Education In Uganda Research Articles

Analyzing the Long-Term Effects of Eliminating School Fees on Access to and Quality of Education in Uganda, Considering the Policy's Implications for Gender Parity and Inclusive Education

Purpose: The aim of the study was to analyze the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The elimination of school fees in Uganda under the Universal Primary Education (UPE) policy has significantly increased access to education, particularly for children from low-income families and marginalized communities, as seen in the surge in enrollment rates. However, this increase in access has not been matched by improvements in educational quality, with overcrowded classrooms, underqualified teachers, and inadequate resources affecting learning outcomes. Unique Contribution to Theory, Practice and Policy: Human capital theory, capability approach & social justice theory may be used to anchor future studies on the analyzing the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Special focus should be on training teachers in inclusive education to better support children with disabilities and gender-sensitive teaching methods that encourage the retention of girls in school. Policies should ensure free provision of essential materials, especially for the most vulnerable populations.

Secondary school learners’ academic achievement in mathematics through a practical instruction teaching approach in the Kigezi and Ankole regions of Uganda

Addressing the challenge of subpar mathematics achievement levels in secondary education has gained global attention. Due to teachers’ inability to teach mathematics without real objects to explain it in real life, learners take the subject as very abstract, hence the poor academic achievement in national examinations. This qualitative case study investigates the impact of practical instruction on the mathematics achievement of secondary school students in Uganda. The research involved interviews with sixteen teachers from selected secondary schools in the Kigezi and Ankole regions to gain insights into their perspectives on the utilization and advantages of practical instruction in mathematics. Thematic analysis was employed to analyze the data. Regarding assessment strategies, the study found that there is a need to incorporate alternative assessment methods that can effectively assess the range of learners’ mathematics abilities. The study’s findings highlight that teachers view practical instruction as a valuable approach that enhances students' mathematics achievement by involving them in hands-on experience with real objects and learner-centered activities. Based on these results, the study recommends the widespread adoption of practical instruction as a means to elevate the quality of mathematics education in Uganda, ultimately addressing the prevalent challenges in mathematics achievement at the secondary school level.

Advancing Sustainable Higher Education: Embracing the Triple Bottom Line Integration in Uganda

The purpose of this conceptual paper was to revise Triple Bottom Line Theory of sustainable development as proposed by John Elkington, so as to propose ways of advancing sustainable higher education in Uganda. The major tenets of this theory are economic viability, environmental sustainability and social responsibility. Reduced fiscal spending by governments to higher education, the global calls for mitigation of climate change, youth unemployment and equity calls for higher education to be sustainable, including in Uganda. This paper concludes by proposing that sustainable higher education in Uganda is as a result of : Economic viability (job creation, skill development, research & innovation, community engagement, global education- partnerships with international institutions), environmental sustainability (integration of sustainability in curricula, use of experiential learning, collaboration with stakeholders, addressing resource limitations, empowerment and economic benefits) and social responsibility (community engagement, addressing local and global challenges, integrating social responsibility into missions, and merging social responsibility with internationalization efforts). The paper concludes by recommending empirical validation of the model, both in Uganda and outside Uganda

Minimal computing in refugee education in Uganda: economies of digital use and non-use, and the right constraints

ABSTRACT Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education. FFA (2018–2022) was a collaboration designed to develop and implement a blended bridging programme for refugee students to participate in universities in Uganda. This paper explores the role that digital technologies had to play in this project in imagining educational futures predicated on minimalism and the judicious use and non-use of technology. When used, the emphasis on available technology was dominant, as was a pedagogical emphasis on psychosocial support and social justice. Technology seen in this approach is best imagined as facilitating opportunities for contact and care, rather than as the driver of the educational enterprise. Such an approach runs counter to many of the discourses around digital development.

