Relevant bibliographies by topics / Higher education in Uganda

Contents

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

Academic literature on the topic 'Higher education in Uganda'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Higher education in Uganda"

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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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Nabukeera, Madinah. "The COVID-19 and online education during emergencies in higher education." Archives of Business Research 8, no. 5 (June 3, 2020): 183–90. http://dx.doi.org/10.14738/abr.85.8130.

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Higher education faced unplanned, unwanted, un experienced, tense test in online learning with Novel Covid-19 pandemic. For all the stakeholders participating in this type of training from lecturers, students and support ICT staff its unwelcome but the university systems were stuck on how they have to go through to ensure that they end Semester II academic year 2019/20. Early January 2020, the outbreak of the Covid-19 caused Ugandan universities to close the physical campuses following a presidential directive. On 20th March 2020, from lower primary, secondary education to universities. This forced university administration to instruct teaching staff to teach all courses on-line apart from practical courses that need laboratory training. This paper focused on instructional strategies in Uganda and focuses on a case of Islamic University in Uganda Females’ Campus (IUIUFC). Fifteen specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concluded with 15 high impact principles for online education. Keywords: Covid-19, instructional strategies, online teach and learning, academic managers and IUIUFC
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Kajubi, W. Senteza. "Financing of higher education in Uganda." Higher Education 23, no. 4 (June 1992): 433–41. http://dx.doi.org/10.1007/bf00138629.

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Lwanga, David, Mbabazi Mbabazize, Odetha Katuramu, and Rogers Barigayomwe. "The Management Of Higher Education Institutions In Uganda." International Journal of Scientific and Research Publications (IJSRP) 10, no. 3 (March 12, 2020): p9959. http://dx.doi.org/10.29322/ijsrp.10.03.2020.p9959.

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Wamimbi, Fred, and Nafiu Lukman Abiodun. "Privatizaion of Higher Education and Excellence Without a Soul." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 4, no. 1 (May 31, 2021): 88–99. http://dx.doi.org/10.53449/ije.v4i1.148.

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Privatization of education in both developed and developing countries over the last century has registered a positive trend in the field of education. With the rise of capitalism and privatization of higher education by the government of Uganda, there is an increasing attempt to privatize public services, including education, so that citizens will have to buy them at market value rather than have them provided by the government. The department of higher education in Uganda concentrates strongly on the role of education in servicing the economy through taxation to the neglect of its social and developmental responsibilities. The vision of the university as a place for the education of the elite and for elite education has had a powerful historical precedent in Plato’s Academy. To what extent the Platonic view of education still dominates our thinking about the role and purposes of universities is arguable. Commercialization is normalized and its operational values and purposes have been encoded in the systems of all types of universities. Correlatively, what is happening in the universities is that they are being asked to produce commercially oriented professionals rather than public-interest professionals. While this may seem like merely a change in form rather than substance, the danger with this advancing marketised individualism is that it will further weaken public interest values among those who are being educated in private universities. In this paper, the writer presents an examination on the impact of privatization of higher education on the original purpose and values of education to the individual, the society and the Ugandan nation as a whole hence promoting privatization of higher education and excellence without soul.
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Lubaale, Grace. "Information and Communication Technology in Higher Education of Uganda and Education Implications: A Case of Kyambogo University." Journal of Education and Training Studies 8, no. 6 (May 5, 2020): 29. http://dx.doi.org/10.11114/jets.v8i6.4842.

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The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.
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Lynn, N. D., and A. W. R. Emanuel. "Strategic Information Systems Planning for Higher Education in Uganda." IOP Conference Series: Materials Science and Engineering 1096, no. 1 (March 1, 2021): 012015. http://dx.doi.org/10.1088/1757-899x/1096/1/012015.

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Mirembe, Drake Patrick, Jude T. Lubega, and Martha Kibukamusoke. "Leveraging Social Media in Higher Education: A Case of Universities in Uganda." European Journal of Open, Distance and E-Learning 22, no. 1 (July 1, 2019): 70–84. http://dx.doi.org/10.2478/eurodl-2019-0005.

