Faculty of Education (FEDU)

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Open Access
Integration of E-Learning in Higher Education Institutions and Learners’ Engagement Possibilities in Ugandan Universities.
(Kabale University, 2024) Namazzi, Winnifred Birabwa; Ssempala, Fredrick
The normalization of e-learning as a common form of teaching in the Covid-19 era, caused a rapid transition in Ugandan universities causing a percentage of physical lectures to be substituted with e-learning sessions. This caused physical separation of instructors from learners during e-learning sessions. The hasty transition created queries about how effectively learners are engaged during e-learning sessions, given the existing ICT infrastructure, stakeholder ICT skills, and inadequate support systems in Ugandan universities. This paper sought to explore e-learning experiences in Ugandan universities, targeting to establish how the model can be effectively utilized to achieve learner engagement. The objectives were; (1) to examine the experiences and perceptions of learner engagement during e-learning in Ugandan universities. (2) to explore the opportunities and challenges learners and instructors face in engaging during e-learning in Ugandan universities and (3) to identify and analyze potential strategies for enhancing learner engagement during online learning in Ugandan universities. A textual narrative synthesis methodology was adopted using secondary data sources and findings revealed that learner engagement strategies are not yet fully embraced. HEIs should expand internet access and provide offline learning resources, train instructors in interactive e-learning strategies, and design learner-centered content, formatively assess holistic engagement strategies and establish digital support systems to assist learners and educators in real time.
Open Access
The Role of Savings and Lending Groups in the Financial Inclusion of Rural Women Entrepreneurs: A Case Study of IMPABARUTA Cooperative in Kamonyi District, Rwanda.
(Kabale University, 2025) Mukamwezi, Albertine; Ocan, Johnson; Adyanga, Francis Akena
This article examined the role of savings and Lending Groups (SLGs) in promoting small business creation among rural women entrepreneurs, using IMPABARUTA Cooperative in Kamonyi district. It is aimed at assessing how SLGs facilitate the establishment and growth of small enterprises, and how they impact women’s access to financial resources. A descriptive research design was employed to explore the role of SLGs. A purposive sampling method was used to select 200 respondents from 408 Cooperative women members. Structured questionnaires, semi-structured interviews, and document reviews were used for data collection. The main findings revealed the transformative role of savings and lending groups in promoting financial inclusion among rural women in Kamonyi District, Rwanda. A paired t-test revealed significant increases in savings (from 50,000 Rwf to 500,000 Rwf) and loan access (from 10% to 80%) after joining the IMPABARUTA Cooperative. The statistical results underscore the groups’ effectiveness in enhancing financial habits and credit availability. These changes economically empower women, allowing them to invest in enterprises and promote broader community development, particularly in underdeveloped rural areas. Further, challenges such as trust issues,
Open Access
Experiences and Challenges of the Integrated Development Model on Job Creation in Rwanda’s Gasabo District.
(Kabale University, 2025) Rutarindwa, Alphonse; Ocan, Johnson; Adyanga, Francis Akena
This study proposes to explore the experiences and challenges of the integrated development program model on job creation in Rwanda’s Gasabo District. The study aims to understand how this model contributes to job opportunities, economic empowerment, and community development within the district. In terms of methodology, the study adopted a mixed methods approach. The study combined qualitative and quantitative research techniques. Surveys quantified the extent of job creation, while interviews explored the perceived social and economic impacts on the local population, including challenges encountered in implementing this model. The results revealed that implementing the integrated development model (IDM) in the Gasabo District reveals significant positive outcomes, particularly in healthcare, infrastructure, and financing initiatives for women and youth. High approval ratings were noted for health centre establishment (M = 4.90, SD = 0.43) and infrastructure improvements (M = 4.70, SD = 0.71), underscoring their critical roles in economic development. Job creation showed promise, with small-scale business initiation with a mean score of 4.66 although challenges in income diversification persisted (Mean = 3.84, St. dev = 1.26). A strong correlation (R = 0.807) was found between various predictors and job creation, with skills development emerging as a significant predictor (B = 0.149, p < .001). The study concluded that the integrated development program model promoting job creation in Gasabo District where the R Square value of 0.651 indicates that approximately 65.1% of the variance in job creation can be attributed to the implementation of the Integrated Development Model (IDM) in the Gasabo District. Limitations: the limitations of the study include potential biases in self-reported data and the geographical limitation to Gasabo District, which may not fully capture the national context. Contribution: The findings of this study contribute to the understanding of integrated development program models in job creation and provide policy recommendations for enhancing these interventions. By highlighting the role of community-based interventions, this research can provide a scalable model for other districts in Rwanda and beyond. Importantly this research increased insights into how integrated development program models can address unemployment and promote sustainable economic growth.
