Institutions In Uganda Research Articles

Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning

This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students.Keywords: Assessment practice, higher education, Uganda
 
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 Kajian ini menganalisis peramal bagi amalan penilaian yang digunakan oleh pihak fakulti di institusi-institusi terpilih di Uganda. Skala inventori amalan penilaian semakan (Assessment Practices Inventory Modified APIM) telah diedarkan kepada sampel yang terdiri daripada 350 orang kakitangan akademik yang dipilih dari Universiti awam dan swasta di Uganda. Persampelan rawak digunakan untuk memilih peserta kajian ini. MANOVA dan analisis regresi berganda digunakan untuk menganalisis data. Terdapat perbezaan dalam amalan penilaian fakulti mengikut tahap akademik dan pengkhususan mereka, dan bukan jenis universiti. Perbezaan tahap akademik merentasi semua penilaian amalan sub skala (rekabentuk, pentadbiran, interpretasi dan aplikasi) sementara bagi pengkhususan perbezaan itu hanya untuk tafsiran penilaian. Kajian juga mendapati bahawa hanya tahap akademik dan kursus formal penilaian yang dijalankan menjadi peramal amalan penilaian kakitangan akademik di kalangan banyak peramal yang dihipotesiskan (jenis universiti, pengkhususan, tahap akademik, saiz kelas, dan penilaian kursus). Secara umumnya, keputusan kajian deskriptif menunjukkan bahawa staf akademik di Universiti Uganda kekurangan kemahiran penilaian yang sesuai bagi menilai pelajar mereka. Ini telah melahirkan cadangan bahawa program latihan formal penilaian hendaklah diwajibkan untuk semua staf akademik di universiti-universiti di Uganda bagi meningkatkan kemahiran penilaian untuk memastikan cara mereka menilai pelajar berkualiti.

Global Health Service Partnership: First Year Findings

The Global Health Service Partnership (GHSP) is a public-private-partnership between Seed Global Health, a US non-profit; Peace Corps, a US Government agency; and host country health education systems. The program attempts to address the global shortage of skilled health professionals by sending US doctors and nurses as medical and nursing educators to training institutions in Uganda, Malawi and Tanzania.

Transfusion Medicine in Sub-Saharan Africa: Conference Summary.

In November 2014, a 3-day conference devoted to transfusion medicine in sub-Saharan Africa was held in Kampala, Uganda. Faculty from academic institutions in Uganda provided a broad overview of issues pertinent to transfusion medicine in Africa. The conference consisted of lectures, demonstrations, and discussions followed by 5 small group workshops held at the Uganda Blood Transfusion Service Laboratories, the Ugandan Cancer Institute, and the Mulago National Referral Hospital. Highlighted topics included the challenges posed by increasing clinical demands for blood, the need for better patient identification at the time of transfusion, inadequate application of the antiglobulin reagent during pretransfusion testing, concern regarding proper recognition and evaluation of transfusion reactions, the expanded role for nurse leadership as a means to improve patient outcomes, and the need for an epidemiologic map of blood usage in Africa. Specialty areas of focus included the potential for broader application of transcranial Doppler and hydroxyurea therapy in sickle cell disease, African-specific guidelines for transfusion support of cancer patients, the challenges of transfusion support in trauma, and the importance of African-centered clinical research in pediatric and obstetric transfusion medicine. The course concluded by summarizing the benefits derived from an organized quality program that extended from the donor to the recipient. As an educational tool, the slide-audio presentation of the lectures will be made freely available at the International Society of Blood Transfusion Academy Web site: http://www.isbtweb.org/academy/.

Beyond Translating French into English: Experiences of a Non-Native Translator

This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.