Assessing Nurse Educators' Competencies for Adopting Blended Learning in the Skills Labs in Uganda's Public Nursing Schools

Blended learning has become an integral part of nursing education, offering a blend of online and face-to-face instruction that enhances learning experiences, particularly within skills labs. However, the effectiveness of blended learning largely depends on the competencies of nurse educators in utilizing digital tools and methodologies. This study assessed the competencies of nurse educators in Uganda's public nursing schools concerning blended learning adoption. Data was collected from 40 randomly selected nursing educators in 4 public nursing schools in Uganda The findings indicate significant inadequacies: only 25% are proficient with Learning Management Systems (LMS) like Moodle, 20% can effectively use platforms like Zoom and Microsoft Teams for synchronous sessions, 30% are adept at using social media platforms such as WhatsApp and YouTube for informal learning and networking, and merely 12.5% are proficient in using television videos as supplementary educational resources. These results highlight a critical need for targeted professional development and training programs to enhance the digital competencies of nurse educators. Addressing these gaps is essential for the effective implementation of blended learning, ultimately aiming to improve the quality of nursing education in Uganda and foster the development of skilled nursing professionals.

A Comprehensive Study on the Impact of COVID-19 on Secondary Education in Uganda

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

Strategic litigation for educational equity: Analysing the impact of ISER v Attorney-General on access to quality education in Uganda

Strategic litigation for educational equity: Analysing the impact of ISER v Attorney-General on access to quality education in Uganda

The ‘Self’ of Hearing-Impaired Learners and their Transition from Primary to Post-Primary Education in Uganda

In Uganda, post-primary education is one of the milestones in a child’s education. It is characterized by many challenges, particularly faced by learners with hearing impairments attempting to transition from primary to post-primary level. The transition has long been recognized as one of the most challenging issues for learners with hearing impairments, yet it has not been resolved by impeccable empirical scrutiny. This quagmire prompted the researcher to use a phenomenological investigation to explore the significant self-concepts affecting the learners’ transition from primary to post-primary studies. Interviews and group discussions with randomly selected learners who had joined and those who had failed to proceed to post-primary schools were involved. Also, corroborative views and opinions were obtained from preferred teachers and parents in interviews and discussions. It was discovered that the transition of learners with impaired hearing from primary to post-primary level was substantially influenced by family socioeconomic status, gender, age, health, and the learner’s cultural issues – validating the applicability of Schlossberg’s Theory of Transition to provide person-centered answers to transition deterrents, inhibiting the learners from joining and or staying in post-primary schools. It was recommended that self-advocacy training at the primary level be enhanced to help learners develop the skills they need for confidence growth in their abilities before, during and after the transition to post-primary educational institutions

Learners’ everyday experiences of violence in English medium secondary education in Uganda

This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated fear, are part of many learners’ everyday schooling experiences. We demonstrate this through presentation of findings from thematic analysis of individual and focus group interviews with 64 learners at two public and two private secondary schools in the Amuru and Kitgum districts of Northern Uganda. Our conclusions advocate for greater attention to be paid to the ways that changes to enforced English-only policies could support more positive well-being and educational outcomes.

Hopeful futures for refugees in higher education: cultivation, activation, and technology

This paper discusses hopeful futures for higher education and the use of technology in realising those futures through the lens of refugee education in Uganda. Through an analysis of qualitative research done with refugee students and teachers participating in a blended bridging programme designed to prepare students for entry and success in higher education, this paper explores the interplay between contingency and positions of hope for refugee students in relation to higher education and further assimilation into civic society. Two themes emerged from the analysis that suggested a prioritarian orientation for higher education to realise a more hopeful future. First, hope renders as an act of cultivation as refugee students become exposed to new concepts and develop confidence in relation to them. Second, digital technologies broaden the cultivation of hope towards greater civic participation, even if access to higher education is not achieved. Third, hope correlates to action not necessarily as a linear progressive trajectory but as a diligent watchfulness for positive possibility. The implications for higher education are that taking a prioritarian lens for refugees in educational design engages with the contingencies that impact all, placing the sector deliberately in search of positive possibility in its orientation and design.

