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Journal articles on the topic 'Education, uganda'
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1
Summers, Carol. "Learning leadership? Elite Ugandan students and late colonial politics." Africa 89, S1 (January 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 educated men saw their ownership of schools as a foundation on which to build political followings as they worked to guide the country. Student activism in Uganda emphasized educated Ugandans’ individual and collective practice in power and leadership.
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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 disproportionateiy found in the Giobai South within States whose financiai resources are severeiy strained. This articie expiores whether the GCR wiii increase access to the right to education of refugees in such a country, nameiy, Uganda. This right is considered to be a "multiplier" right as the degree of access to education impacts the level of enjoyment of other human rights. The articie considers whether the international and regional frameworks are likely to increase access to education for refugees in Uganda. Finally, recommendations are made to other stakeholders, namely, the Ugandan government and the United Nations High Commissioner for Refugees (UNHCR), on how to facilitate access to education for refugee children in Uganda.
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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 (January 19, 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 investment in higher education in Uganda. Therefore, the study aims to estimate the government investment function of higher education and the production function of government funding in Uganda during the given period. The analyses of the relationships between government education funding (GIE) and government investment in higher education (GHE) are conducted by using the generalised least squares (GLS) method. The dataset for the study was obtained from Uganda’s Ministry of Education and Sports (MoES), Education Sector Plan. The effects of 1% government spending on primary education, secondary education, technical and vocational education training (GTVE) and GHE on GIE were as follows: 0.354%, 0.086%, 0.044% and 0.063% per annum, respectively. This implies that in Uganda, GHE contributes very little (0.063%) to GHF compared to the contribution of GPE to GIE (0.35%). Meanwhile, a 1% increase in GIE might have caused growth in GHE and GTVE to rise by 11.45% and 17.18%, respectively. Hence, the paper suggests increasing GIE, GTVE and GHE adequately.
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Thomson, Jane, and Gemma Garrett. "Science Clubs for Uganda." Biochemist 35, no. 1 (February 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 (August 19, 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 1997 and 2006 respectively.
Findings: Assessment results show that both programs have had a positive impact on access and equity of previously vulnerable children who could not afford self-educational sponsorship. However, the issue of quality education provision is yet to be achieved.
Recommendations: The study therefore recommends further research into examination of the relationship between UPE pupils’ low performance levels in literacy and numeracy and their somewhat good performance at Primary Leaving Examinations. All stakeholders should desist from politicizing educational issues and instead concentrate on formulating evidence-based policies based on developmental needs for joint ownership and implementation of the respective Free Education Policies.
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Uzorka, Afam. "Perspectives on Online Education in Higher Education." International Journal of Technology in Education and Science 8, no. 1 (February 15, 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 abilities. The inquiry also reveals concerns with technology, pedagogical adaptation, motivation and engagement, evaluation and academic integrity, equity, and inclusiveness. Based on the findings, suggestions are made for improving online education in Uganda's higher education institutions, including investing in technological infrastructure, fostering pedagogical adaptation, encouraging student engagement and motivation, improving assessment procedures and academic integrity, promoting equity and inclusion, and continuously assessing and improving the online learning environment. These suggestions can help higher education institutions in Uganda maximize the advantages of online learning while minimizing its drawbacks, resulting in a more inclusive, interesting, and productive learning environment for students in online settings.
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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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Garrett, Gemma, and Jane Thomson. "Uganda on the agenda?" Biochemist 34, no. 4 (August 1, 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 the British Council.
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LaBranche, Jillian. "Thinking Beyond the Escape: Evaluating the Reintegration of Child Soldiers in Uganda." Slavery Today Journal 3, no. 1 (August 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 methodologically sound research, variables such as PTSD, domestic violence, alcoholism, violent crime, and primary education rates are evaluated to indicate the current state of Northern Uganda. These variables indicate an unstable environment in Northern Uganda and suggest reintegration has proven unsuccessful in the Acholi region. The successful reintegration of child soldiers is demonstrated to be not merely a Ugandan issue, but an international issue.
