Journal Articles (Development Studies)

Permanent URI for this collectionhttp://hdl.handle.net/20.500.12280/263

Browse

Now showing 1 - 20 of 51

Analysis of push and pull factors influencing the migration of Ugandan domestic workers to Saudi Arabia
(ERRCDF, Rethinking Education for Inclusive Development, 2024-02-21) Munyonyo Asiimwe, Florence; Musinguzi, Denis
The study explored the push and pull factors driving Ugandan domestic workers to migrate to Saudi Arabia. The research paradigm employed was social constructivism, where individuals seek to understand their world and develop meanings based on their experiences. A qualitative approach using a phenomenological research design was utilised. Data was collected from a sample of eighteen (18) respondents through unstructured interviews to identify the factors contributing to the migration of Ugandan domestic workers to Saudi Arabia. Thematic analysis was conducted during data analysis. The migration factors were presented in concept maps created using Nvivo 10.0. The study uncovered that push factors varied from person to person, but major ones included poverty, unemployment, school dropout, family obligations, marital neglect, domestic violence, personal development goals, poor working conditions, work-related challenges, peer influence, and single parenting. Pull factors include the influence of Arabian family culture that promotes the demand for maids, bilateral labour agreements, adventure, attractive job prospects, free travel documents, cost-effective job processes, and an easy migration process. The study concluded that without effectively addressing push factors to provide long-term solutions, the migration of Ugandan domestic workers to Saudi Arabia will persist. It is recommended that the Government of Uganda take steps to create a conducive environment with satisfying employment opportunities for these young individuals to reduce the number of people seeking jobs outside Uganda. This involves generating employment opportunities to regulate internal domestic work and make it highly profitable, thereby encouraging young people to remain in Uganda.
Mobility justice: working through cross-disciplinary perspectives on technology and refugee youth in Uganda during a pandemic
(ACM DIgital Library, 2021-03-03) Clarke, Rachel; Tukundane, Cuthbert
In this article we discuss recent collaborative writing experiences between researchers in the U.K. and Uganda. In early 2020, our team began planning research with young Ugandan refugees on their mobile phone use. Subsequently, numerous pandemic lockdowns thwarted this research and we had to revise our plans. While this enforced physical immobility (at least in terms of air and road travel) initially limited possibilities for building new partnerships, it did open up opportunities for deeper reflection on critically informed sociotechnical mobilities, engaging us both pragmatically and conceptually with different disciplines as part of an international team. In this dialogue, we highlight the value of collaboration and collective sense making, recognizing differences in expertise, disciplines, and orientations, for understanding technological innovation in international development and refugee contexts.
Reclaiming the educative power of vocational placements: experiences from agriculture education practice in Uganda
(Wiley Online Library, 2021-05-06) Jjuuko, Robert; Tukundane, Cuthbert; Zeelen, Jacques
Amidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students’ learning and labour market outcomes. This article explores the “educative” potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts.
Level and patterns of access to education by refugees in refugee communities of Uganda
(UniversePG, 2023) Ssimbwa, Peter; Asiimwe, Solomon; Mawa, Michael
The study sought to examine factors influencing refugee access to education and the programs of education available for students in refugee communities of Uganda namely Kiryandogo and Kampala. It explored the levels and patterns of access to education programs in settlements. As such to find out how refugees and leaders of institutions engage in initiatives aimed to ensure that national education objectives for refugees enshrined in the Uganda Refugee Act, (2006) are achieved. A sample of students and education administrators in the districts and refugee education mandated organizations were involved in the study. Structured questionnaires, interviews and focused group discussions were administered to 193 study participants. A descriptive study revealed that education of refugees had a positive impact. Despite bottlenecks experienced, education programs are accessible to refugees from primary school, vocational colleges to universities. Early childhood development centers (ECDCs), students’ clubs and adult literacy centers increased education opportunities for refugees irrespective of age or socio-economic status. Partnerships created with beneficiaries, international development institutions, local governments, and host communities ensure that each makes a contribution to refugee education. Education programs available to refugees enabled the outcomes of education achieved by UNHCR and implementing partners. Results show improved efficiency ratios in school enrollment, ratio of refugees to nationals, education infrastructure, and funding opportunities for refugees to reconstruct school life significantly eliminated factors limiting refugees’ education. Refugees accessed education programs and gained useful knowledge and skills to resolve community challenges. They are capable of getting employed or starting their own businesses.