Updates on private returns to education in Uganda: evidence from universal primary education policy

ABSTRACT This study updates private returns to education in Uganda using consumption measures as an outcome variable, focusing on obtaining estimates using instrumental variables based on the introduction of the universal primary education policy. Unlike common findings from developed countries, the evidence from this study for a low-income country suggests that returns to education are smaller for liquidity-constrained individuals than for average individuals. The finding also suggests that smaller returns are observed for self-employed farmers than self-employed workers in non-agricultural sectors. The trend, showing smaller returns for liquidity-constrained individuals, is particularly obvious among self-employed farmers.

Influence of Headteachers' Transformational Leadership Attributes on Academic Performance: A Case of Private Secondary Schools in Uganda

School demographics have changed in recent decades, and so has the type of leadership needed to successfully lead the rapidly changing schools of this Century. School leadership shapes all other variables such as good curriculum, quality teaching, and academic performance. This study was carried out in selected private secondary schools in Uganda. After the realization that investment in private secondary schools exposed the decline of previously well-performing public schools and contributed to the rise of some private schools. The aim was to establish the influence of transformational leadership on academic performance in private secondary schools among other influencers of school effectiveness. A multi-leadership questionnaire was used to gather information from 276 schools, 425 teachers and Directors of studies in the central region of Uganda because this region has the majority of performing, average and underperforming schools. It also has schools in Urban, Rural and semi-urban and it is considered to be the epicentre of educational institutions in the country. Multiple regression analysis was performed to determine the influence of headteachers’ transformation leadership attributes on academic performance at UCE and UACE in private schools for the year 2017-2019. The findings indicated that the headteachers’ transformational leadership attributes of Idealized influence and Inspirational motivation influence academic performance with standard beta coefficients of 0.154 and -0.140 which suggested that that a unit increase in Idealized influence increases academic performance at UCE by 15.4% in private schools in Uganda while a unit increase in Inspirational motivation decreases academic performance at UCE by 14.0%. At UACE idealised influence and Intellectual stimulation were found to have a significant relationship with UACE performance in private secondary schools in Uganda. The standardized beta coefficients for Idealized influence and Intellectual stimulation were -0.144 and 0.129 respectively suggesting that a unit increase in Idealized influence decreases academic performance at UACE by 14.4% in private secondary schools in Uganda while a unit increase in Intellectual stimulation increases academic performance at UACE by 12.9%. The study concludes that transformational leadership has a significant influence on academic performance in private secondary schools. The study recommends that policymakers and investors in Uganda's Education System should closely monitor the school's alignment with the transformational leadership practices for sustainable academic performance in private secondary schools

What Science Can You Teach Without Language? A Conversation with Timothy Wangusa

This biographical dialogue with Timothy Wangusa explores the interface between indigenous culture, Christianity and education in Uganda, how this disrupted the indigenous cultural base and practice and continued to inform and impact lives and culture in Uganda. It interrogates the binary colonial–cultural contestation and disorientation of indigenous identities from an existential base rooted in the body, the spirit and the land. It acknowledges tensions of identity for the African writer as a product of multiple heritages and the challenge of emboldening it in contestation of manifold historical and structural peripherisations in education and national development policies and interventions. In response to the general national emphasis on science in education and development, Wangusa highlights, through his example, the function of language in education and the value of an inclusive curriculum. He decolonises the definitional scope of science to a more inclusive and relational application as a function of civilisation and education. The word, ‘language’, remains central as an enabler in the understanding and pursuit of development and human civilisation. This interview, conducted on 6 July 2022, was a commemoration of Professor Timothy Wangusa at 80 years and part of the Department of Literature’s activities during Makerere University Centennial celebrations, 2022.