Open Access
Study on Innovative Practices to Promote Girls’ Retention and Transition to Secondary and Higher Learning Institutions in Sub-Saharan Africa.
(Kabale University, 2024) Ayiga, Natal; Adyanga, Francis Akena; Akello, Jacqueline
This report presents the study's findings on “Innovative Practices to Promote Girls’ Retention and Transition to Secondary and Higher Learning Institutions in Uganda.” Despite efforts to expand access to girl child education through the UPE and USE programs, retention and transition of girls through primary and secondary education have been low. This has been due to the high dropout rates, particularly among girls. At the national level, the dropout rates are higher in the primary than in secondary education, leading to the failure to achieve equity and equality in education between boys and girls. This situation calls for actions to promote the reentry of girls who previously dropped out of school and ensure their retention and transition from primary to secondary education. The study's main objective is to identify innovative practices for promoting the reentry, retention, and transition of girls through the primary to secondary levels of education and to highlight the barriers to the reentry, retention, and transition of girls who previously dropped out of school. The specific objectives of the study are to: 1. Assess the status of girls' retention and transition at primary and secondary levels of education; 2. Determine factors that exacerbate the dropout of girls in primary and secondary school education; 3. Establish the adoption and status of implementation of school reentry policy and/or guidelines; and 4. Identify innovative and promising practices that promote school reentry and retention for girls at primary and secondary schools. The study was conducted in the West Nile, Northern, and Eastern Uganda in the districts of Yumbe, Adjumani, Amuru, Bugweri, Dokolo, Manafwa, Pader, Lira City, Kamuli, and Tororo. Collectively, the population of these districts was estimated at 2,150,000 million people in 2021. The socioeconomic indicators of the study population show that the population in these districts is multidimensionally poor with rates ranging from 41.5% in Busoga, 57% in Lango, 63.7% in Acholi, and 59.1% in West Nile. The economy of the study regions is predominantly agricultural with the majority of the population depending on subsistence farming, living in rural areas, and currently, the poorest in all aspects of development in Uganda. The study used a cross-sectional research design and collected both primary and secondary data. The primary data was collected by using 7 tools containing both quantitative and qualitative data. The structured questionnaire, in-depth interviews, and Focus Group Discussions (FGDs) were used to collect the data. An extensive literature review was also conducted to acquire some of the data that was used in the study. The target population for the study included teenage girls who previously dropped out of school due to pregnancy and motherhood, parents/guardians to pregnant or teenage mothers, learners in schools, school administrators and health facilities serving the school communities and selected schools involved in the study and key education sector stakeholders in the selected districts. The main findings of the study a. From the perspectives of teenage mothers, learners, school administrators, parents/guardians, and key community leaders, teenage pregnancy is a major concern in the study districts. Over 70% of participants reported that teenage pregnancy is a major problem that must be fought head-on. The majority of teenage pregnancies take place in primary schools at the ages of 15-17 years and in Grades 5-7. Yumbe, Kamuli, Manafwa and Adjumani districts were leading other districts in the study on the prevalence of teenage pregnancy among learners. b. All learners who became pregnant dropped out of school. Of the pregnant teenagers, the majority were married by the time of the study. About 55% and 45% of the pregnant learners were married and single respectively. c. The main causes of teenage pregnancy among learners were identified to be poverty in households that leads to failures of families to pay school fees and provide for the needs of girls, lack of guidance on sexuality by parents and schools, negative peer influence, and defilement mostly perpetrated by older adult men. d. Perpetrators of teenage pregnancy include male peers of similar age or slightly older, adult men including Businessmen, Boda Boda taxi riders, and teachers who exploit the vulnerability of girls. Incest with relatives was also blamed for teenage learner pregnancy. e. Dropping out of school temporarily or permanently is the most common short-term impact of teenage pregnancy. Teenage mothers who return to school are often required to repeat classes and perform poorly at school due to childcare challenges and socioeconomic hardships. f. At the national level, there is a positive trend in the enrolment of both girls and boys in primary and secondary education, and parity between boys and girls in each year of enrolment has been achieved. i. However, primary education completion rates stagnated and declined in the period for which national data is available (2013-2017). ii. The transition rate from primary to secondary declined from 72% in 2013 to about 60% in 2017. There were no differences between boys and girls in the transition from primary to secondary