Parental roles in attending schools’ management meetings and pupils’ academic performance in Uganda
(2023-03-06) Kahunzire, Evangelist; Asiimwe, Solomon M.; Kiyingi, Frank P.
Pupils’ Academic Performance is wanting in many primary schools in Uganda. The public primary schools in Ndorwa County, Kabale DistrictUganda is one of the case scenarios in perspective. This research sought views of internal and connected stakeholders regarding parents’ attendance of school administration meetings, in support of pupils’ educational performances. The study was aimed at developing a parental involvement school partnership model. The researcher used cross sectional survey design supported to collect and analyze both qualitative and quantitative data. A sample size of 322 was derived from a population of 2000 using simple random and purposive sampling techniques. The research data was analyzed by way of frequencies, percentages, means and standard deviations. Qualitative data was analyzed using content and thematic analysis. The results show that students of highly involved family members in schools management meetings and functions significantly outperformed those with family members who were not involved based on scores of the PLE for class 7. Parents of low-come levels, and negative attitude towards their children’s education were the main challenge. To improve pupils’ academic performance, the research recommends that parents need to consider regular attendance of school meetings and functions. Also, the government of Uganda should create policies that ensure implementation of parental involvement welfares, building of schools, family, and community partnership programs to empower parents and support their Children’s learning. The practice of parents’ attendance in school meetings and functions in support of pupils’ studies needs to be in tandem with deliberations from the ministry of education policies, district education regulations and schools’ administration directives. Parents need to check what they aid to pupils with schools’ advice.
Effectiveness of the education in building self-reliance skills among refugee students in Uganda
(UniversePG, 2023) Ssimbwa, Peter; Asiimwe, Solomon; Mawa, Michael
The study sought to find out the effectiveness of education interventions for refugees in refugee communities in Uganda’s Districts of Kiryandongo and Kampala. It explored practices used in management of education programs, how programs enabled refugees to become self-reliant, the efficiency ratios obtained across education initiatives implemented by mandated organizations in the beneficiary schools. Stories of change through output of education in terms of relevant training and solving major refugee challenges of mutual existence with host communities in diverse and complex refugee settlement environments. For example, the implementation of Refugee regulations (2010) and the refugee response framework called for integrated support and cooperation of all stakeholders including the beneficiaries. 193 persons participated in the studies which were students, staff of education civil society organizations, teachers and district education leaders and heads of schools. Implementation mechanisms were examined to ascertain facts about creative initiatives, participation of parents, community leaders as well as efficiency ratios achieved in performance of students. The study revealed educational facilities provided and enrolment rates at different educational levels. Significance of impact and outcomes made through education infrastructure available in schools, and competencies built for students among refugee communities to be able to reconstruct their life increased. Enrollment in several practical education programs increased and students gained useful knowledge and skills to resolve the major challenges in refugee settlements or returned home capable of getting employed or starting their own businesses.
Parents’ role in pupils’ academic performance in Uganda
(European Journal of Education and Pedagogy, 2023-03-06) Kahunzire, Evangelist; Asiimwe, Solomon M.; Kiyingi, Frank P.
Pupils’ Academic Performance is a challenge in public primary schools in Ndorwa County-Kabale District in Uganda. The research sought for views of different stakeholders in primary education parental roles in pupils’ learning. Specifically, how parents’ support to pupils may be a solution to poor performance of pupils from selected primary schools in Ndorwa County-Kabale District in Uganda. The study used cross-sectional survey design as the basis for collecting and analyzing both qualitative and quantitative data. A sample size of 322 respondents was derived from a population of 2000 using purposive and simple random sampling. The research data got analyzed in form of frequencies, percentages, means, and standard deviations. Qualitative data was analyzed using content analysis, quotations, and thematic analysis. The results revealed that students from highly involved family members significantly outperformed those with family members who were not involved according to scores of PLE, class 7. Furthermore, parental roles had a positive relationship on pupils’ academic performance at school. The low-income levels of some parents and attitudes towards education were the main challenge. In order to reduce pupils’ poor academic performance, the study recommended that, parents’ supportive resourcefulness in conjunction with pupils’ academic performance, government of Uganda should create policies that ensure parental involvement, and community partnership programs to empower parents and support Children’s education. The practice of parents’ supportive resourcefulness in pupils’ studies needs to be in tandem with deliberations from the ministry of education policies, district education officer’s regulations and schools’ administration directives. Parents need to check their contribution to pupils with schools’ advice.