Assessing the Impact of Universal Primary Education Policy on Gender Equality in Education in Uganda

This paper provides an in-depth analysis of the impact of Uganda’s Universal Primary Education (UPE) policy on gender equality in the realm of education. Since its inception in 1997, the UPE policy has been a cornerstone of Uganda’s educational reform, with the primary objective of offering free primary education to all children. A significant aspect of this policy has been its focus on enhancing female enrollment, in response to the historical underrepresentation of girls in education due to socio-economic, cultural, and infrastructural barriers. This study employs a comprehensive approach to assess the policy’s effectiveness in bridging the gender gap within Ugandan primary schools. By analyzing a variety of metrics, including enrollment rates, dropout rates, and academic performance, the paper aims to provide a nuanced understanding of the policy’s outcomes. The analysis extends beyond mere statistics to explore the qualitative aspects of the policy’s implementation, such as the provision of gender-sensitive facilities and teaching methods, which are crucial for sustaining girls’ participation in education. Furthermore, the paper examines the broader socio-economic context in which the UPE policy operates, considering factors such as poverty, child labor, and cultural norms that disproportionately affect girls’ access to education. By situating the policy within this context, the study highlights the complex interplay between educational policies and societal dynamics in shaping gender equality in education. This paper seeks to contribute to the ongoing discourse on gender equality in education by offering a comprehensive evaluation of the UPE policy’s impact on female enrollment and retention in Ugandan primary schools. Through this analysis, the paper aims to provide insights into the successes and challenges of the policy, thereby informing future efforts to achieve gender parity in education.

Perspectives on Online Education in Higher Education

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.

Applying ADDIE Model to Develop Multimedia Lessons for Adolescent Reproductive Health Education in Uganda

This study aimed to develop and evaluate a multimedia application intervention for adolescent sexual reproductive health education in secondary schools in Uganda. The lack of access to quality reproductive health education and services, exacerbated by the recent COVID-19 pandemic, contributes to unplanned pregnancies, health complications, and sexual and gender-based violence (SGBV) among adolescents in Uganda. Researchers and teachers collaborated to create multimedia lessons covering topics such as sexual reproductive health and rights (SRHR) and SGBV for adolescents in participating schools. The educational content and format were co-designed to better incorporate the local context and address priority issues by involving end users of the software (adolescents and their teachers) as content contributors during the development phase. The innovative multimedia application was developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A student manual was also created as a teaching tool, providing educators with lesson introductions and guiding questions for post-lesson group discussions. The manual includes a simplified print version of the educational content, ensuring that students and teachers in schools without ICT resources can benefit from the intervention. Questionnaires were developed and administered to 14 Results indicate that all 14 trained teachers demonstrated improved knowledge about the use of multimedia applications to deliver adolescent-friendly sexual reproductive health (SRH) education. Additionally, all 14 teachers self-reported that the multimedia application is a feasible and acceptable method to deliver adolescent-friendly SRH education.

Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda

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

Government Education Funding and Government Higher Education Investment in Uganda

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.

Socio-Economic Factors and Access to Higher Education in Uganda: A Case of Public Higher Education Institutions in Kigezi Sub Region.

Socio-Economic Factors and Access to Higher Education in Uganda: A Case of Public Higher Education Institutions in Kigezi Sub Region.

Assessing Digital Competence in Higher Education: A Gender Analysis of DigComp 2.1 Framework in Uganda

This research paper investigated the digital competence of students in higher education in Uganda, utilising the Dig-Comp 2.1 framework as the basis for assessment. The study explores potential gender disparities in digital competence levels among students, aiming to identify areas of improvement for educational institutions and policymakers. The research utilised a quantitative approach, incorporating online surveys to collect data (N = 99) from a diverse sample of university students. Descriptive and t-test analyses were performed to analyse the significant differences in digital competencies between genders and found slight but statistically insignificant differences. The study’s findings contribute to the growing body of research on gender and digital competency and underscore the need for ongoing efforts to create inclusive and equitable digital education environments. In today's increasingly digital world, possessing adequate digital competence is crucial for personal, academic, and professional success. Higher education institutions are pivotal in equipping students with the necessary digital skills to thrive in the digital age. To enhance digital competence among all students, educators, policymakers, and institutions must focus on gender-sensitive strategies and tailor digital literacy programs to meet the diverse needs of their student population