education. g. The results from study districts revealed that the number of learners transitioning from P1 through completion at P7 for both boys and girls in rural and urban schools declined monotonically. The intergrade transition rate and primary 7 completion rate were lower for girls than for boys, confirming that fewer girls than boys complete P7 and transition to secondary education. h. The study found that 428 girls became pregnant while studying. Of these, only 39.3% returned to school. The age, level of education, and grade at pregnancy affected the likelihood of school reentry. Only 14.8% of teenage mothers under the age of 15 years returned to school, compared to 42.3% and 42.1% of teenage mothers who become 3 pregnant at the age of 15-17 years and 18 years or older respectively. Lack of fees, being married, fear of stigmatization by peers and teachers in schools, and low perception of self-worth and low esteem are some of the main barriers to school reentry. i. The study's findings show that of the 104 teenage mothers who returned to school, about 53% transitioned to secondary education. Another 13.5% joined alternative education pathways. The proportion of learners transitioning from primary to secondary education decreased with age and grade at pregnancy. Adoption and Implementation of Guidelines for Reentry and Retention In 2020, the MoE&S passed and rolled out guidelines for the management of teenage pregnancy and reentry and management of adolescent mothers in school settings. The study found that these guidelines are being implemented at various levels in several schools. These guidelines include: a. Girls are required to come with a medical report while reporting back to school. They are also periodically tested for pregnancy during school terms. b. Parents of girls, found pregnant are summoned to school to appropriately evacuate them home and plan for the way forward. c. School send girls home as soon as they are discovered pregnant and pregnant learners and their parents are counseled on the type of support and care the girls need during pregnancy. d. Teenage girls in candidate classes who become pregnant are allowed to come to school and sit their final examinations. e. Some perpetrators of teenage pregnancy in school settings have been prosecuted. However, more needs to be done by putting in place deterrent measures to stop the vice. f. Schools are allowing teenage mothers to return to school and some allow them to come to school with their babies as long as a childcare provider is present. However, no facilities have been provided for child care. g. Schools having teenage mothers have instated mechanisms to protect them from stigma and discrimination by other learners and teachers. h. Counseling of learners on sexuality is provided to learners by female and male teachers. Schools are disseminating information about teenage pregnancy, its impacts, and ways of protecting teenage girls against it. i. Learners are provided regular briefs during assemblies on negative peer pressure and are also provided life skills to engage in responsible relationships in the community of learners. j. Schools have teenage mothers with NGOs/CBOs for support for both reentry and retention in school as well as childcare support. k. NGOs/CBOs in the education sector are conducting parents and community sensitization on the importance and benefits of keeping girls in school as well as reentry of girls who dropped out of school including those due to teenage pregnancy and motherhood. l. NGOs/CBOs are implementing alternative education pathways such as the ASEP and skills-based education for school dropouts including those due to teenage pregnancy and motherhood. Innovative and Promising Interventions The study identified the following interventions for reentry, retention, and transition from primary to secondary education: a. Provision of childcare facilities in schools: Providing childcare facilities in schools could be a promising intervention for teenage mothers to reenter, remain in school, and complete primary and secondary education. b. Providing alternative learning environments: Enrolling teenage mothers in a different school could protect them from stigmatization by peers and teachers. c. Providing alternative learning pathways: Alternative education pathways intended to build the knowledge and skills of teenage mothers to be able to navigate socioeconomic conditions as they grow into adulthood, should be promoted. d. Introduction of Sexual and Reproductive Health Services and Commodities (SRHS&C): These services and commodities could prevent pregnancy and repeat pregnancies among sexually active girls and teenage mothers respectively. e. Counseling services for pregnant and teenage mothers: Counseling has the potential to address not only stigmatizing attitudes by teachers and fellow learners but also issues of self-esteem and self-worth among teenage mothers. f. Support for teenage mothers to reenter and remain at school: Government and other education stakeholders' support in providing conditional cash transfers for teenage mothers to meet school and personal needs and childcare has promise for the reentry and retention of teenage mothers in school. g. Introduce courses that teach life skills to learners in primary schools: This will enable learners to understand and manage the physiological, psychological, and emotional changes girls experience as they transition through the turbulent years of adolescence.