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Abstract Social media platforms have transformed the way we live and work. These platforms have opened up new opportunities for service provisioning and business models. Therefore, this paper presents findings of how leading Ugandan Universities are integrating social media in the teaching and learning processes. The researchers adopted a multi-methodology research approach which involved; collecting, analysing and integrating quantitative (surveys) and qualitative (focus group discussions and interviews) research methods. A total of 300 respondents were targeted (students and lecturers) of which 250 responded (196 male and 54 female). The respondents from Makerere University, Uganda technology and Management University (UTAMU) and Makerere University Business School. The results of the study indicated that majority (94.8%) of the respondents use WhatsApp, 86.5% Facebook, 82.1% YouTube, 53.8% Twitter, 39.8% Instagram and 9.2% snapchat. It was observed that 225 about 91.1% of student’s use social media for learning purposes. A total of 238 respondents use smartphones to access social media. While majority of students on social media platforms use these platforms for learning purposes, majority of lecturers (37.6%) never engage students on social media. Therefore, there is a mismatch on social media usage between students and lectures and this calls for the development of social media policies at universities to promote and guide the integration of these platforms in the teaching and learning processes.
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Asuman, Baguma, Md Shahadat Hossain Khan, and Che Kum Clement. "Integration of Web-Based Learning into Higher Education Institutions in Uganda." International Journal of Web-Based Learning and Teaching Technologies 13, no. 3 (July 2018): 33–50. http://dx.doi.org/10.4018/ijwltt.2018070103.

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This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general
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Dissertations / Theses on the topic "Higher education in Uganda"

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

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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).
Objective: The purpose of this paper is to investigate the progress so far made by Uugandan universities in establishing Institutional Repositories (IRs) Methods: A questionnaire was designed and distributed among the member institutions of the Consortium of Uganda Uuniversity Librarries (CUUL). Data received from the questionnaires was augmented by osite visits, discussions and interviews with the university libraries. Results: Despite numerous benefits associated with IRs, few institutions have established IRs in Uganda due to certain barriers. This paper argues that although these imbalances are manifested, opportunities still exists for the establishment of IRs for national development. Recommendations: The paper emphasizes the need for partnerships with the different stakeholders in the planning and developing institutional repositories. Conclusions: Insitutional repositories should be considered as principal benchmarks of digital scholarship. Originality/value – It is believed that higher institutions of learning and communities would benefit substantially from establishing IRs. However, it can only be possible with well developed infrastructure, increased funding, coordination and advocacy.
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Nambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.

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Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including the provision of free education for a maximum of four children per family, and the removal of school fees in primary schools from grades one to seven. The main goal was to provide for the minimum necessary facilities and resources to enable all Ugandan children of school-going age to enter and remain in school until the primary cycle is completed. However, the implementation of Universal Primary Education in Uganda has been met with various challenges. The current planning and organising framework does not support its implementation with communication and coordination challenges cited as most problematic. This study focuses on proposing a planning and organising framework that will address the issues regarding policy implementation, coordination and communication. Specifically, the study will focus on:
    a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda.
The study employs a qualitative approach and data is collected through the use of an extensive literature review supported by qualitative interviewing of key role-players employed by the Ministry of Education and Sports in Uganda. International best practices are used to determine the planning and organising requirements for successful implementation. The study proposes the establishment of a Department of Primary Education responsible for ensuring the appropriate involvement of all role-players in the planning and organising functions. The establishment of such a department will ensure that monitoring and evaluation, accountability of finances and effective communication are achieved. By placing emphasis on the planning and organising requirements for implementation, the aim of providing free education to all Ugandan children might be achieved. Copyright
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted
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Kisakye, Alex. "An investigation into information security practices implemented by Research and Educational Network of Uganda (RENU) member institution." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004748.

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Educational institutions are known to be at the heart of complex computing systems in any region in which they exist, especially in Africa. The existence of high end computing power, often connected to the Internet and to research network grids, makes educational institutions soft targets for attackers. Attackers of such networks are normally either looking to exploit the large computing resources available for use in secondary attacks or to steal Intellectual Property (IP) from the research networks to which the institutions belong. Universities also store a lot of information about their current students and staff population as well as alumni ranging from personal to financial information. Unauthorized access to such information violates statutory requirement of the law and could grossly tarnish the institutions name not to mention cost the institution a lot of money during post-incident activities. The purpose of this study was to investigate the information security practices that have been put in place by Research and Education Network of Uganda (RENU) member institutions to safeguard institutional data and systems from both internal and external security threats. The study was conducted on six member institutions in three phases, between the months of May and July 2011 in Uganda. Phase One involved the use of a customised quantitative questionnaire tool. The tool - originally developed by information security governance task-force of EDUCAUSE - was customised for use in Uganda. Phase Two involved the use of a qualitative interview guide in a sessions between the investigator and respondents. Results show that institutions rely heavily on Information and Communication Technology (ICT) systems and services and that all institutions had already acquired more than three information systems and had acquired and implemented some of the cutting edge equipment and systems in their data centres. Further results show that institutions have established ICT departments although staff have not been trained in information security. All institutions interviewed have ICT policies although only a few have carried out policy sensitization and awareness campaigns for their staff and students.
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Bocast, Brooke. "'If books fail, try beauty': Gender, consumption, and higher education in Uganda." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/283263.