Social intermediation and financial services access in Uganda's microfinance industry

Purpose – The purpose of this paper is to examine the extent to which social intermediation influences access to financial services in Uganda's microfinance industry. Design/methodology/approach – The paper adopts analysis of moment structures (AMOS), a form of structural equation modeling (SEM) to test hypotheses. Findings – It was established that social intermediation together with antecedents of social capital and managerial competence, account for 32 percent of the variance in access to financial services in the microfinance industry. Research limitations/implications – Only a single research methodological approach was employed and future research through interviews could be undertaken to triangulate. Furthermore, the findings from the present study are cross-sectional, future research should be undertaken to examine the social intermediation and its effects on access to financial services across time. Practical implications – In order to boost the wealth of the active poor and microfinance institutions in Uganda, Uganda should always endeavor to build the human and institutional capacities through social intermediation so as to encourage the marginalized people to fully participate in formal financial intermediation in the microfinance industry. Originality/value – This is the first study that focuses on testing the influence of social intermediation on access to financial services in Uganda's microfinance industry.

The Accreditation Process and Challenges of Private Religious Based Universities in Uganda

The quantitative growth in Ugandan higher education subsector has created many challenges including a drop in quality in education delivery. Today, there are 34 universities in Uganda (up from 26 in 2006) with over 185,000 students (up from 137,190), representing an overall growth rate of more than 15% in the last 5 years. Given this rapid expansion of higher education, some form of regulation is necessary to assure quality. Ugandan government established the National Council for Higher Education (NCHE) as a regulatory agency to set standards and regulations to ensure that all public and private tertiary education institutions in Uganda create, sustain and improve the relevance and quality of higher education for all qualified Ugandans and to meet the local, national and global higher education challenges of the 21st century. In addition to sustaining and improving the relevance and quality of higher education, these religious based universities have a special mission of evangelism and discipleship and view all admissions and appointments as opportunities for ministry and service. This however, may not go well with the peer assessors and the Accrediting Agencies. Currently there are more than six recognised faith based universities in Uganda. Out of the seven fully accredited universities in Uganda, five are faith based and only two are secular. There are different views about the philosophies of these faith-based universities. Some people seem to suggest that they pay more attention to evangelism and discipleship than in provision of higher education. While others view this type of institutions as a very good model to provide good morals and education that can transform the society in a positive way. At the same time, the regulatory framework in the country must provide for an all- inclusive environment for all to participate in higher education which may pose a big challenge to these faith based institutions. This article therefore, discusses the accreditation process in Uganda and challenges of private religious based Universities in Uganda in regards to accreditation.

Role of faith-based and nongovernment organizations in the provision of obstetric services in 3 African countries

We sought to describe obstetric care capacity of nongovernment organization (NGO)-/faith-based organization (FBO)-run institutions compared to government-run institutions in 3 African countries using the World Health Organization Global Survey. We also compared delivery characteristics and outcomes. This is a descriptive analysis of the 22 NGO-/FBO-run institutions in Uganda, Kenya and Democratic Republic of Congo delivering 11,594 women, compared to 20 government-run institutions delivering 25,825 women in the same countries and period. Infrastructure, obstetric services, diagnostic facilities, and anesthesiology at NGO/FBO institutions were comparable to government institutions. Women delivering at NGO/FBO institutions had more antenatal care, antenatal complications, and cesarean delivery. NGO/FBO institutions had higher obstetrician attendance and lower rates of eclampsia, preterm birth, stillbirth, Apgar <7, and neonatal near miss. NGO/FBO institutions are comparable to government institutions in capacity to deliver obstetric care. NGO/FBOs have been found effective in providing delivery care in developing countries and should be appropriately recognized by stakeholders in their efforts to assist nations achieve international goals.