Open Access
Critical Role and Place of the Church as a Response to Environmental Crisis.
(Kabale University, 2024) Rugyendo, Medard
Globally, the preservation of the environment is very foundational as far as the realization of the Sustainable Developmental Goals (SDGs) is concerned today. There was a time when people in poorer countries thought that the environmental crisis was not a serious problem for us in developing countries. Our problem, it was assumed, was poverty and economic exploitation; the environmental issue was a “luxury” of the industrialized countries (Abraham, 1995). But today we realize how urgent this issue is for the whole world. Therefore by preserving the environment, it would be part of an indicator of being the light and salt of the world (Matt.5:13) while responding to the environmental crisis. However, the environment continues to be badly damaged and threatened by human activities. And, despite the attempts by various local and international organizations, state and other agencies to protect the environment (Sowunmi, 1994), the scriptural contribution has often been overlooked and at the same time, many Christians have become insensitive about it as far as responding to the environmental crisis is concerned. This article therefore has the following pertinent questions to address: how significant and central are scriptures (bible) towards the promotion of environmental preservation? What are the critical implications of those teachings for the church today? Regarding the methodology of obtaining the data, since this is a bible-centred article the scriptures and other extra-biblical sources in relation to environmental crisis will be critically analyzed. Thus this article is to critically examine the place and role of the church based on scriptures and other related religious teachings towards environmental preservation. Implications and recommendations for a contemporary Christian will follow suit.
Open Access
Generosity and Solidarity -A Biblical Contribution and Perspective in Response to Poverty in Africa.
(Kabale University, 2024) Rugyendo, Medard
Poverty has always existed but the Holy Bible isn’t silent about it speaks about the poor and needy but at the same time commands the faithful to give generously to those that are less fortunate in society (( Deut. 24:17-22, 2 Cor. 8 & 9). The Word of God confirms that people who don’t lack what they need as a consequence of the Fall that brought sin into the world (Gen.3). That is, sin lies behind all the economic, social, political, environmental, and psychological factors that result in poverty (Andria, 2006). In addition, the Christian shouldn’t only give generously but must be a voice for the voiceless in this respect. Christians in Africa and elsewhere shouldn’t just give in times of calamities and emergencies but should empower people who receive help to help others (2 Cor. 1:4). But all the said forms of response need to be effected in the promotion of solidarity that goes hand in hand with generosity as inspired by the Word of God (Acts 4:32-35) and as a way to deal with poverty. After all, 'a person is a person because of other people’, or ‘I am, because you are” which is a proverb and a spirit of Ubuntu. The central objectives include: How does the Word of God guide us on solidarity and generosity? In what ways do other extra-biblical guides promote these two virtues of solidarity and generosity? Thus this is a bible- based article on two cultural values that could contribute towards reducing poverty but with other sources beyond the holy bible. That is, the Word of the Lord needs to guide African generosity and solidarity so as to make them better tools for the growth and development of Africa in this 21st Century.
Open Access
Employing Data Mining Techniques and Machine Learning Models in Classification of Students’ Academic Performance.
