Browsing by Author "Byaruhanga, Aloysius | https://orcid.org/0009-0000-0258-2604"

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    Perspectives on the challenges to timely progress and completion of study programmes among doctoral students
    (Springer, Cham, 2026-06-02) Nyadoi, Priscilla; Ssekandi, Joseph; Ssentongo, Spire Jimmy; Esibo, Omaada Simon; Byaruhanga, Aloysius; Lokolimoi, John Bosco; Segawa, K. Edward; Otaala, Ariko Laura; Kyamanywa, Patrick; Nyadoi, Priscilla | https://orcid.org/0009-0006-0050-8113; Ssekandi, Joseph | https://orcid.org/0000-0002-0632-5506; Ssentongo, Spire Jimmy | https://orcid.org/0000-0002-8260-1568; Esibo, Omaada, Simon | https://orcid.org/0009-0005-0844-652X; Byaruhanga, Aloysius | https://orcid.org/0009-0000-0258-2604; Lokolimoi, John Bosco | https://orcid.org/0009-0007-3783-9191; Segawa, K. Edward | https://orcid.org/0009-0004-7682-5698; Otaala, Ariko Laura | https://orcid.org/0009-0008-0140-445X; Kyamanywa, Patrick | https://orcid.org/0000-0002-4270-4431
    This chapter presents perceptions of students and staff on factors underpinning timely progress and completion of doctoral studies. Overall, doctoral students perceived that supportive activities such as conferences, publications in university outlets, timely feedback, and frequent interaction with supervisors/managers help them progress. Staff, however, perceived that late or non-payment of supervisors and examiners, poor quality students, and burdensome workload are problems that impede the timely completion of doctoral studies. Together, doctoral students and staff perceived that unharmonized timetabling and teaching in graduate and undergraduate programmes, insufficient supervisor–supervisee interactions, and limited ICT application in pedagogy lead to delayed progress and completion. While an in-depth investigation is still needed, these perspectives provide useful pointers to strategies that may be needed to improve progress and completion rates of doctoral candidates.
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    Perspectives on Uganda’s education sector services and education quality
    (Springer, Cham, 2026-06-02) Namisi, Charles Patrick; Byaruhanga, Aloysius; Munuve, Veronica; Nyadoi, Priscilla; Kyamanywa, Patrick; Namisi, Patrick Charles | https://orcid.org/0000-0002-0615-7178; Byaruhanga, Aloysius | https://orcid.org/0009-0000-0258-2604; Nyadoi, Priscilla | https://orcid.org/0009-0006-0050-8113; Kyamanywa, Patrick | https://orcid.org/0000-0002-4270-4431
    Quality education has ripple effects on many aspects of life, including success or not in employment. The government of Uganda has had interventions such as universal free primary and secondary education and the sector liberalization, allowing private institutions to offer educational services. Despite these interventions, the quality of education remains a challenge, as findings from secondary data review and analysis reveal, among others, limitations related to teachers’ competencies, instruction and curriculum design, cost of education, and school completion rates. Our review finding also pinpoints the need for teachers’ capacity building on transformative learning, curriculum and policy review, and research to identify innovative strategies for education financing and servicing to deliver desired standards and quality.