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Anthropology
Ph.D.
My dissertation "'If books fail, try beauty': Gender, consumption, and higher education in Uganda," explores students' romantic entanglements at Uganda's Makerere University (the "Harvard of Africa") in order to illuminate emerging processes of value creation in the context of controversial market-based education reforms. Each chapter of my dissertation (in addition to the Introduction and Conclusion) speaks to an underlying question: Why do educated, financially stable young women engage in sexual transactions that incur significant biomedical and social risk? Ultimately, I demonstrate how these reforms - in opposition to their gender equality aims - compel novel sexual and consumption practices that undermine female students' opportunities for success. The aims of my dissertation are three-fold. First, I analyze the interlinked sexual and consumption practices of an emerging demographic group in a post-structural adjustment economy; namely, young, educated, unmarried women. Because they occupy this novel life stage, female students are structurally positioned to be a particularly revelatory group for examining the relationship between institutional restructuring and transforming gender, class, and generational norms in East Africa. Second, this project provides a crucial counterpoint to the bulk of Africanist literature that conflates "youth" with "young men." In doing so, my analysis generates insight into how young women navigate the challenges and opportunities wrought by higher education reform. Third, by taking seriously the prevalence of HIV on African university campuses, this project produces useful knowledge about cross-generational sex and multiple concurrent partnerships - practices that directly contribute to disproportionate rates of HIV among young African women (as opposed to men).
Temple University--Theses
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Okware, Fabiano. "Factors impacting performance of training institutions in Uganda." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020150.

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The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.
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Mugume, Taabo. "Student politics and multiparty politics in Uganda : a case study of Makerere University." University of the Western Cape, 2015. http://hdl.handle.net/11394/4726.

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Magister Administrationis - MAdmin
The study of student politics in Africa has evolved in the last decade from a focus on non-institutionalised student activism and student movements to institutionalised student political participation in institutions of higher education. Thus it followed a development route in which student leadership had to find new ways in which to organise their movements in institutional, national and continental political organisations to influence policy and remain relevant in students’ lives. Since this study focuses on one particular dimension of this change, the study seeks to understand the relationship between student leaders in Makerere University, Kampala, and political parties in Uganda. The specific focus of the study is on highlighting the reasons for establishing and maintaining the relationship; the arrangements necessary for the relationship to exist, and how the relationship impacts on the ability of student leaders to represent students’ interests. Following an analysis of the relevant literature in line with the topic, it was decided that a mixed methods approach would be suitable for the study. Hence in-depth interviews were conducted with student leaders and leaders of national political parties and an online survey targeting all undergraduate students at Makerere University was done (as part of a larger study). Theoretically, the study adopted a framework originally proposed by Schmitter and Streeck (1999), and adapted it to study the relationship between student leaders and political parties, drawing also on the insights of studies that had previously used adaptations of the same framework to study student leadership in other contexts. The study found a continuing historical relationship between student leaders of Makerere University and political parties in Uganda. It found that a significant number of students are members of a political party, whereby student leaders are most likely not only to be ordinary party members, but party leaders. Political parties use the student guild elections to recruit new members. As part of being members of a political party, student leaders tend to be more influential in weak political parties, in contrast to a ruling party which is more influential in student politics given its ability to provide access to government resources. Moreover, the relationship is such that student leaders from Makerere University are most likely to end up in powerful political positions in the country (e.g. Byaruhanga, 2006; Mugume and Katusiimeh, 2014); this situation corresponds to the reasons that student leaders give for establishing relationships with political parties in the first place, as most student leaders have future political ambitions. The most influential organisations in student politics appear to be political parties, followed by cultural groups on campus. The study also highlights weaknesses in formal institutional governance structures given that student leaders believe their problems are better addressed in personal networks with members of university management staff than through the committee system. The relationship between student leaders and political parties generally leads to positive developments such as student leadership training in democratic politics; consequently they are even able to satisfy their personal interests in the process. It is further argued that students who are not in leadership positions mostly gain indirectly from the benefits that student leaders may derive from their relationship with political parties. For example, student leaders may govern their organisation better. However the evidence also strongly shows that such indirect gains are highly compromised in cases where student leaders have future political ambitions, as they may sacrifice the students’ interests in order to maintain their good reputation in the party. Since most student leaders aspire to be politicians in future, the study concludes by acknowledging that the relationship between student leaders and political parties has some positive consequences to students not involved in leadership, but they are outweighed by negative consequences. Hence it is argued in the conclusion that, taking into account the scope of this study, the relationship is largely a distraction to the student leaders rather than assisting them in enhancing their ability to represent students’ concerns.
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Kwesiga, Joy Constance. "Access of women to higher education in Uganda an analysis of inequalities, barriers and determinants /." Thesis, Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.319157.