(Kabale University, 2024) Hussein, Alkattan; Alhumaima, Ali Subhi; Oluwaseun, Adelaja A.; Abotaleb, Mostafa; Mijwil, Maad M.; Pradeep, Mishra; Sekiwu, Denis; Bamwerinde, Wilson; Turyasingura, Benson
The study deals with the use of data mining techniques to build a classification model to predict students' academic performance. The research indicates that the use of machine learning models and data mining methods can reveal hidden patterns and relationships in big data, making them indispensable tools in the field of education analysis. Special emphasis was placed on the use of algorithms such as decision trees. The study includes an analysis of factors that affect students' academic performance such as previous academic achievement in educational activities, as well as social and psychological factors. Classification models were applied using the KNIME platform and the WEKA tool to analyze students' performance in three courses: database technology, artificial intelligence, and image processing in the ICT degree program. The results showed that the use of decision trees can effectively classify students' performance and determine the success and failure rates. The cruel outright mistakes, RMS errors, and relative supreme mistakes all showed 0% whereas the kappa esteem obtained from the analysis extended between 0.991 and 1.00 which significantly concurs with most statistical values.
Open Access
Effect of Education Investment on Citizen Democratic Satisfaction and Living Conditions in Africa: A National Survey for Uganda.
(Kabale University, 2024) Sekiwu, Denis; Adyanga, Francis Akena; Romm, Norma RA
Education spending is essential for the advancement of society since it can capacitate people to participate in economic, social, and political life while propelling socio-economic development. However, Sub-Saharan Africa continues to experience economic decline and democratic inadequacies despite large investments in education. This calls for a critical assessment of their effects on society broadly. Therefore, using a sample of 1200 respondents from the national Afrobarometer survey, this study investigates the relationship between democratic satisfaction, education investment, and living conditions in Uganda. The results show that there is a general lack of satisfaction with the investment made in education, particularly among less educated and rural communities. Higher education is inversely correlated with better living conditions and democratic satisfaction, according to bivariate and multivariate logistic regression models. These findings highlight the need for all-encompassing educational approaches that are geared toward raising living standards and citizen contentment with democracy.
Open Access
Professional Development and Science Teacher Effectiveness in Africa: A Study of South Western Uganda.
(Kabale University, 2024) Sekiwu, Denis; Edoru, John Michael; Mwesigye, Seriano
Teacher Professional Development (TPD) has long been a factor in revolutionizing the quality of science education in Africa. Although the Ugandan government introduced many TPD initiatives, there have been noticeable failure rates in science subjects nationwide at the Uganda Certificate of Education (UCE) examinations. This study aims to interrogate the level of science teacher engagement in professional development, challenges hindering teacher access to TPD programs, and the correlation between TPD and teacher effectiveness regarding science grades. Using the Mixed method design, a sample size of 100 science teachers was recruited. The major findings revealed glaring gaps relating to inadequate teacher involvement in professional development, lack of planning for professional training of science teachers, limited funding, and negative attitudes towards professional development by science teachers and the school administration. The study proves that engagement in TPD positively correlates (π = 0.473, p < 0.01) with science teacher effectiveness. The study points to a critical argument that to deconstruct the narrative that STEM performance is supposed to be low and historically few students take on these disciplines, there is a need to invest in professional growth for science teachers.
Open Access
The Politics of Curriculum Implementation in Africa.
(Kabale University, 2024) Ssempala, Fredrick; Namazzi, Winnifred Birabwa
The curriculum decisions made about teaching are not just about educational content, not about whose voices are heard, or whose knowledge is valued, but also how societies envision education. So, understanding the dynamics of curriculum politics is fundamental to understanding the nature of implementation and the success possibilities of any curriculum implementation. This paper therefore found it important to investigate the kind of curriculum politics that prevails in Africa and how it influences curriculum development in schools. The objectives of the study were to explore how politics influences the curriculum implementation process in Africa and establish strategies that can improve the curriculum implementation process amidst the political dynamics. The study adopted an approach of methodological inquiry based on secondary data sources. Findings revealed the politicization of curricula in Africa significantly impacts teacher autonomy, teaching methodologies, and opportunities for professional development along the way through restrictive guidelines, standardized testing pressures, and conflicting pedagogical approaches. The study recommends addressing the politics of implementation through a multifaceted approach, where emphasis on prioritizing transparency, teacher empowerment, flexibility, and ethical inclusivity, can be used to navigate the challenges and create an educational ecosystem that empowers individual educators.
