Kabale University Digital Repository (KAB-DR)
KAB-DR preserves research output from the Kabale University community
Communities in KAB-DR
Select a community to browse its collections.
- The collections in this Community are comprised of Indigenous Knowledge emanating from communities in the neighborhoods of Kabale University. These are communities in the great Kigezi Region.
- This community holds students (Graduates) dissertation and Thesis, Staff field reports, Students (undergraduate) study reports
- The community includes research article publications in journals both local and international, conference papers in proceedings and reports, abstracts and reviews by Kabale University Staff and Students
- This community archives publications by individual University Staff and Students, Faculty and Departmental Publications (i.e. University Journal, Newsletters, University official publications etc.), groups and Association operating in the University (i.e. Convocation and Staff and Students Association}
Recent Submissions
Mechanisms and modelling of diffusion in solids: a multiscale framework with industrial case studies and AI enhancements
(Discover Sustainability, 2025) Barah, Obinna Onyebuchi; Natukunda, Faith; Bori, Ige; Ukagwu, Kelechi John
Diffusion in solids is a fundamental mechanism governing mass transport, phase transformations, and microstructural evolution in metals, alloys, and functional materials. This review presents a comprehensive overview of key atomic-scale diffusion mechanisms, including substitutional, interstitial, grain boundary, and surface/pipe pathways, within the classical framework of Fick’s steady-state and non-steady-state laws. The roles of temperature, crystal structure, defect density, and concentration gradients in controlling diffusivity are critically analyzed, with emphasis on activation energies and transport regimes. The limitations of classical Fickian models at the nanoscale are examined, where transport often deviates from equilibrium behaviour and becomes dominated by interfaces, anisotropy, and confinement effects. Addressing these challenges requires alternative modelling frameworks and multiscale simulation strategies. Recent advances are highlighted in computational-experimental integration, including first-principles calculations, phase-field modelling, and in situ characterization under service-relevant conditions. The review also explores the emerging role of artificial intelligence (AI) and machine learning (ML) in predicting diffusion coefficients, activation barriers, and optimal processing conditions. These tools enable inverse design workflows and are increasingly applied in surface treatment design, grain boundary engineering, and coating development. Case studies in carburization, alloy homogenization, and high-temperature coating systems illustrate how diffusion modelling informs real-world process optimization. Looking forward, the convergence of physics-based models, AI-driven analytics, and experimental feedback loops is expected to accelerate the development of diffusion-aware materials design strategies, advancing applications in structural alloys, protective coatings, and digital manufacturing.
Rethinking Brain Drain in Africa: Factors Driving the Exodus of the Highly Educated and the Role of Higher Education in Reversing the Trend
(Migration and Development, 2025) Kanyesigye, Monicah Rullonga
A discourse on the role of higher education institutions in Africa and the continued human capital flight from Africa is a ripe agenda. Using a cross-sectional survey design, the researcher engaged professionals from African countries who have received academic training from foreign countries as well as international work experience. The study employed Braun and Clerk’s framework, and thematic analysis of data was carried out to explain meanings and dormant ideas from the data. The study’s theoretical underpinning was based on the pull–push theory of migration, to explain the study findings. From the study, it was noted that there is a need to align Africa’s education curriculum with industry requisites, contextualise education for Africa’s unique challenges, establish policies and incentives to retain talent and invest in quality education with and through research funding. The study further underscores the pivotal role of effective leadership, collaboration between higher education institutions (HEIs) and the private–public sector, civic engagement and infrastructure development in crafting an environment conducive to talent retention. The study recommends, with recognition of the continent’s abundant talent, the need for HEIs to align education with market demands and foster an enabling environment for skilled professionals to contribute to African’s holistic development.
Post-colonial representation of women's education in African novels
(Journal of Social, Humanity, and Education (JSHE), 2025-06-20) Niwabiine, Grace; Ocan, Johnson
Purpose: This study investigates the representation of women’s education in Africa within the postcolonial context. The research aims to assess the portrayal of women’s education as a tool for empowerment and social change, focusing on the socio-political implications of post-colonialism and its impact on women’s educational experiences, considering the ongoing legacies of colonialism.