The effects of porous borders on the security of states in the Great Lakes region: a case of Uganda
(2023-01-31) Asiimwe Muchwa, Solomon
This paper is addressing the concept of porous borders and how it affects the security of a country using Uganda as a case. Borders the way we know them are associated with the concept of a state, and the Westphalia model of a state. States by nature are known to claim territorial competence since the Westphalia Treaty; so, their boundaries have to be known and respected by other states and nonstate actors. Uganda as a landlocked country again has many porous boundaries which normally affects the security of the country. And like all African countries these borders were arbitrarily delimited by colonialists with so many ramifications that the country is still facing. This paper is divided into six parts, namely; Background information, conceptual questions, analysis of the causes of porous borders in Africa, the effects of porous borders on Uganda‟s Security, and exceptions to the concept of border security, as well as recommendations. Methodologically, the author relied more on qualitative methods and based on library research.
Contribution of human capital on poverty reduction in rural areas of Uganda. a case of Kisoro District
(International Peer Reviewed Journal and Book Publishers, 2023-03-07) Kwizera, George; Mwirumubi, Richard; Muchwa Asiimwe, Solomon
The study was about the contribution of human capital onpoverty reduction in rural areas of Uganda taking Kisoro district as a case study. In Uganda, poverty in rural areas had remained a challenge as depicted by 31 percent of population below poverty line as of financial year 2016/2017 (UBOS, 2018) having risen from 22.8 percent in financial year 2012/2013 (MoFPED, 2014). In Kisoro district, poverty was high as manifested by low household access to electricity (7.6%), piped water (33.7 %), high illiteracy levels, food insecurity, poor housing conditions where 84.6% of households lived in semi-permanent dwelling units (UBOS, 2017). The purpose of the study was to examine how human capital could contribute to poverty reduction in rural areas of Uganda takingin Kisoro districtas a case study. The study was carried out in Kisoro district on 391 respondents against the targeted 400 which represented 97.8 % response rate. The respondents included farmers, district technical staff, business entrepreneurs, agricultural industrialists, political, religious and opinion leaders. The study triangulated both quantitative and qualitative approaches and a cross-sectional survey was used. Data collection methods used included: survey, interviews,observations and review of primary and secondary documents; while the tools used were self-administered questionnaires, interview guide, interview schedule, observation plan and its checklist, a camera and a recorder. The study findings established that education could significantly ensure rural poverty reduction in Kisoro district, with a positive and significant relationship between them (r = 0.415, p< 0.05). Education also explained 23.2% of the contribution on rural poverty reduction. Training had a significant effect on rural poverty reduction in Kisoro district with a positive and significant relationship between them (r = 0.267, p< 0.05). Training also explained 9.1% contribution to rural poverty reduction. There was significant relationship between human capital and rural poverty reduction in Kisoro district. It was concluded that human capital had a great contribution towards poverty reduction in rural areas. The study recommended that; public education, research and development, science and technology and enabling policies could sustainably be promoted for enhanced productivity, poverty reduction and development.
Relationship between land acquisition processes and structures on livelihood outcomes of smallholder farmers in the Bawku District of Northern Ghana
(Scientific Research Publishing, 2023-06-20) Edaku, Charles; Karimu Azumah, Osmanu; Muchwa Asiimwe, Solomon
This research paper is a result of a study that analysed the relationship between land acquisition processes and structures on livelihood outcomes of smallholder farmers in Bawku East District of Northern Ghana. The descriptive research design was chosen to permit obtaining and describing of information concerning the land acquisition structures/processes; the available livelihood assets, how these could be transformed through innovative livelihood coping strategies towards achieving sustainable livelihood outcomes for the rural dwellers who lost land in the Bawku East District of northern Ghana. The correlational design was utilised to permit investigation of the relationship between land acquisition and livelihood outcomes among smallholder farmers in Bawku East District of northern Ghana. 400 individuals participated in the study in four villages in Bawku District. The villages were selected because they had been affected by large scale land acquisitions for community development projects. The study concludes that, the introduction of land title registration to replace the Deed registration in Ghana was not effective as was envisaged; because to date after its introduction, the weaknesses identified under the Deed’s registration remained unresolved due to poor implementation of the law and other institutional related factors. The indigenous land tenure and management system continues to operate and provide land for many people and purposes. It has wider coverage than the state system and dominates particularly in rural areas and for agricultural purposes. The Land Act, 2020 (Act 1036) was passed by Parliament and assented to by the President on 23rd December 2020 to revise, harmonise and consolidate the laws on land to ensure sustainable land administration and management, effective and efficient land tenure and to provide for related matters. With the Chiefs as the pivot for land related disputes and/or conflict resolutions; the Chieftaincy Act, 2008 (Act 759) was enacted by the Parliament and assented by the President on 16th June 2008. The land acquisition process in Bawku East District has a negative impact on the livelihood of indigenous farmers. This is attributed to the fact that land acquisition leads to the loss of land, loss of means of livelihood, disruption of economic activities, persistent land-related conflicts, and relocations to poorly developed areas, inadequate and late compensation, and environmental degradation.