Open Access
Student Gender and Support by Compassion International Influences Achievement Goal Orientation among Adolescents in South-western Uganda.
(Kabale University, 2024) Ndyareeba, Eunice; Zanna, Clay; Biirah, Judith; Kasawo, Henry Kibedi
The adoption of achievement goal orientation is a crucial factor in shaping an individual's attitudes and behaviors toward learning. The aim of this study was to investigate the impact of gender and support from Compassion International on the adoption of achievement goal orientation (AGO). The study used a parallel mixed methods approach to sample 510 adolescent students aged 12 -21 years were included in the study. Both Compassion International support beneficiaries and nonbeneficiaries were recruited for the study. The Mann-Whitney Test for Differences yielded statistically significant findings regarding the adoption of achievement goal orientation about gender and support from Compassion International. Mann-Whitney U Test was used because it was suitable for comparing the overall distribution of participants across gender and Compassion International support since the numbers of respondents within each of the two categories were not uniformly distributed. The adoption of mastery approach (MAP) and performance-avoidance goals (PAV) was found to be predicted by Gender, whereas mastery goals (approach and avoidance) and performance approach goals (PAP) were predicted by support from Compassion International. The findings of the study offer valuable insights into the possible gender-based discrepancies in achievement goal orientation and underscore the significance of compassion support in promoting achievement goal orientation that results in self-skill enhancement. This information can serve as a valuable resource for educators, parents, and policymakers in formulating effective approaches that tackle gender-based disparities as well as integrating external support initiatives by non-governmental organizations within the educational framework to foster fair and enduring educational outcomes.
Open Access
External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in Resource-Limited Environments.
(Kabale University, 2024) Ndyareeba, Eunice; Biirah, Judith; Kasawo, Henry Kibedi; Zanna, Clay
This study unveils demographic factors (age, gender, school type, compassion support, parental education, income) as correlates of achievement goal orientation. Using a convergent parallel mixed methods approach, the study investigated the influence of these demographic characteristics on achievement goal orientation among 510 adolescent students aged 12-21 (231 males, 279 females) in secondary schools in Southwestern Uganda. Using the Achievement Goal Questionnaire (AGQ-R) Scale and key informant interview guide, achievement goal orientation preferences and the influence of external support were respectively measured. Qualitative findings revealed teacher-student relationships, goal-setting training, defined external rewards, and peer pressure as critical factors that influence achievement goal orientation choice. Kruskal Wallis and Mann- Whitney U test results revealed that parents' income and education level, students' school type, and external support influenced achievement goal orientation preference among adolescent students in southwestern Uganda. In conclusion, this research provides a comprehensive understanding of the intricate interconnectedness of these variables, offering valuable insights to enrich educational interventions, especially in resource-limited learning environments. This study contributes to the ongoing efforts to increase the adoption of achievement goal orientation that results in self-skill enhancement through targeted and effective educational interventions.
Open Access
Lessons from Deborah’ Inspiration and Implications on the Plight of Women Leadership in A Male Dominated Society: Significances for Today’s World
(Kabale University, 2024) Rugyendo, Medard
Though this is a bible-centered article, it partly falls under the 5th of the 17 sustainable development goals namely to achieve gender equality and empower all women and girls. Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous, and sustainable world (un.org/sustainable development/sustainable-development- goals). The Jewish culture was a male-dominated society yet women had great roles and contributions in the social, economic, religious, and political fields. The male Jews used to have the morning prayers that included “Blessed are you, LORD our God, Ruler of the Universe, who has not made me a woman.” This view openly expressed a quintessential misogyny that lies at the core of a patriarchal religion.” Other examples included being left out in the counting of those that Jesus fed (Matt.14:21). They couldn’t be counted as the Israelites were leaving Egypt (Ex.12:37). They couldn’t be allowed to speak in the church (1 Cor.14:33b-36). Women couldn’t be placed in higher positions of leadership in the Jewish community yet women like Deborah the prophetess and judge in the Old Testament (Judges 4 & 5) inspired the Israelites who later defeated the Canaanite oppressors. Though Deborah was a heroine and the only woman among the twelve (12) judges of Israel, she was not included in the Hall of Faith in the Book of Hebrews 11. What was the nature of male dominance among the Israelites? Therefore, this is an assessment of a bible-based article but with other extra-biblical sources about the plight and position of women leadership in a male-dominated society based on Deborah. The implications of her achievements will inspire this 21st-century world that experiences gender-based challenges in leadership at various levels.