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

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The emerging social collaborative technologies such as Facebook and Twitter are greatly influencing the evolution of e-learning in higher education. As these technologies become more easily available to students and lecturers, the approach to e-learning continues to evolve leading to a social collaborative e-learning (SoCeL) model. SoCeL involves social interactions and collaborations among students and lecturers in order to make it easy for them to construct and share knowledge. They exchange ideas and share their own digital products using these technologies to facilitate learning. Studies have however, shown that using social collaborative technologies in the learning process has not always had definite success. This may be attributed to lack of a framework to guide effective integration. The perceived absence of suitable frameworks is addressed in this work by developing frameworks to guide effective integration of SoCeL. This empirical study follows the requirements engineering process and uses a mixed methods approach involving case study and human-computer interaction ethnography to explore the environment in which social collaborative technologies are adopted in two universities in Uganda. Data were analysed using qualitative and quantitative approaches to establish requirements for SoCeL effective integration. The findings of this study are grouped in two broad areas: learning environment and adoption of social collaborative technologies. Based on these findings, the SoCeL environment framework and SoCeL adoption frameworks were developed. These provide the basis on which important recommendations are made. In conclusion, the thesis argues that SoCeL can be effectively integrated in higher education if the learning environment focuses on an integrated design. The design should bring together: informal learning, social networking and learning management.
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Oluka, Silas O. "Towards ecoscience, environmental and sociocultural perspectives in science : some insights from Uganda, and implications for higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21616.pdf.

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

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The World Bank is one of the most dominant influences in higher education policy in Sub Saharan Africa. Throughout the 1990s, the Bank consistently asserted that a reduced role of the state in providing and organising educational services, and a greater reliance on pricing systems in the allocation of those services would have a positive effect on both equity and efficiency in higher education. Critics of this approach countered that the Bank's neo-liberal framework was inappropriate to the provision of a public good such as education and that, in particular, the introduction of user charges was risky, inequitable and inefficient. This thesis explores these claims and counterclaims through an exploratory case-study of Makerere University (Uganda). Its particular focus is on the introduction of a series of cost-sharing measures, most notably the acceptance of 'privately sponsored students' to the University from the mid-1990s onwards. The thesis examines what impact these initiatives have had on questions of equity and efficiency within the institution, while also interrogating their sustainability. Using a series of semi-structured interviews with senior university and government officials, as well as official university documents and World Bank reports, the major changes to student financing at Makerere are studied and described. The impact that the changes have had on the question of efficiency, equity and sustainability are analysed, using both qualitative and quantitative research methods, including a series of semi-structured interviews with senior academics and administrators; focus discussion groups with students; and a student survey (n 1,030). It is demonstrated that the major effect of the changes to student financing has been the rapid increase of students being able to come to Makerere, as well as the associated increase in resources which these students have brought with them to the institution. It is argued that the injection of new resources has positively affected the efficiency of the university, but that increasing concerns are being raised about equity, as the poor are disproportionately excluded from the opportunities offered by the new funding approach. It is suggested further that the heavy reliance on extended family networks for financing ultimately raises questions about the sustainability of the new programmes. Much of the debate over the financing of higher education has been underpinned by the concern that the way in which a higher education system receives funding has a powerful influence in determining what it does - in particular the impact that a shift away from public funding will have on the sector's contribution to national development. It is concluded here that that the way in which the debate over the financing of higher education is currently constructed encourages an overly economistic view of the sector and its role. It is argued that higher education is especially unsuited to this role. The case study demonstrates that currently there is less to be gained from being dogmatic about the role of either the state or the market, than a greater acceptance that failures of either can result in distorted development. Policy implications point towards a greater understanding of the need to identify what is the most appropriate role for each to play to complement one another in a given context. This is needed so that a particular mix is not at the expense of either equity or efficiency, and to ensure that mix remains sustainable.
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Books on the topic "Higher education in Uganda"

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Opio-Odongo, Joe Martin Aldo. Higher education and research in Uganda. Nairobi, Kenya: Acts Press, African Centre for Technology Studies, 1993.