Strengthening district health teams capacity in surveillance systems and response to public health threats in Western Uganda through field Epidemiology Training Program (FETP)
(Science Research Publishing, 2020-05-07) Tumwebaze, Mathias; Asiimwe, Solomon; Tukahirwa, Anna; Kamukama, Saul
To strengthen the District Capacity in surveillance for effective detection, Reporting and Response to Public Health threats. Background: The overall aim of a good surveillance system is to strengthen the capacity of a Health system through training of health personnel who can conduct effective surveillance activities. A good surveillance system is achieved through improved use of complete and timely health information to detect changes in time to institute a rapid response to the suspected outbreak of Public Health events. This assessment followed a 3-month Field Epidemiology Training program undertaken by the investigator who applied the acquired knowledge and skills in completion of the assessment. Study Design: It was a descriptive cross-sectional, institutional based epidemiological investigation conducted at district level and Health Centre 1V in Kabarole from 15th December 2019-March 2020. eReports were retrieved from DHIS-2 for epidemiological weeks 44 in 2019 to week 3 in 2020. Data analysis: Micro soft word excel program was used to determine the reporting rates, epidemic disease trends and construction of malaria channel. SWOT analysis was done to identify poor HMIS reporting as the lead surveillance quality challenge and route cause analysis done to determine underlying causes. Results: Weekly reports analyzed were from a total of 53 Health facilities and one Health Centre four for malaria channel construction. Of the 53 functional Health facilities assessed in the district, the average reporting Timeliness was 32% and Completeness at 63% from week 44 in 2019 to week 3 in 2020. This finding shows that the district was not achieving the 80% Timeliness and 80% Completeness national target. The poor reporting situation implies that the district may not detect an emerging Public Health Event and respond in time. Poor reporting rate was linked to knowledge gap among reporting staff in completion of the newly revised HMIS tools and lack of support supervision. The analyzed data revealed that the district had increased dysentery, measles and typhoid fever cases. The dysentery and typhoid fever cases had reached and surpassed the Alert and Action thresh hold levels however there was no reported death from these diseases. Further inquiry revealed that Typhoid fever was being diagnosed using WIDAL test as opposed to WHO recommendation of stool or blood culture. The noted typhoid fever outbreak in the district was therefore being based on wrong laboratory tests hence regarded by the researcher as speculative. Findings on malaria channel revealed a normal and expected trend of malaria in Kabarole district in 2020. Conclusion: knowledge and skills from FETP-training enabled the investigator to establish the fact that the district’s surveillance system was less sensitive in detecting Public Health events for a quick response. Intensified targeted support supervision and mentorships of all health workers on reporting could help improve the districts surveillance system.
Exam and knowledge-based educations in Uganda: a comparison of concepts, a case of Lango sub region, Northern Uganda
(International Journal of Multidisciplinary Research and Development, 2018-07-07) Eton, Rehema; Yiga, Andrew Peter; Asiimwe Muchwa, Solomon; Mwosi, Fabian; Eton, Marus
The argument that today’s graduates were more theoretical than practical has been dominating the educational sectors in the country. The study sought to investigate the role of Exam and Knowledge-based Education on students’ Professional Competence in tertiary institutions in Lango subregion, Northern Uganda. A sample of 111 respondents was chosen from the respondents and the response rate was 100%. The study found out that Learners and instructors view education as merely passing examinations. In this view, instructors teach only what is related to exams, leaving out the core concepts that would build on knowledge and life skills that are required in the world of work. Giving much attention to exams and the nature of examination has underscored the role of teaching, prompting many education stakeholders to engage in examination malpractice The study recommended that Universities and higher education institutions should collaborate with employers and curriculum developers to ensure that whichever knowledge and skills universities and higher education institutions provide are in direct line with what employers need from employees. National Council for higher Education (NCHE), the organ responsible for accreditation of university and other tertiary institutions’ academic programs should collaborate with stakeholders, particularly employers before approving institutions and university programs. It’s high time that universities and higher education institutions design programs that are demand-driven than academic-driven. National examination boards should stop recycling questions, a practice that has made students and learners to correctly hypothesize what is likely to appear in an external examination. Education institutions should shift from handouts that promote cram work to handouts that promote understanding.