Open Access
“The Poor will always be with you”: Ethical Implications for the Church and Development in Africa.
(Kabale University, 2024) Rugyendo, Medard
We live in the world and Africa in particular where the Church promotes the love of God and neighbor but also harbours the poor as well. However, in the gospels, Jesus in Matthew 26:11 echoed the words of Deuteronomy 15: 11 that the “poor will always be with you” when a woman poured expensive oil on him preparing him for his death. To most people, it is believed that he meant that poverty is unstoppable, unbreakable, unavoidable, and predetermined by God yet it is created by human beings when they disobey God and neglect their neighbor. Christians ought to help each other and witness justice through sharing, clothing and providing shelter for the poor. This paper seeks to delve into the meaning of Jesus’ words and propose ethical implications for Christians. What’s the role of Christians in fighting poverty amongst themselves? Is poverty unavoidable? Is it predetermined by God? Through biblical search and other thinkers, the meaning and implications will be drawn.
Open Access
Practicing a Christian Environmental Ethic through Stewardship.
(Kabale University, 2024) Rugyendo, Medard
This article defines the human’s moral and ethical obligations toward environment and development but based on Genesis 2:15 where ‘the LORD God took the man and put him in the Garden of Eden” to work it and take care of it. This implied that he was to think, plan, cultivate and improve on the same garden he had been placed other than living a contemplative life. The article portrays that God’s people are stewards but he retains ownership of all His creation through a careful study of God's Word as illuminated by a number of historical and recent authors. Then the article proposes the Christian’s practical implications as caretakers or managers of nature that will lead to the development that meets the needs of the present without compromising the ability of future generations to meet their own needs. The bible will be at the centre but other relevant sources that are extra- biblical will also be consulted as well.
Open Access
Influence of Female Teachers’ Reproductive Health Experiences on Their Work Performance in Schools.
(Kabale University, 2024) Tuhiriirwe, Hellen; Sekiwu, Denis
In this article, I discussed the influence of female teachers’ reproductive health experiences on their work performance in schools. By natural course, females undergo reproductive health changes such as menstruation periods, pregnancy, childcare and nursing which tend to weaken them physically, psychologically and mentally because of the challenges they encounter. This study was carried out to explore the influence of female teachers’ reproductive health experiences on their work performance and the coping mechanisms they use while executing their duties and responsibilities. In total, a sample of 45 respondents was selected using purposive sampling. These included Headteachers, Heads of Department, Male teachers, and Female teachers. The study employed Qualitative techniques by adopting a phenomenological research design to collect and analyze data. Data collection tools used were the Interview guide, Focus group discussion guide, and Documentary review checklist. A qualitative presentation and analysis of data were based on themes formulated based on study objectives. The cultural feminist theory was used to interpret and discuss data. The study findings indicate that female teachers are stigmatized, oppressed, stereotyped, and discriminated against in the workplace. These findings are of great importance to the Ministry of Education, school administrators, and future researchers they will guide policy formulation to improve the welfare of female teachers at the workplace. The state through the Ministry of Education and Sports should formulate a public policy agenda on gender equity to promote the welfare and inclusion of female teachers in all departments at the workplace. Keywords: Female Reproductive Health Experiences, Work Performance.
Open Access
The Value of African Wisdom: Reflections on Modern Education in Uganda.
(Kabale University, 2024) Sekiwu, Denis
African Wisdom has remained on the verge of collapse arising from Western knowledge dominance. In the global knowledge revolution, however, all knowledge is critical in social transformation. This study examines the value of African wisdom in modern education. It interrogates the role of African wisdom in developing modern competence education. Thus, the article documents the philosophical scope of African wisdom as naturalized epistemology. It explores the status of African wisdom in the wake of colonialism, painting the hegemonic character of Western knowledge production. It empirically examines the value of African Wisdom in the development of competency-based education. Using qualitative research on Uganda, the paper analyzes the hidden educational treasure embedded in two African wisdom sources. Researchers used quantitative research to document the benefits and challenges of integration of African wisdom in modern education. Finally, the paper recommends transformative education in the social reconstruction of African education.