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Manoeuvring gendered pathways to higher education: What hinders girls from progressing to higher education in Uganda? Kampala: Fountain Publishers, 2010.

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National Workshop on Agroforestry Education (1st 1994 Mukono, Uganda). Agroforestry education in Uganda: Proceedings of the First National Workshop on Agroforestry Education : 25-29 July 1994, Mukono, Uganda. Nairobi, Kenya: International Centre for Research in Agroforestry, 1995.

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Obwona, Marios. Development impact of higher education in Africa: The case of Uganda. Kampala, Uganda: Economic Policy Research Centre, 2007.

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University education in Uganda: Challenges and opportunities for reform. Kampala, Uganda: Fountain Publishers, 2003.

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Kasente, Deborah. Illuminating students' voices in higher education: Empirical insights into university-based reforms in Uganda. Kampala, Uganda: Makerere Institute of Social Research, 2007.

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MUASA Seminar on Education for Development in the Context of Uganda Society Today (1989 Makerere University). [MUASA Seminar on Education for Development in the Context of Uganda Society Today, held on 19th December, 1989, at Makerere University.]. [Kampala: The University, 1989.

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Women's access to higher education in Africa: Uganda's experience. Kampala: Fountain Publishers, 2002.

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Symposium, on Academic Freedom Research and the Social Responsibility of the Intellectual in Africa (1990 Kampala Uganda). Symposium on Academic Freedom, Research, and the Social Responsibility of the Intellectual in Africa =: Symposium sur liberté académique, recherche et responsabilité sociale de l'intellectuel en Afrique : 26-29 November, 1990, Kampala, Uganda. [Dakar, Senegal]: Council for the Development of Economic and Social Research in Africa, 1990.

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Financing Uganda's public universities: An obstacle to serving the public good. Kampala: Fountain Publishers, 2009.

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Book chapters on the topic "Higher education in Uganda"

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Achanga, Pius Coxwell, and Ronald Bisaso. "Higher Education Systems and Institutions, Uganda." In The International Encyclopedia of Higher Education Systems and Institutions, 1568–76. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_477.

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Achanga, Pius Coxwell, and Ronald Bisaso. "Higher Education Systems and Institutions: Uganda." In Encyclopedia of International Higher Education Systems and Institutions, 1–9. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_477-1.

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Nganga, Gilbert. "Africa: Kenya, Uganda, Rwanda Strike He Harmonisation Fee Deal." In Understanding Higher Education Internationalization, 139–41. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_30.

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Comunian, Roberta, and Gershom Kimera. "Uganda film and television." In Higher Education and Policy for Creative Economies in Africa, 60–78. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003127802-6.

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Muhangi, Godwin Tindyebwa. "Delving into Undergraduate Students’ Choice of Higher Education in Uganda." In Higher Education Marketing in Africa, 79–105. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_4.

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Amutuhaire, Tibelius. "Higher Education and a Response to HIV/AIDS in Makerere University, Uganda." In Internationalisation of African Higher Education, 133–49. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-311-9_8.

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Gyagenda, Ismail S., and Wardah M. Rajab-Gyagenda. "Islamic University in Uganda (IUIU): The Pioneers." In Muslim Institutions of Higher Education in Postcolonial Africa, 135–56. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_9.

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Aguti, Jessica Norah, Lazarus Nabaho, and Wilberforce Turyasingura. "Quality assurance in open and distance education in Uganda." In Quality Assurance in Higher Education in Eastern and Southern Africa, 36–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-5.

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Otyola, Wandera Roberts, and Callist Tumwebaze. "Inclusive education of visually impaired students in universities in Uganda." In Quality Assurance in Higher Education in Eastern and Southern Africa, 165–73. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-19.

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Ssempebwa, Jude, and Dalton E. Ssegawa. "Funding Higher Education in Uganda: Making the Case for the Liberalisation of Student Fees." In Funding Higher Education in Sub-Saharan Africa, 276–95. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137345783_11.