Research methodology: In terms of Methodology, a comparative literary analysis was employed, to analyze thematic and narrative elements of women's education. A purposive sampling method was used to select five significant African novels. Data was further scrutinized through secondary literature that relates to themes of post-colonialism and women's education in African contexts. This analysis will deploy close reading and qualitative literary analysis and most of the data obtained were analyzed thematically.
Results: The findings reveal that themes such as the tension between modern education and traditional expectations were recurrent in the five novels.
Conclusions: This study affirms that African post-colonial novels do not only serve as literary expressions but are critical sites for investigating gender roles, education and colonial legacies reinforcing the idea that education as portrayed in the selected novels is a key avenue for women empowerment and societal transformation
Limitations: The research was limited by focusing on few authors, which may not fully capture the experiences of other authors in another culture or locality.
Contribution: This article illustrates how education empowers women, to challenge oppressive systems and redefine their identities and offers insights into the impact of women’s education, focusing on its portrayal in post-colonial novels.
Missed Appointments and Associated Factors Among Children Accessing Anti-Retroviral Therapy During the COVID-19 Pandemic in South Western Uganda
(Taylor & Francis, 2025-06-28) Nduhukire, Timothy; Adebayo, Ismail Abiola; Luwaga, Rachel; Mandela, Immaculate; Napyo, Agnes; Ainamani, Herbert; Musiime, Victor
Disruptions to the health sector in Uganda during the COVID 19 pandemic affected health services in the early phases of the pandemic. Not much data exists on their effect on these same services during the later stages of the pandemic especially for children. To fill this gap, we set out to study missed appointments and their associated factors during the lockdown for children receiving Anti-Retroviral Therapy (ART).
Methods: This was a retrospective cohort study from January 2022 to May 2022. We included all children aged 0–15 and adolescents aged 15–19 years who were on ART. Electronic Medical Records (EMR) for the participants in the last 12 months were extracted. Descriptive statistics are presented. Binary logistic regression was performed, and odds ratios were reported.
Results: Out of the 382 participants, 26 (6.8%) missed appointments during the study period. The likelihood of missing appointments was increased when drugs were given to last 4 months than when they were given to last one month (COR 3.207, P value 0.026, 95% CI 1.150–8.943). Patients were also more likely to miss appointments if their mode of receiving drugs was Facility based group (COR 3.174, P = 0.043, 95% CI 1.037–9.713). Not having a viral load in the last 12 months increased the likelihood of missing an appointment (COR 2.309, P = 0.049, CI 1.004–5.306).
Conclusion: A drug refill of 4 months and being scheduled to receive drugs by Facility-based group model predisposed the participants to missing the next appointment. Home- or community-based ART delivery to clients as well as drug prescriptions for a longer period could reduce missed appointments. Timely viral load testing should be encouraged as it correlates with adherence to appointments. More research is needed on the safety, storage practices and efficacy of ART given to last more than 2 months.
Transforming Higher Education in Sub-Saharan Africa: Overcoming 21st- Century Challenges with Practical Remedies
(2025-01-23) Edoru, John Michael; Turyasingura, Benson; Kayusi, Fredrick; Juma, Linety; Mishra, Rashmi; Vallejo, Rubén González
The aim of the study was to document the 21st-century challenges faced by Higher Education practitioners and to propose practical solutions. Section 62(3) of the Act (UOTIA) prohibits public universities from spending funds not approved by Parliament. This provision hampers universities’ progress in diversifying revenue streams and proactively raising funds, which ultimately impacts higher education. Furthermore, Section 59(5) of the Act (UOTIA) does not give universities the right to invest their funds without the approval of the line ministries. This requirement hinders researchers and other external funders, who may not be fully aware of the role of line ministries in approving the use of donor, grant, or research funds. Other challenges included: weak leadership and governance, financial constraints, curriculum relevance, and the digital divide. However, practical remedies such as leadership development programmes, modernizing curricula, investing in digital infrastructure, and promoting equity and inclusivity can help address these issues. This study supports the World Education 2030 Agenda, which advocates for inclusive and equitable education. The EU Education Agenda prioritizes lifelong learning, digital transformation, and research collaboration to address global challenges and promotes SDG 4 (Access to Quality Education) as well as promoting innovation, gender equality, and a sustainable economy. Therefore, governments and higher education institutions should invest in leadership development programmes aimed at strengthening governance structures.