Open Access
Lifelong Educational and Decolonization Programs for the Batwa Indigenous People of Southwestern Uganda.
(Kabale University, 2024) Sekiwu, Denis; Adyanga, Francis Akena; Musoke, Genza Gyaviira; Rugambwa, Nina Olivia; Muwagga, Anthony Mugagga
This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as an analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission.
Open Access
SARS-Cov-2 Incidence Monitoring and Statistical Estimation of the Basic and Time-Varying Reproduction Number at the Early Onset of the Pandemic in 45 Sub-Saharan African Countries.
(Kabale University, 2024) Oduro, Michael Safo; Arhin‐Donkor, Seth; Asiedu, Louis; Kadengye, Damazo T.; Iddi, Samuel
The world battled to defeat a novel coronavirus 2019 (SARS-CoV-2 or COVID-19), a respiratory illness that is transmitted from person to person through contact with droplets from infected persons. Despite efforts to disseminate preventable messages and adoption of mitigation strategies by governments and the World Health Organization (WHO), transmission spread globally. An accurate assessment of the transmissibility of the coronavirus remained a public health priority for many countries across the world to fight this pandemic, especially at its early onset. In this paper, we estimated the transmission potential of COVID-19 across 45 countries in sub-Saharan Africa using three approaches, namely, R0 based on (i) an exponential growth model (ii) maximum likelihood (ML) estimation, and (iii) a time-varying basic reproduction number at the early onset of the pandemic. Using data from March 14, 2020, to May 10, 2020, sub-Saharan African countries were still grappling with COVID-19 at that point in the pandemic. The region’s basic reproduction number (R0) was 1.89 (95% CI: 1.767 to 2.026) using the growth model and 1.513 (95% CI: 1.491 to 1.535) with the maximum likelihood method, indicating that, on average, infected individuals transmitted the virus to less than two secondary persons. Several countries, including Sudan (R0: 2.03), Ghana (R0: 1.87), and Somalia (R0: 1.85), exhibited high transmission rates. These findings highlighted the need for continued vigilance and the implementation of effective control measures to combat the pandemic in the region. It is anticipated that the findings in this study would not only function as a historical record of reproduction numbers during the COVID-19 pandemic in African countries, but can serve as a blueprint for addressing future pandemics of a similar nature.
Open Access
Exploring the Root Causes of Low Household Income among Smallholder Farmers in Kamuli District, Busoga Region, Uganda.
(Kabale University, 2024) Lubaale, Ronald Gideon; Ocan, Johnson; Adyanga, Francis Akena
This study investigated the root causes of low household incomes among smallholder farmers in Kamuli District, Busoga Region, Uganda. Employing a mixed methods approach, the research integrated quantitative and qualitative data collection methods to comprehensively explore the factors influencing household income. The study population comprised 100 smallholder farmers and 20 key informants, totaling 120 respondents. Simple random sampling and purposive sampling were used to select respondents. Data analysis was conducted using SPSS, and reliability statistics indicated a high level of internal consistency among survey items. Qualitative data was analyzed by using thematic analysis. The findings revealed significant challenges faced by smallholder farmers in Kamuli District. These challenges were categorized into agricultural production practices and technologies, institutional factors and market dynamics, and environmental factors and shocks. Limited adoption of modern agricultural practices, poor market access, and climate variability emerged as key impediments to income generation. Possible strategies to address these challenges were identified, including the adoption of modern agricultural practices, investment in training and extension services, infrastructure improvements, access to credit, and establishment of farmer cooperative associations. These strategies aimed to enhance agricultural productivity, market access, and resilience to environmental shocks. The study underscored the interconnectedness of challenges faced by smallholder farmers and emphasized the need for integrated interventions involving technological innovations, institutional reforms, and climate adaptation measures. Collaboration among stakeholders was essential to implement effective solutions and promote sustainable development in agricultural communities. By addressing the root causes of low household income, this study sought to contribute to poverty reduction and food security in Kamuli District and beyond.