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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 (July 8, 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 to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.
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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 (August 3, 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 Islam and Christianity. Therefore, the article discusses whether the teaching of Religious Education where only Christianity and Islam are considered is justified to be referred to as Religious Education. The article concludes that there is a mismatch between the NCDC (2008) stated goals, objectives and content of Religious Education. The objectives and goals portray a false image that RE is intended to expose learners and to achieve educational purposes. Yet, the content, approaches and teaching methods are quite contradictory. The implementation of RE in Uganda is purely confessional; it does not aim at educational goals but at deepening learners' faith distinctively. Instead of teaching about religion, learners are taught religion. The article is based on documentary analysis of the Religious Education curriculum, syllabi and teachers' and learners' handbook documents. In addition, the article analysed literature about the teaching of Religious Education including the aims and goals of Religious Education, the pedagogical approaches, methods and techniques in Religious Education in modern pluralistic communities. In identifying the appropriate literature, suitable databases were identified and used Boolean operators and proper search terms, phrases and conjunctions were used. To further ensure the credibility of the reviewed publications for analysis, only peer-reviewed journal articles with ISBN numbers and Digital Object Identifiers (DOI) were used
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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 (May 21, 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 exploratory case study design, and an advocacy/ participatory philosophical lens, using the intersectional theory. Twenty-seven (27) purposively sampled participants took part in the study. They included 12 undergraduates from two private Ugandan universities, a total of 13 government and non-governmental organization (NGO) officials, and two officials from public and private universities, all involved in refugee higher education. Data was collected through a literature review, in-depth interviews with key informants and students, and a students’ focus group discussion. The study established that, within the context of Uganda’s ERP, South Sudanese refugee higher education students have their resilience built through support, mainly from HEIs and NGOs. The support uses multiple approaches and takes place mainly within the HEIs, with a bit in the settlement. However, it is offered within each stakeholder’s context and thus takes on a silo rather than integrated approach. Support also does not always consider the individual and complex student needs. Nevertheless, the support, which is relatively student-centred does register good social and academic resilience. The study therefore recommends that through a situational analysis and needs assessment, Uganda develops clear objectives, activities and outcomes in the ERP, to guide stakeholders, towards strengthening refugee higher education students’ resilience. The study also designed a model towards enhancing student resilience
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Lourenço, Fernando, Natalie Sappleton, Akosua Dardaine-Edwards, Gerard McElwee, Ranis Cheng, David W. Taylor, and Anthony G. Taylor. "Experience of entrepreneurial training for female farmers to stimulate entrepreneurship in Uganda." Gender in Management: An International Journal 29, no. 7 (September 30, 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 women in Uganda. Findings – Through the experience of running gender and entrepreneurship training for women farmers in Uganda, a series of barriers to female rural entrepreneurs are highlighted: lack of access to credit, gender inequality, poor infrastructure, lack of access to knowledge and education, negative attitudes towards women and few initiatives to facilitate economic and business success. Originality/value – This paper provides reflection of the experience gained from the delivery of training and interaction with women farmers and entrepreneurs in Uganda.
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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, several key areas warrant attention when implementing mental health education in secondary schools: For example: Curriculum Integration: This calls for embedding mental health topics into existing curricula which in the long run ensures widespread coverage and normalizes discussions, Teacher Training: Equipping educators with the knowledge and skills to address mental health issues which fosters a supportive environment, Student Engagement: Involving students actively in mental health awareness campaigns and peer support programs enhancing their understanding and empathy, Collaboration with Professionals: Partnering with mental health experts which facilitates accurate information dissemination and referrals, Engaging Parents: Parents play a pivotal role; involving them in workshops and dialogues promotes holistic well-being, These strategies collectively contribute to creating an informed and empathetic school environment. Benefits include reduced stigma, improved mental health literacy, and timely identification of struggling students. Implementing mental health education faces challenges such as cultural sensitivities, limited resources, and resistance to change. To address these, proactive measures like culturally tailored content, resource optimization, and community involvement are essential. Looking ahead, advancing mental health education in Ugandan secondary schools involves sustained efforts, policy advocacy, and collaboration with organizations like the World Health Organization (WHO). By prioritizing mental well-being, Ugandan schools can empower its youths and build a healthier society.