Mobile Phones in Health Care in Uganda: The AppLab Study

AbstractThis study explores the preliminary lessons in the use of mobile phones to promote access to health care information in Uganda. The project under study is the AppLab Uganda Project which operates a Health Tips application, educating users on sexual and reproductive health. Data was collected through in‐depth interviews with project developers, partners, medical practitioners and IT journalists and a survey of 149 people randomly selected from two tertiary educational institutions in Uganda. Findings tend to suggest that the need to access health information via mobile text messages is mediated by cost incentives, misconceptions of brand name ‘Google SMS’, and content relevance. There are questions concerning the appropriateness of text messaging as compared to using voice calls to access health information. These issues have implications on the objectives of the health care project and the individual strategies of project partners. Preliminary conclusions emphasize the need to integrate a referral system to registered health professionals and facilities and the need for education and/or a marketing strategy with an indigenous branding to address the misconception of the brand name ‘Google SMS’. Implications for research, policy, and practice are outlined.

Compliance to Corporate Governance Best Practices by Microfinance Institutions in Uganda

In Uganda, the private sector is dominated by Small and Medium commercial banks that have been in the economies since independence in 1962. The need for credit and other financial services to sustain Small and Medium Enterprises (SMEs) has led to a proliferation of MFIs. These institutions have affected the population positively and negatively. They have provided ready financial services to enterprises, but they have also cheated the unsuspecting public by taking deposits and paying the executives excessive amounts and/ or closing off businesses without paying the depositors. These problems may be attributed to lack of corporate governance practices by the MFIs. The 2003 MDI Act provides an opportunity for promoting Corporate Governance of MFIs in Uganda. However, the Act is not applicable to tier 4 MFIs which dominate the microfinance sector in the country. The practice of good corporate governance remains at the discretion of the leadership and management of the MFIs. Despite this, tier 3 MFIs compete with MFIs in tier 4 for the same clientele. This thesis is based on the notion that, MFIs in Uganda were established to contribute to sustained economic growth and development. In line with the Globalised settings of economies, MFIs are required to comply with corporate governance best practices to achieve sustained economic growth and development. The objective of the study was to examine the extent to which MFIs comply with corporate governance best practices for sustainable economic growth in Uganda. A cross-sectional case survey research designs for Kampala district were applied. The SPSS was largely used to analyze the data. Presentation of findings is largely by tables and descriptions. Findings depicted that to a large extent, the MFIs and especially non regulated MFIs do not comply with corporate governance best practices. This is largely due to ignorance of corporate governance best practices by the stakeholders.

The Use of Information Technology in Accessing Archival Documents in Tertiary Institutions in Uganda: Challenges and Opportunities

The Archive records at various tertiary institutions in Uganda are a source to important academic historical information. The use of information held in archives provides the ultimate justification for the existence of an archival institution. On the other hand archivists in tertiary institutions in Uganda are constrained by a number of obstacles in their quest to provide information to various users who come to their universities. For instance, most of the archival documents found in tertiary institutions in Uganda are mostly in paper form, they are stored in a disorganized manner; the archivists lack appropriate instruments and tools to facilitate access. In short, these archival documents are subject to deterioration. Furthermore the manual system of obtaining information from the archives is time consuming and inefficient. The users of the archives facilities must first consult the list of the available materials and then go to boxes and obtain the document or documents needed. And in case of periodic upgrades these lists are difficult to maintain. Such obstacles rotate around the lack of the use of an information system for the proper management of the archives. In the context stated above, regular users of the archives have expressed the difficulties encountered in accessing required information from the archive, yet if the current manual system is maintained the users' expectations will not be met. For easy accessibility of documents in tertiary institution archives, professional staffing and efficient policies are important. While these measures represent the necessary factors for easy accessibility of archival documents, the sufficient condition is for the tertiary institutions in Uganda to shift from a manual system of managing archive activities to an electronic based system. The efficient management of records and archives is one part of an efficient information management program. It is therefore possible to efficiently manage records and archives using information technology at the tertiary institution level. An information system for efficiently managing the archive files is therefore essential. This paper therefore discusses without technical detail (a) the significant role information technology plays in the accessibility of archival documents by staff in the archive and users of the archive respectively. (b) The problems the management of computerized data often presents since information can be manipulated easily, updated and even deleted thus undermining the accuracy and reliability of the information. Finally, the author recommends that archivists in tertiary institutions in Uganda have to rethink through their way of working in order to meet the new challenges posed by technological advances.

