Browsing by Author "Ssempebwa Jude"

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Education for Sustainable Development: Implications for University Managers, Government and the Private Sector in Uganda
(Uganda Martyrs University, 2009) Baligidde H. Samuel; Ssempebwa Jude
Taking the case of Makerere University, this study delved into the rationale underlying university participation in development planning and steps that universities could take to enhance their partnership with government and the private sector. Data were collected from 381 respondents, who included academic staff, managers and student leaders at the University. The respondents suggested that the University should help the government in drawing and implementing development plans, adding that this could provide a means of overcoming its antagonistic relationship with the government. Regarding the steps the University could take to help government, they suggested that it could tailor its research and teaching programs to complement the latter's efforts; restrain from partisan politics; include more government representatives on its committees; and mobilize private sector support for its programmes. Regarding government's role in harnessing the University's contribution to national development, the respondents suggested that government should respect the University's autonomy as well as its members' academic and democratic freedom. Finally, the respondents argued for university-private-sector-alignment, urging that the University partners with relevant private sector actors to design curricula and research programmes that, respectively, produce graduates and information that are demanded in the contemporary market.
Overcoming Poverty: Accounting for Stagnation and Upward Mobility in Central Uganda
(Kisubi Brothers University College, 2012) Ssempebwa Jude; Ndagire Abisagi Kasoma; Kule Abraham; Ssekyewa Charles; Nnyanzi David; Kisolo Gelvan; Nyende Jeremiah; Masereka Joseph; Nambuubi Juliet; Otaala Laura; Akello Lucy Dora; Odong Moses; Okullo Nellie Florence; Kanyandago Peter; Lugemwa Peter; Ouma Richard; Akabwai Steven
Poverty in Uganda has been the subject of extensive scholarship and policy attention. Subsequently, several poverty alleviation programmes/ projects have been implemented in the country over the last five decades. Although successive surveys have reported notable improvements in the quality of life, there is evidence that many households are still stagnating in poverty. Why? How come the poverty alleviation programmes/ projects that are enabling some households to transit poverty are not working for the households stagnating in poverty? This study delved into these questions, taking the case of Central Uganda. The findings were that the households that are stagnating in poverty suffer from a broad syndrome of disadvantage, which affects their capacity to transit from poverty. However, it was also found that, despite their indisputable challenges, many of them are stagnating in poverty because they don’t feel that they are poor. Differences were noted between their view of poverty and the traditional view of poverty (by which they are characterized as poor). It was concluded that poverty alleviation programs/ projects have not transformed them because the interventions delivered under the programmes/ projects are based on the traditional view of poverty. Thus, it is recommended that those designing/ implementing these programs/ projects synchronize their view of poverty with the views of the poor whose poverty they are working to alleviate.
Suboptimal Utilisation of Resources in Sub-Saharan African Higher Education Institutions: the Case of Teaching Space at Makerere University
(African Journals Online, 2012) Ssempebwa Jude; Owolabi S. O.; Bakkabulindi F. E. K.
Many higher education institutions in Sub-Saharan Africa are underfunded. Consequently, they are operating with encumbering resources constraints that threaten quality assurance. Accordingly, they are working to expand the availability of these resources. Notwithstanding, it is taken for granted that once available, these resources are optimally utilized and that, in instances expanding their availability is not possible, compromising on some elements of the quality of higher education is inevitable. The problem is that this presumption could disguise inadequacies in the utilization of the resources, with the consequence that the institutions’ need for the resources is exaggerated. Preoccupation with expanding the availability of resources could also stifle the innovation of creative ways of making the best use of the resources available. This means that the institutions need to evaluate their utilization of these resources—to pinpoint their need for the resources and potential for quality assurance. This paper reports the findings of a study that responded to this need, taking the case of teaching space at Makerere University. The objective of the study was to verify the hypothesis that the University is teaching space constrained. The findings were that the resource is overly underutilized albeit this was disguised by occasional overutilization of the same space, a concomitance that only multidimensional evaluation could unearth. Accordingly, the study gives credence to the hypothesis that shortages of resources at the University, and similar institutions, are ostensible. Therefore, it is recommended that these institutions subject their utilization of resources to rigorous evaluation.
Why are University-Community Partnerships Failing? Evidence from the case of the Bachelor of Industrial and Fine Art Program at Makerere University
(Nkumba University, 2016) Ssempebwa Jude; Mpoza John B.
In many parts of the world, the development of meaningful partnerships between universities and their communities has become an important strategic development objective. Subsequently, over the last three decades, a significant body of literature has emerged on university-community partnerships (UCPs). However, review of this literature leads to the conclusion that unfortunately, in many instances, the objectives for which UCPs are being implemented are not being realized. Although UCPs seek symbiotic relationships that are mutually beneficial to the participating universities and communities, there are reports that benefits are skewed in disfavor of the communities. As well, concerns have been expressed that, in many instances, would-be UCPs exhibit attributes of community outreach rather than those of community engagement. Why is this the case and what needs to be done to make UCPs work? This paper reports the findings of a study that attempted to respond to this question, taking the case of the Bachelor of Industrial and Fine Art Program at Makerere University.