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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 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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Kater, Vered. "Health Education in Jinja, Uganda." Image: the Journal of Nursing Scholarship 28, no. 2 (June 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 (January 2001): 8–12. http://dx.doi.org/10.1046/j.1365-2648.2001.01632.x.
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Barifaijo, E. "Earth Science Education in Uganda." Journal of African Earth Sciences 28, no. 4 (May 1999): 843–49. http://dx.doi.org/10.1016/s0899-5362(99)00057-3.
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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 (August 19, 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 history of curriculum reform at the secondary school level globally and in Africa with emphasis on Uganda. It also discusses Uganda’s science policy implementation strategies, which included the government's effort in providing resources such as laboratory equipment and science textbooks to government-aided schools. There is, then, a section that discusses the challenges that have hindered the successful implementation of science policy. This section shows that much as the government of Uganda has tried to facilitate science policy, the latest being the enhancement of salary for scientists, including science teachers by 300%, factors such as unresponsive curriculum content, shortage of qualified science teachers and inadequate laboratory equipment remain challenges to the, otherwise, good policy. The paper concludes by stating that improvement in science performance requires a multi-dimensional approach and, therefore, the recent salary enhancement that only catered for science teachers may not, necessarily, achieve much as far as improvement in the performance of students in science subjects is concerned
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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 (February 28, 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 student loan schemes introduced and implemented in Ghana, India, Kenya, Tanzania and Uganda through commercial banks, public banks or governments along with their respective effects on higher education enrolment. Empirical results show that boosting higher education is a student loan phenomenon. Meanwhile, in the last two decades, student loan schemes performed better in India, Ghana, Kenya, and Tanzania than in Uganda. To become as successful as India in implementing the HE student loan scheme and improve HE enrolment, the paper suggests that the Government of Uganda must formulate a more comprehensive education loan scheme in consultation with the Bank of Uganda and other banks in Uganda.
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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 (November 30, 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 initiatives to establish it; while 52.6% of the staff believe the ownership of research data should rest with the authors. There are varying views on the roles of various departments and potential host locations for research data management. The research limitation was that much as practices are not properly established in departments within university structures in Uganda, more research could be done to find out how research data is managed by individuals, projects or departments. The practical implication is the need for the establishment of a model research data management centre from which universities, government parastatals as well as organisations can learn. The paper makes a strong case for Ugandan higher education institutions to establish a department for research data management.
