing Higher Education: Who Pays, Who Benefits, and Who Should Pay for University Education in Uganda." East African Journal of Education Studies 5, no. 1 (2022): 182–94. http://dx.doi.org/10.37284/eajes.5.1.625.

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This paper analyses the existing modes of financing a university education in Uganda. Different parties, including the state, the student (household), donors, and the institution itself, are financing university education in Uganda. However, students are the primary source of funds for university education. Over the years, the fees charged to university students have been increasing to the extent that they are now becoming unaffordable to many students considering the current average annual household income. While the government is involved in funding university education, the level of involve

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Mpuuga, Dablin, Bruno L. Yawe, and James Muwanga. "Determinants of Demand for Health Insurance in Uganda: An Analysis of Utilisation and Willingness to Pay." Tanzanian Economic Review 10, no. 1 (2020): 1–22. http://dx.doi.org/10.56279/ter.v10i1.53.

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Health insurance is increasingly being recognized in Uganda as an effective way of protecting people against catastrophic health expenditures. However, only 5 percent of Ugandans hold health insurance, and only 42 percent would consider joining any healthinsurance scheme. It is in this regard that this study sought to examine the determinants of demand for health insurance in Uganda. After applying a logistic model on Uganda National Household Survey (UNHS) data of 2016/17, the results reveal that awareness is a very crucial factor in determining demand for health insurance, and that most Ugan

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Mugimu, Christopher B. "Developing and Using Open Education Resources to Support Teacher Education in Africa." Excellence in Higher Education 1, no. 1&2 (2010): 31–45. http://dx.doi.org/10.5195/ehe.2010.14.

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This article presents findings of action research during the creation and dissemination process of open education resources (OERs) to support pre-service and in-service teachers in Uganda and other African countries. It highlights the perceptions of teachers and the authoring team of the impact of their involvement in materials creation and dissemination on their practice and professional growth. It also presents lessons learned during the development and implementation process and the best practices for replicating this outreach program in Uganda and beyond. This article also shares insights

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Kansiime, Peninah, Claire Van der Westhuizen, and Ashraf Kagee. "Barriers and facilitators to physical and mental health help-seeking among Congolese male refugee survivors of conflict-related sexual violence living in Kampala." Social Work and Social Sciences Review 19, no. 3 (2018): 152–73. http://dx.doi.org/10.1921/swssr.v19i3.1196.

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In Uganda, over 1.3 million refugees have fled armed conflicts from neighbouring countries, with about 251 730 refugees from the Democratic Republic of Congo (DRC) alone. In this article we report on a qualitative research study on the help-seeking behaviour of Congolese male refugee survivors of conflict-related sexual violence (CRSV) living in Kampala, Uganda. We recruited 10 Congolese male survivors of war-related rape and 6 Ugandan service providers (psychologists, social workers and physicians) who participated in individual interviews focused on barriers and facilitators to care seeking

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Stephen, Odama, and Betty Akullu Ezati. "Students’ Efforts and School Performance Indices (SPI) in Uganda Certificate of Education (UCE) Examinations." International Journal for Innovation Education and Research 11, no. 5 (2023): 8–41. http://dx.doi.org/10.31686/ijier.vol11.iss5.2546.

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The study comparatively examined the extent to which students’ efforts put in their studies influenced students’ performances in Uganda Certificate of Education (UCE) examinations as reflected in School Performance Index (SPI). The objectives were: i) to investigate the levels of efforts put in by students from schools in Central and Northern Uganda to excel in UCE examinations; ii) to compare the strength of influence of students ’effort and other students-related factors on SPI in UCE examinations and iii) compare the variations in the SPI in UCE examinations among the schools from Central a

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Kopitsis, Natasha. "Diagnosis and education for a better future in Uganda." Journal of Haemophilia Practice 3, no. 2 (2016): 71–73. http://dx.doi.org/10.17225/jhp00086.

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Abstract Since 2005, the Novo Nordisk Haemophilia Foundation (NNHF; www.nnhf.org) has worked in collaboration with local partners and internationally renowned experts to improve access to haemophilia care. The NNHF has identified three areas on which to focus its activities in order to create impact where it is most needed: capacity building, diagnosis and registry, and education and empowerment. Underpinning these focus areas are targeted awareness creation activities and the development of strategic partnerships, which enable and facilitate local impact creation through empowered community a

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Rinta Tettey, Tiija. "Music education as a means to enhance the perceived sense of social inclusion and to empower the young through increased employment in Eastern Uganda." Journal of Social Inclusion 10, no. 1 (2019): 59–77. http://dx.doi.org/10.36251/josi163.

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Uganda has a rich culture in music, with musical skills having traditionally been passed down orally from one generation to the next. In school, music as a subject is featured in the National Curriculum; however, its teaching varies widely from school to school. Yet, due to music playing a vital role in the culture, musical activities take place daily and musicians are regularly needed in events. Engaging in musical activities could potentially empower young Ugandans and help them with feeling socially included in their communities. The current study aimed to investigate whether music educatio

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Bweyale, Josephine, and Nanfuka Annette Sekaye. "‘Do Not Separate Sexuality Education from Religious Teachings’: Parents’ Perceptions and Suggestions towards Sexuality Education in Uganda." East African Journal of Traditions, Culture and Religion 6, no. 1 (2023): 16–39. http://dx.doi.org/10.37284/eajtcr.6.1.1148.

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The Uganda government designed a framework to teach sex education in Uganda primary schools starting from pre-primary school at the age of three up to high school. Sexuality Education (SE) is intended to be a school intervention to provide the right information to young people misled by peers, the media, and social networks that are now easily accessible. Besides, sexuality education is meant to be a school-based intervention to curb the increasing rates of premarital pregnancies that lead to school dropouts of teenage girls. However, the mention of sexuality education creates unease among par

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Lwanga, Kayizzi Peter, Ongodia Simon Peter, and Ssekamwa John Chryesostom. "Validating the Influence of School Learning Environment on Students’ Academic Performance in Selected Universities in Central Uganda." International Journal of Learning and Development 13, no. 4 (2023): 47. http://dx.doi.org/10.5296/ijld.v13i4.21500.

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The global demand for higher education has been steadily increasing, leading to a rise in student numbers. This surge in enrollment has significant implications for students' learning environment, including factors such as class size and the availability of lecturers. The study was purposely to validate if the learning environment influences students’ academic performance in universities in Central Uganda. The study used 381 final-year undergraduates and 19 lecturers from Nkumba University and Kyambogo University, using a convergent parallel mixed methods research design. The study took both a

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