A study on inclusion of leprosy in the curricula of pre-service health training institutions in Uganda

To establish the categories of pre-service health training institutions in Uganda that still maintain leprosy in their curricula and how leprosy training is organised. A structured questionnaire was administered to the heads of 42 health training institutions including universities, paramedical and nurses' training schools. Leprosy was included in the curricula of 33 (78%) of the institutions studied but only 50% of them had organised leprosy training in the 2 years prior to the study. In 48% of cases the training was implemented by in-house trainers; the rest depended on external trainers and staff of a leprosy training centre. Course evaluation using a variety of methods was practiced by 80% of the institutions. Inclusion of leprosy in the curricula of pre-service health training institutions was not always followed by actual training. It is possible and acceptable to organise leprosy training within the confines of the institutions provided arrangements are made to include interaction with patients. Local leprosy control supervisors and dermatologists can be engaged to support pre-service training. In order to derive optimal benefit from this opportunity, the National Tuberculosis and Leprosy Control Programme should develop a national plan for leprosy training, organise training of trainers and assure access to appropriate teaching and learning materials. There is a need for more comprehensive evaluation of the ongoing leprosy training in pre-service institutions.

Gender Equality in the Staff Composition of Higher Learning Institutions in Uganda: Gaps and Possibilities with Specific Reference to Uganda Martyrs University

This paper analyses gender equality in the composition of Uganda Martyrs University (UMU) staff—as of the close of 2008. The analysis focuses on the University’s policy and its implications for gender equality; the composition of the University’s staff by gender; and explanation of the possible reasons underlying the gender setting in the University. The paper employs Turner (1986)’s typology of equality in analysing equality. This is backed by social interactions approaches, which serve as the theoretical framework. Data were collected through informal interviews with staff of the University; observation; and analysis of the UMU Personnel Handbook 2008/2009 and the UMU Staff List as of 2008. The findings were that contrary to stereotypical exemptions of women from high positions in society, women occupy key positions in the University’s structure. Notwithstanding, representation of women in top management is far less than that of men and the composition of some job categories in the University’s establishment is indicative of the gender stereotyping typical of the Ugandan society. Like many institutions of higher education in Uganda, the University has no gender policy but mainly runs on an equal opportunities policy. Recommendations towards the resolution of these gaps are made.

The organization and implementation of community-based education programs for health worker training institutions in Uganda

BackgroundCommunity-based education (CBE) is part of the training curriculum for most health workers in Uganda. Most programs have a stated purpose of strengthening clinical skills, medical knowledge, communication skills, community orientation of graduates, and encouragement of graduates to work in rural areas. This study was undertaken to assess the scope and nature of community-based education for various health worker cadres in Uganda.MethodsCurricula and other materials on CBE programs in Uganda were reviewed to assess nature, purpose, intended outcomes and evaluation methods used by CBE programs. In-depth and key informant interviews were conducted with people involved in managing CBE in twenty-two selected training institutions, as well as stakeholders from the community, Ministry of Health, Ministry of Education, civil society organizations and local government. Visits were made to selected sites where CBE training was conducted to assess infrastructure and learning resources being provided.ResultsThe CBE curriculum is implemented in the majority of health training institutions in Uganda. CBE is a core course in most health disciplines at various levels – certificate, diploma and degree and for a range of health professionals. The CBE curriculum is systematically planned and implemented with major similarities among institutions. Organization, delivery, managerial strategies, and evaluation methods are also largely similar. Strengths recognized included providing hands-on experience, knowledge and skills generation and the linking learners to the communities. Almost all CBE implementing institutions cited human resource, financial, and material constraints.ConclusionsThe CBE curriculum is a widely used instructional model in Uganda for providing trainee health workers with the knowledge and skills relevant to meet community needs. Strategies to improve curricula and implementation concerns need further development. It is still uncertain whether this approach is increasing the number graduates seeking careers in rural health service, one of the stated program goals, an outcome which requires further study.