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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 (January 22, 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 pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools
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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 (February 23, 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 and technology resources. This scenario has led to educational disparities for students from underprivileged backgrounds. The pandemic's socioeconomic repercussions have also imposed financial burdens on students' families, compelling some students to seek employment or care for unwell relatives, thereby restricting their study time. School closures have affected students' social interactions, resulting in feelings of seclusion. The absence of peer and teacher interactions can have adverse effects on students' mental health, escalating feelings of stress, anxiety, and depression. Furthermore, the discontinuation of essential services such as school meals and healthcare support has impacted students' well-being. School meals are crucial for many students, and their unavailability due to school closures has deprived students of essential nutrition. It is imperative for the Ugandan government and educational stakeholders to enact the comprehensive strategies delineated in this research paper in pre and post-pandemic era. These will prioritize equitable access to education by supplying technology and internet connectivity to marginalized communities and ensuring that mental health support services are easily accessible to students. Finally, the various challenges faced by secondary students in Uganda during the COVID-19 crisis necessitate a collective effort from all sectors. By effectively addressing these concerns, students can receive the necessary assistance to pursue their education and excel in a post-pandemic era. Keywords: COVID-19, Student, Uganda, online learning, Academic achievement, Pandemic
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Makate, Marshall, and Clifton Makate. "Education and teenage childbirth in Uganda." International Journal of Social Economics 45, no. 5 (May 14, 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 representative Demographic and Health Survey for Uganda conducted in 2011. The authors then adopt a fuzzy regression discontinuity design, estimated using instrumental variables techniques that exploit the exogenous change in schooling impelled by the universal primary education policy enacted in 1997 in Uganda. The empirical approach compares the fertility outcomes for women born in 1984-1992 (i.e. exposed to the policy) to those born in 1973-1981 (i.e. non-exposed). Findings The authors find that a one-year increase in schooling lowers the probability of first childbirth at age the age of 15 years or younger, 16-17, 18-19, and 20 years or older by nearly 8.2, 9.2, 9.4, and 9.5 percentage points, respectively. Also, pathways through which education impacts teenage motherhood included information access through the media, increased literacy, prenatal care utilization, marital status, and unhealthy sexual behavior. Originality/value The paper uses nationally representative survey data to scrutinize the causal influence of schooling on the probability of first childbirth using the 1997 universal primary education in Uganda as a natural experiment to identify the impact of schooling. The study recommends that expanding primary schooling opportunities for girls may be an effective strategy toward accelerated reductions in teenage fertility in Uganda.
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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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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 (February 14, 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 students (291 male and 317 female) from eight secondary schools (public and private), four from central Uganda, and the remaining four from eastern Uganda participated. Data were analyzed using PROCESS macro for SPSS (v.4). The results revealed a direct significant positive relationship between active learning heuristic problem solving approach (ALHPSA) and students’ attitude towards solving LP word tasks (ATLPWTs). Thus, the ALHPSA positively and directly impacted on students’ ATLPWTs. The findings can be explained by theoretical, conceptual, and/or psychometric factors. Overall, the results indicate beneficial practical implications that support the theoretical framework for enhancing the learning of mathematics using word problems in Ugandan secondary schools and beyond.
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d'Ardenne, Patricia, Hanspeter Dorner, James Walugembe, Allen Nakibuuka, James Nsereko, Tom Onen, and Cerdic Hall. "Training in the management of post-traumatic stress disorder in Uganda." International Psychiatry 6, no. 3 (July 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 principle that the most effective partnership between high-income and low- or middle-income countries is through organisations already delivering healthcare, that is, through the support of existing services. Butabika Hospital is a centre of excellence, serving an entire nation of 30 million people, many of them recovering from 20 years of armed conflict that took place mainly in the north of Uganda. In addition, Uganda has received refugees from conflicts in neighbouring states, including Congo, Rwanda, Kenya, Sudan and Burundi. The Ugandan Ministry of Health's Strategic Plan (2000) has prioritised post-conflict mental disorders and domestic violence, which is reflected in the vision of the Link's work.
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Okware, Fabiano. "UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 2 (June 28, 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 stakeholder involvement.
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Pearson, Elizabeth, Jemimah Mutabaazi, and Winifred Mbabazi. "Developing multidisciplinary education programmes in Uganda." British Journal of Nursing 30, no. 12 (June 24, 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 (January 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 (January 13, 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 (August 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 (August 25, 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 (January 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 (June 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 (June 12, 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 water-related topics currently featured in the curriculum at different class levels, with the aid of questionnaires conducted in four schools in Uganda. Three questionnaires (one for primary school pupils, one for secondary school pupils and one for teachers) were designed for collecting targeted data, and thematic analysis was adopted to analyse the data collected. The results revealed important insights regarding students’ behaviours towards water usage at home. They also revealed that water sustainability topics are delivered in the science curriculum at the primary level, as opposed to geography at the secondary level, confirming that overall, there is a lack of integrated practical teaching incorporated within the courses currently taught in Ugandan schools.