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Conference papers on the topic "Higher education in Uganda"

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Kasozi-Mulindwa, Saturninus. "THE PROCESS AND OUTCOMES OF PARTICIPATORY BUDGETING IN A HIGHER INSTITUTION OF LEARNING: A CASE IN UGANDA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1647.

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"Longitudinal Analysis of Performances of Beneficiaries of Affirmative Action Policy in Higher Education: A Case of Female Engineering Students of Makerere University in Uganda." In 2nd International Conference on Advances in Engineering Sciences and Applied Mathematics. International Institute of Engineers, 2014. http://dx.doi.org/10.15242/iie.e0514068.

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Pakravan, Mohammad H., and Nordica MacCarty. "An Agent-Based Modeling Approach for Clean Technologies Adoption Using Theory of Planned Behavior Based Decision-Making." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97670.

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Abstract Technology adoption in low-income regions is among the key challenges facing international development projects. Nearly 40% of the world’s population relies on open fires and rudimentary cooking devices exacerbating health outcomes, deforestation, and climatic impacts of inefficient biomass burning. Clean technology alternatives such as clean cookstoves are among the most challenging technologies to approach their target goals through sustainable adoption due to lack of systematic market-driven design for adoption. Thus, a method is needed to provide insight regarding how target customers evaluate and perceive causes for adopting a clean technology. The holistic approach of this study captures the three main aspects of technology adoption through lenses of social networks, individual and society scale beliefs, and rational decision-making behavior. Based on data collected in the Apac region in Northern Uganda, an Agent-Based Model is developed to simulate emerging adoption behavior in a community. Then, four different scenarios investigate how adoption patterns change due to potential changes in technology or intervention strategy. These scenarios include influence of stove malfunctions, price elasticity, information campaigns, and strength of social network. Results suggest that higher adoption rates are achievable if designed technologies are more durable, information campaigns provide realistic expectations for users, policy makers and education programs work toward women’s empowerment, and communal social ties are recognized for influence maximization. Application of this study provides insight for technology designers, project implementers, and policy makers to update their practices for achieving sustainable and to the scale clean technology adoption rates.
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GoretiiNakabugo, Mary, Charles Opolot-Okunu, and Connie MasembeSsehbunga Mary. "Early Childhood Education in Uganda Primary Schools." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.702.

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Bwire, Felix, Emily Bagarukayo, and Paul Muyinda. "Online Learning Challenges in Academia: The Case of Uganda." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009794504840489.

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Baguma, Rehema. "An Audit of Inclusive ICTs for Education in Uganda." In ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047339.

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Kasozi-Mulindwa, Saturninus, and Ronald Mivule Musoke. "NON-MONETARY REWARDS AND TEACHERS’ PERFORMANCE: EXPERIENCES FROM UGANDA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2899.

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Head, Nancy Wilson. "Higher education." In the 1999 ACM SIGCPR conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299513.299712.

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Goretti Nakabugo, Mary, Charles Opolot-Okurut, Connie Masembe Ssebbunga, and Albert Byamugisha. "Universalizing Primary Education in Uganda Is It Beneficial and Sustainable?" In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.706.

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Pegah, Kris T., Mahmoud Pegah, and Terry M. Dillow. "Higher education ERP." In the 31st annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/947469.947493.

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Reports on the topic "Higher education in Uganda"

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315556.

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Magoula, Angeliki-Elen, and Christopher S. Myers. Cost in Higher Education. Fort Belvoir, VA: Defense Technical Information Center, June 2007. http://dx.doi.org/10.21236/ada473288.

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Tofaris, Elizabeth, and Rebecca Thornton. Mother Tongue Education Improves Literacy in Uganda. REAL Centre, University of Cambridge and The Impact Initiative, September 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii319.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306629.

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Dearden, Lorraine, Claire Crawford, Rowena Crawford, and Jack Britton. Labour’s higher education funding plans. Institute for Fiscal Studies, February 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00164.

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Winston, Gordon, and David Zimmerman. Peer Effects in Higher Education. Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9501.

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Michael Cherney, PhD. Alternative Energy for Higher Education. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035800.

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De Vlieger, Pieter, Brian Jacob, and Kevin Stange. Measuring Instructor Effectiveness in Higher Education. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22998.

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Hoxby, Caroline, and Sarah Turner. Measuring Opportunity in U.S. Higher Education. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25479.

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