Conflict threats to human security: the Lord’s Resistance Army (LRA) case, Gulu District, Northern Uganda
(Science Research Publishing, 2019-12-03) Abaho, Anne; Mawa, Micheal; Asiimwe, Solomon
The study recognised that conflicts threaten human security in various ways. When prolonged, for example, they have a direct damage on physical infrastructure such as medical and educational facilities. Using a qualitative research approach, the study focused on Gulu district in Northern Uganda, to unearth the threats to human security as a result of the protracted Lord’s Resistance Army (LRA) conflict. The data collection methods included: Focus Group Discussions, Interviews and Document Review. Samples of 44 participants were purposively identified. From the field findings, it was discovered that the dimensions of human security threatened by conflict ranged from personal, health and community security. The study recommended that there needs to be a deliberate effort in the post-conflict period to rehabilitate infrastructure especially schools and hospitals while counselling services should be supported to mitigate the psychological effects of the conflict.
Teacher and Administrator Perceptions of Peace Education in Milwaukee (US) Catholic Schools
(Routledge Journals, Taylor & Francis Ltd, 2021-11-08) Velez, Gabriel; Angucia, Margaret; Durkinc, Thomas; O’Brien, Lynn; Walker, Sherri
Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.
Decentralization and Efficient Service Delivery in Local Governments
(2011) Ngabirano, Maximiano; Omaada, Esibo; Asiimwe, Elizabeth
This collective volume on decentralization and service delivery in local governments, notably in Uganda, is the outcome of a conference organized in Kampala in 2009 by Uganda Martyrs University and University of Groningen. The volume highlights the importance of citizen participation in local governance as a foundation for efficient service delivery. Contributions: Decentralisation and efficient service delivery in local governments: special reference to Uganda (Ephraim Kamuntu); Participatory service delivery: processes, opportunities and challenges for local government in South Africa with respect to the urban-rural divide (Betty Claire Mubangizi); Politics of decentralization and local governance in Uganda -1986 to 2010 (Bidandi-Ssali Jaberi); Civil society organizations in public accountability and democratisation in local governments of Uganda: case study of CSOs in Kabale District (Maximiano Ngabirano); Mobilisation and utilization of financial resources and effective service delivery in a decentralised system: a case of Mbale District local government of Uganda (Jacinta Bwegyeme); Rural poverty eradication and sustainability consciousness in Kyanamukaaka sub-county's decentralised framework (Jimmy Spire Ssentongo); Procurement management and its implications on service delivery in decentralized urban local government systems in Uganda: empirical findings from Kampala City Council (Olive Nantume and Benon C. Basheka); Partnerships in decentralised health services delivery: the utility of stakeholder theory in a three sector development model (Josephat Itika); Exploring behavioural patterns: provision of and access to healthcare services in Bushenyi District (Elizabeth Asiimwe); Mobilising rural community participation in education: community development and decentralisation in South Africa -2003 to the present (Michael Gardiner); Towards a fully decentralised education system in Uganda: lessons from Abek in Karamoja (Mary Cecilia Draru); Challenges and prospects of decentralised agriculture system of service delivery: a case of Kiboga District (Tabitha Naisiko). [ASC Leiden abstract]
Africa Peace and Conflict Journal, v. 4, no. 1, June 2011
(2011) Ngabirano, Maximiano; Karbo, Tony; Abdalla, Amr
Two sets of standards are often applied to Africa: in one, the international community takes decisive action when there is sufficient geo-political interest in a state, and in the other, the international community remains on the sideline as belligerents; typically, sub-Saharans fight on without intervention until a clear winner emerges. In North Africa the ‘Arab Spring’ emerged from confrontations between citizens demanding new and better governance and positive changes in their lives and those benefiting from the status quo. The articles in this edition address governance or gender and sometimes both. They touch on pertinent aspects of governance and security that affect not only Africa, but the international community as well.