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Amone, Charles. "Boda-boda, Youth Employment and Globalisation in Uganda." American Research Journal of History and Culture 7, no. 1 (January 28, 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 transport industry in solving the problem of unemployment among the youths in Uganda. The author interviewed seventeen boda-boda drivers in Uganda and thirty-four of their family members to establish how this transport business has impacted on employment opportunities, financial independence and globalisation of youths. The study revealed that whereas many youths have dropped out of school to take up the boda-boda business, profits of this trade have facilitated the education of some young people in Uganda and enabled them to globally connect with youths across the globe. The study recommends sensitisation, business skills training as well as adult and distant education opportunities for the youthful motorcycle drivers
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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 (April 10, 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 eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.
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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 (March 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 depict that involvement of secondary school teachers in professional learning communities and the associated contribution on professional development is ‘moderate’ in Vietnam whilst, it is ‘minimal’ in Uganda. It was also established that significant difference exists between the teaching experience of secondary teachers and how they recognize the relevance of professional learning communities on professional development. The findings suggest that relevant educational policies and adequate funding ought to be considered in order to make professional learning communities vibrant in both Vietnam and Uganda. This is deemed key to enhance secondary school teacher competence which in turn could lead to higher students’ learning outcome in Vietnam and Uganda respectively.</span></p>
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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 (April 19, 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 involvement is unsatisfactory besides being discriminative. The existing government sponsorship scheme indirectly favours students from affluent families and denies access to poor students. The existing loan scheme focuses only on STEM courses and ignores students whose potentials are in the arts sector. However, in doing all this, the state uses taxpayers' money. Indirectly, poor households finance the education of students from affluent families while students from low-income families must struggle on their own. Therefore, it is submitted in this paper that the existing funding mechanism for university education in Uganda should be revisited and made fair, sustainable, and inclusive. The paper reviews literature relevant to the topic by adopting a general literature review methodology. It highlights the involvement of different partners that finance university education in Uganda and the benefits of university education. The paper submits that a better funding model for university education should involve the student, the university, and the state should take the leading role.
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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 (June 30, 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 Ugandans are not aware of health insurance as a mode of paying for medical care. The results further reveal that although most of the people suffering from non-communicable diseases are willing to pay for health insurance, very few have health insurance in this regard. Generally, willingness to pay does not translate into actual utilisation of health insurance. Thus, the study recommends the promotion of awareness about health insurance, increasing the literacy levels of Ugandans through education, promoting poverty reduction and income enhancing programs, as well as urgently implementing a National Health Insurance Scheme (NHIS).
JEL Codes: A10, I11, I19
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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 (December 31, 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 into how the OERs can boost or contribute to effective teaching and learning especially in under-resourced school situations in Africa, and also shares experiences on best practices on creating the authoring team of OERs.
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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 (October 4, 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 in Kampala, Uganda. We found that the major barriers to help-seeking were socio-cultural and political factors, health system and infrastructural barriers, poverty and livelihood barriers, physical effects of CRSV, fear of marital disharmony and breakup, and self-sufficiency The major facilitators were social support, symptom severity, professionalism among service providers, availability of free tailored services and information, education and communication. On the basis of our findings, we recommend that a multidisciplinary and multisectoral approach is important to address these barriers. In addition, we suggest that the Ugandan government should develop legislation and health policies to create protection for men who have experienced sexual violence.Keywords: armed conflict; conflict-related sexual violence; male refugee survivors; help-seeking; physical and mental health; barriers; and facilitators
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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 (May 9, 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 and Northern Uganda with the levels of efforts put in by the students in their studies.Quantitative and qualitative approaches, were used. 72 school leaders, 80 teachers, 140 students, 12 parents and 15 Key Informants (KI) participated. Data was collected using interviews, questionnaires and analysed using frequency counts, percentages and t-test. UCE examination results from 2001 t0 2011 were got from school files and analysed to obtain School Performance Averages (SPA), School Performance Indices (SPI) and Rate of School Performance Change (RSPC)The results showed Students from Central Uganda put in more effort in their studies, than those students from Northern Uganda and students effort was the second strongest factor influencing the SPI in UCE examinations in the schools from Central and Northern Uganda. Therefore, higher SPI in UCE examinations observed in schools in Central Uganda are not by chance, but a reflection of the efforts of the students. School leaders, especially, of schools in Northern Uganda therefore need to encourage students to aim to put more efforts. There is need to investigate further why the students of schools from Northern Uganda are not putting more efforts.