Assessing community perspectives of the community based education and service model at Makerere University, Uganda: a qualitative evaluation

BackgroundCommunity partnerships are defined as groups working together with shared goals, responsibilities, and power to improve the community. There is growing evidence that these partnerships contribute to the success and sustainability of community-based education and service programs (COBES), facilitating change in community actions and attitudes. Makerere University College of Health Sciences (MakCHS) is forging itself as a transformational institution in Uganda and the region. The College is motivated to improve the health of Ugandans through innovative responsive teaching, provision of service, and community partnerships. Evaluating the COBES program from the community perspective can assist the College in refining an innovative and useful model that has potential to improve the health of Ugandans.MethodsA stratified random sample of 11 COBES sites was selected to examine the community’s perception of the program. Key Informant Interviews of 11 site tutors and 33 community members were completed. The data was manually analyzed and themes developed.ResultsCommunities stated the students consistently engaged with them with culturally appropriate behaviour. They rated the student’s communication as very good even though translators were frequently needed. Half the community stated they received some feedback from the students, but some communities interpreted any contact after the initial visit as feedback. Communities confirmed and appreciated that the students provided a number of interventions and saw positive changes in health and health seeking behaviours. The community reflected that some programs were more sustainable than others; the projects that needed money to implement were least sustainable. The major challenges from the community included community fatigue, and poor motivation of community leaders to continue to take students without compensation.ConclusionsCommunities hosting Makerere students valued the students’ interventions and the COBES model. They reported witnessing health benefits of fewer cases of disease, increased health seeking behavior and sustainable healthcare programs. The evidence suggests that efforts to standardize objectives, implement structural adjustments, and invest in development of the program would yield even more productive community interactions and a healthcare workforce with public health skills needed to work in rural communities.

Intellectual capital and performance: testing interaction effects

PurposeThe purpose of this paper is to examine the interaction effect of intellectual capital elements and how they fuse to affect financial performance in microfinance institutions. The major purpose is to explore the appropriate blend or mix of intellectual capital elements that explains the source of value creation – hence performance – in microfinance institutions.Design/methodology/approachThe paper adopts the ModGraph program (Excel version) along with the Kenny and Boran approach to test conditional hypotheses.FindingsThe magnitude effect of human capital on performance depends on any of structural or relational capital; hence the assumption of nonadditivity is met. However, no significant interaction effects were established between relational and structural capital.Research limitations/implicationsOnly a single research methodological approach was employed and future research through interviews could be undertaken to triangulate. Furthermore, the findings from the present study are cross‐sectional – future research should be undertaken to examine the multiplicative effects studied in this paper across timePractical implicationsIn order to boost the wealth of microfinance institutions in Uganda, managers should always endeavor to find a viable intellectual capital mix or blend that can add value to the firm.Originality/valueThis is the first study that focuses on testing the interactive effects of intellectual capital elements on financial performance in Ugandan microfinance institutions.

Challenges posed by diversity in Academic institutions as they implement Information Literacy: the experiences of Makerere University Library in Uganda