The Role of Civil Society Organisations in Post-Conflict Development of Northern Uganda
(2019) Musinguzi, Denis
This article examines the role of Civil Society Organisations (CSOs) in post-conflict reconstruction and development of northern Uganda. The analysis is informed by the increased spate of violent conflicts in Africa since the end of the Cold War; the destruction caused by violent conflicts; and the significant role played by CSOs in post-conflict reconstruction and development. The northern part of Uganda witnessed the most protracted and devastating Lord‘s Resistance Army (LRA) conflict in the country‘s post-independence history, which forms the central focus of the study. To generate a deeper analysis of the role of CSOs, this article delves into the historical evolution of civil society from the classical thought of ancient Greece to the modern and contemporary perspectives of civil society. The analysis of the role of CSOs in post-conflict reconstruction and development is framed in the war-to-peace transition; and recognises the dialectical relationship between peace and development. The article examines the community‘s perceptions on the role of CSOs and its responsiveness to community needs. It concludes with a reflection on simmering issues, which if not properly addressed, could destroy the positive inroads and peace dividends being realised in northern Uganda. A constructivist and qualitative methodology guided the study, which sought to interpret reality from the context of the respondents.
The Silent but Powerful Communication of the Physical Environment of Nkozi Campus of Uganda Martyrs University
(2019) Laura, Ariko Otaala
The purpose of this research was to find out what Uganda Martyrs University students think about the physical environment of the Nkozi campus, which is the main campus of the university with a view to find out if that factor can be used to market the university. Two sets of examination papers (one for second year and the other for first year students) were identified from the registry archives of the university because of their relevance to the topic of research. Initially, there was no certainty about the contents of these documents, but the titles of the pieces of work were suggestive enough to qualify them for selection. The documents were analysed using thematic analysis procedures. The findings indicate that most of the students have positive things to say about the beauty of their campus. In terms of student university selection process, the information found is very useful for UgandaMartyrs University in developing a marketing strategy that can be extended as far as senior one students. Since campus visits have been found to attract many students to specific universities, Uganda Martyrs University could develop a campus visit programme in which parents, potential students and other interested persons can experience the beauty of Nkozi campus. The current students could also be used to advertise the university since they know what the university can offer apart from the beautiful campus. It is recommended that Uganda Martyrs University develop a marketing strategy that has campus visits on top of the list of strategies to be adopted in increasing student intake.
Peace and Conflict Monitor:
(Uganda Martyrs University, 2011) Ika, Lino
The discovery of oil in Uganda places high hopes but also poses challenges for the country, thus it is both a blessing and a curse. Various literature and documents are reviewed in this paper to validate my personal experience and observation from the civil society perspective, that many conflicts including land conflicts, the displacement of wildlife, propaganda, a scramble by multinationals, tense political exchanges, anxiety, and high expectations enshrine the discovery of oil in Uganda. Action research and a continuous, conflict-sensitive approach can help achieve sustainable peace.
Postgraduate supervision and the early stages of the doctoral journey.
(Uganda Martyrs Universityty, 2019-01) Baligidde, Samuel Herbert
This article looks at two previous study reports on postgraduate supervision, views, and experiential as well as academic advice from other scholars. It presents the various perspectives on the central phenomenon relationship between the supervisor and the doctoral student at the initial stages of the PhD programme, arguments, suggestions and insights into the nature and substance of PhD supervision, early articulation of expectations and clarifying them; commitment to establishment of clear goals; and developing a study plan and time-table that are consistent with work. It also explores knowledge and a warm, supportive relationship; planning from the beginning, including research mapping and concept charting; proper time-management; and internalising the criteria for examination of a PhD thesis, capacity to relate the research topic to the discipline; encouraging the use of writing as a voyage of discovery. It argues that all these are vital to sustaining the momentum and completion of a PhD by research. It concludes that postgraduate supervision requires that supervisors and doctoral students by research clarify and discuss their expectations at the beginning and on a continuous and regular basis; that differences in perception or procedure can present the supervisor and the student with debilitating challenges that can impede progress and eventually fail to get the coveted PhD.

Browse

Recent Submissions