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Kopitsis, Natasha. "Diagnosis and education for a better future in Uganda." Journal of Haemophilia Practice 3, no. 2 (July 1, 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 advocates and authority engagement. NNHF supports fellowships, local development projects, and recognises extraordinary achievements via the annual ‘NNHF Project of the Year Award’ and the ‘NNHF Community Award’. Raising awareness of haemophilia in Uganda was the NNHF global fundraiser in 2015. This article summarises how the donations raised were used to establish diagnosis and education for a better future for Uganda’s haemophilia patients.
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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 (September 13, 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 education could potentially be used as a tool to empower young people through an enhanced sense of social inclusion. In total, 125 locals in the Eastern part of Uganda participated in the study. In the first phase, 125 participants completed a survey and, in the second phase 30 participants were randomly chosen for in-depth interviews. A mixed-method approach was adapted. The findings provide evidence for a much needed enhanced musical training, consequently providing the young with employable skills. The findings further indicate that being musically active in one’s community can potentially enhance feelings of social inclusion and belonging amongst young Ugandans. In the long term, improved music education in schools could result in increased feelings of belonging and wellbeing amongst the young in rural parts of Uganda.
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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 (March 28, 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 parents, teachers, and policymakers. There are arguments and counterarguments that sex education potentially leads children into sexual immorality and permissiveness and sexualises the children. On the other hand, there are sections of people who are convinced that sex education is important and timely and important in Uganda. There have been barriers to the implementation of sexuality education in different contexts. The barriers include political, cultural, religious, and social concerns that influence the effective implementation of sexuality education. Besides, parents are critical in implementing any teaching about sexuality because they provide basic sexual information and knowledge to their children. For instance, they discuss issues concerning hygiene, and sexual health, such as STDs, abstinence, virginity, and relationships with their children. Binti et al. (2020) and Turnbull et al. (2008) stated that parents are influential in teaching sex education because they influence their children’s behaviours and sexual identity formation. Therefore, their opinions and attitudes are fundamental in handling sex education. In African contexts, parents impart knowledge and skills about puberty, courtship, and marriage. It is against this basis that the article discusses the perceptions and attitudes of parents towards teaching sex education in primary schools in Uganda. The article focuses on the following questions; (i) Is there a need for sexuality education? (ii) What is the appropriate content for sexuality education? (iii) Who is the best teacher for sexuality education? and (iv) What is the appropriate age for sexuality education in Uganda?
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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 (November 30, 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 subjective and objective epistemological stance. Data were collected using a five-point Likert scale structured questionnaire, interview guides, and findings corroborated with a documentary review. The correlation analysis revealed a positive and significant relationship between students’ learning environment and academic performance in the selected universities in Central Uganda (r=.457, p=.000<0.05), and regression analysis showed that all the constructs of students’ learning environment explain 26.7% of the variation in students’ academic performance (R²=0.267). Findings from the study may direct evidence-based policy reform in Uganda’s higher education. The limitations of the study included the selection of a small sample of only two universities which cannot be generalized to all universities in Uganda. The study recommends that policymakers and university management focus on improving the learning environment in universities in Central Uganda.