Over the years, academic libraries have been conducting information literacy (IL) programmes for their users. This paper shares Makerere University Library's experience in implementing IL programmes at Makerere University and other academic institutions of learning in Uganda. The findings of this paper are based on the IL sessions' evaluation forms, together with the authors' experiences as instructors. A sample of one thousand (1000) participants' evaluation feedback forms was used in assessing the IL sessions conducted by Makerere University Library in two years (2008-2009). The evaluation focused on the duration and relevancy of training, nature of content, its organization; the instructors, new skills participants gained and how they hoped to pass them to others. Initial findings indicate that IL sessions are highly regarded with repeated recommendations for increased duration and frequency of information literacy sessions in different universities. The various challenges posed by diversity are explained as follows: Difference in age groups arise because admissions to the various universities cater for direct entrants from high school and mature age entrants'. Students also come from different social backgrounds that dictate the standard of schools they attend i.e.; urban schools where education standards are high and skills such as using computers are imparted visa-a-vis the rural schools where such skills are not imparted. To the IL instructor, this implies conducting the training with patience and extending the time allocated for each session in order to impart the basic ICT skills prior to imparting the IL skills. Internationalization on the other hand is not a very big challenge because the proportion of foreign students is small and their ICT skills are moderate. Gender aspects and the diverse disciplines of research in the Ugandan universities also pose challenges when conducting IL sessions in that the groups handled at a time are normally composed of participants from different disciplines. The paper then addresses the possible strategies to these challenges and makes recommendations focused on improving the IL programmes conducted in academic institutions in Uganda.

Mortgaging a Matrimonial Home: Unveiling the Law and Practice of Banks and Other Financial Institutions in Uganda

The provisions on mortgaging a matrimonial home under the mortgage Act 2009 reflect the rapid changes in social attitudes and the distribution of wealth which have recently occurred. The Act is lauded for recognising and honouring the sanctity of a ‘matrimonial home’ as a highly regarded, placed and respected entity in the different and diverse cultural arrangements in Uganda. Mortgage of a matrimonial home is not a discrete form of a mortgage, but rather a distinct mortgage created using a matrimonial home. Bank finance is in fact by far the most important source of external capital for small businesses in Uganda. Therefore in order to raise finance for the business enterprises of one or other of the spouses, the jointly owned home has become a main source of security. The provision of such security requires the consent of both spouses. The courts have for many years tried to balance the need, on the one hand, of lenders to be able to lend on the security of a matrimonial home and, on the other, the need to protect wives who may have inadvertently put their homes at risk. This paper explores the policy perspectives of a matrimonial home; consent to mortgaging a matrimonial home, spousal equitable interest in a home, effect of undue influence by a spouse on a mortgage, prenuptial agreements in mortgage transactions among others.

Traditional/Cultural Institutions in Uganda’s Democratic Transition, Political Stability and Nation Development: A Case of Buganda

Traditional/Cultural Institutions in Uganda’s Democratic Transition, Political Stability and Nation Development: A Case of Buganda

The role of knowledge management in creating and sustaining high performance organisations: The case of financial institutions in Uganda

Purpose: The study described in this paper develops an evaluation model aimed at investigating the relationships between knowledge management and objective and perceived organizational high performance. Design/methodology/approach: A comprehensive review of theory, research and practices on knowledge management and high performance develops a model that forms the basis of the study. The model was operationalised in financial institutions in Uganda, and was used as the basis to develop the hypotheses that are tested in the study. Findings: suggests that competitive advantage is a significant predictor of high performance and that the high performance organisation framework is a mediator of knowledge management and high performance. Originality: Among the few empirical studies relating knowledge management and its integration in financial institutions for achieving sustained competitive advantage and high performance. Limitations: The study used a small sample which limits the generalisation of the results. Practical implications: The results may provide a sound basis for making an analysis of KM behaviour and high performance in financial institutions.

Limits on the freedom to manifest one's religion in educational institutions in Uganda and the United Kingdom

This article analyzes the treatment of the freedom to manifest one's religion in educational institutions in Uganda and the United Kingdom in light of recent judicial decisions by these two states highest courts, the Supreme Court of Uganda and the House of Lords. It focuses on three questions: First, are schools and universities obliged to respect the right of students to show their religion on campus? If so, can the educational institutions question the sincerity or legitimacy of religious beliefs held by students? Second, what are the limits on the freedom to display one's religion on campus? Third, is the approach adopted by the courts in Uganda and the U.K. consistent with each state's international human rights obligations?