Academic publications

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/16

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Environmental Financial Reporting Adoption Lag: The Case of Uganda
(IGI Global Scientific Publishing, 2022) Mary Maurice Nalwoga Mukokoma; Vincent Kisenyi; Peter Masaba Nangayi; George Kasule
Financial reporting without integration of environmental issues is not sustainable. The purpose of this chapter is to discuss the need for financial environmental reporting and also to provide empirical evidence for environmental financial reporting disclosure (EFRD) of listed companies in Uganda. Historical, theoretical, and contextual issues of environmental financial reporting are analyzed. Empirical results on the environmental financial reporting disclosure levels in Uganda are presented, and the implications of the current disclosure levels are discussed. The chapter concludes that a low EFRD level demonstrates the lag in the adoption of environmental financial reporting. It is suggested that certain actions are required by the entities to publish environmental financial information and to reduce the lag.
Silent Struggles: Menstrual Hygiene Challenges Faced by Female University Students in Uganda
(Texila International Journal of Academic Research, 2026-01-30) Josephine Namyalo; Mukooza Edward; Faith Musinguzi; Emmanuel Otieno; Robert Basaza
Menstruating individuals face barriers in managing their periods safely and with dignity, especially in low-and middle–income countries like Uganda. Menstrual health interventions have focused on schoolgirls, assuming university students have fewer challenges. However, female university students in Uganda face significant challenges. Thus, the objective of this study was to explore challenges faced by female university students in Central and Southwestern Uganda through a socio-ecological perspective. A phenomenological design was used. A sample of 88 participants was purposively selected using a two-stage stratified sampling technique. Four focus group discussions and 16 key informant interviews were conducted to collect data. Interviews were transcribed and analysed thematically using NVivo 12 software. These were complemented by structured observations of WASH facilities. The socioecological model (SEM) is a public health framework that describes how health is impacted at multiple levels including individual, interpersonal, community, organizational and policy levels. Key themes were identified, and challenges contributing to menstrual hygiene were categorized as per the SEM. The findings showed that female students experienced physical pains and missed classes hindering their education. Also, linking menstruation to sorcery led to fears related with disposal of menstrual absorbents and inadequate WASH infrastructure, which contributed to poor menstrual hygiene management reflecting systemic failures at universities. Many female students had knowledge gaps about menstrual hygiene management based on biases of cultural taboos and practices. They lacked confidence in managing their menstruation while at university, highlighting the need for universities to establish programs and policies that promote their well-being and academic success.
Exploring Student Teachers’ Perspectives of School Administrators Support During School Practice in Uganda
(East African Nature & Science Organization, 2024) Annet Musiimenta; Wilson Eduan; Mary Ocheng Kagoire
This study investigates the collaborative potential between universities and schools in enhancing teacher training, focusing specifically on student teachers’ perceptions of support from school managers during school practice (SP). The purpose of this research was to assess how various forms of support from school managers impact student teachers’ experiences and perceptions during practical training. Utilizing a qualitative case study design, the research involved a sample of 24 student teachers in the third and final year of study. Data collection tools included semi-structured interviews and focus group discussions, which provided in-depth insights into the participants’ experiences. Thematic analysis of the data revealed that student teachers perceived significant support from school managers in areas such as induction processes, equitable load distribution, managerial guidance, professional development opportunities, and motivational practices. However, a notable concern emerged regarding the negative perceptions arising from the absence of practicing teachers during SP. The findings suggest that while overall support from school managers was viewed positively, there are areas for improvement. The study recommends that universities should actively strengthen collaboration with placement schools by establishing formal partnerships, thereby enhancing the support system for student teachers during school practice experiences.
Headteachers' Transformational Leadership and Its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda
(East African Nature & Science Organization, 2024) David Sengendo; Wilson Eduan
Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools.
Planning for the Accelerated Education Programme for Refugee Learners In Uganda: Stakeholders Experiences
(East African Nature & Science Organization, 2024) Grace Kiiria; Wilson Eduan; Stella Eduan
This study focused on Accelerated Education Programme (AEP) to develop planning and coordination models tailored to this kind of programme. The specific objective of the study was: To explore stakeholder’s experiences in planning for AEP to enhance transition of refugee learners to secondary education. The study sought to explore how stakeholders experience planning and how planning influences transition of refugees learners to secondary education based on grounded theory design. Data collection was done through in-depth interviews and constant comparison analysis were done. The findings indicate that planning for AEPs was based on the four major aspects: planning for programme support, the beneficiaries, stakeholder engagement and harmonizing the curriculum. However, there is a gap in how planning is done which negatively influences transition of AEP learners to secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community-Focused Planning Model was developed from the study- a model which upholds the significance of community focused planning with emphasis on taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The study therefore contributes to improved planning of AEPs while taking into consideration the needs of refugee learners, the environment in which they live and collaboratively engaging communities in the design of AEP. Thus, leading to improved learning outcomes and transition of refugee children to secondary education.
The Role of School Managers and University Supervisors Toward Pre-service Teacher Training in Uganda
(Gitoya Center for Academic Research and Dissemination, 2024) Annet Musiimenta; Wilson Eduan; Mary Kagoire
This paper presents the findings of a study that explored the collaborative roles of school managers and university supervisors in supporting student teachers during school practice. Using a single case study design and qualitative method, the study involved 25 participants, including school managers, SP supervisors and student teachers. Data was collected through interviews and focus group discussions and analyzed through the thematic approach. The findings show that school managers supported student teachers in various ways, such as placement support, orientation, distribution of loads, scholastic material provision, conducive school environment, supervision, mentorship as well as guidance and counseling. University SP supervisors, on the other hand, supported student teachers through school mapping, assessment, mentorship, professional growth and networking. The study suggests strengthening collaboration between universities and schools, recommending the formalization of partnerships and more active involvement of school managers in the school practice process. The study calls for improved communication, establishment of clear expectations and integration of technology to foster ongoing, dynamic collaboration that enhances the overall support system for student teachers.
Lived Experiences of Domestic Violence and Coping Strategies Among Female Secondary School Teachers in Uganda
(Gitoya for Academic Research and Dissemination, 2024) Gladys Ayot Oyat; Wilson Eduan; Mary Kagoire Ocheng
This study investigated about lived experiences of domestic violence and coping strategies among female secondary school teachers in Uganda. The study employed qualitative approach within 23 secondary schools in Kitgum District. While through snowball sampling the study targeted all female teachers in these schools, who are victims of domestic violence, only 20 teachers who agreed to participate became the sample of the study. Furthermore, all the 23 head teachers of these schools participated in the study through purposive sampling. Data collection took place through in-depth interviews and data analysis took place through the thematic approach. While some of the domestic violence cases that took place include being beaten, tortured and injured, the victims used multiple ways to cope with the situations. The study recommends faith-based interventions as potential remedy for women who face domestic violence through deploying religious workers like school chaplains or other appropriate religious person to give support to such victims. The study further recommends supportive policy frameworks mainstreamed on tools for empowering female teachers and head teachers on support system for female teachers affected by domestic violence to allow them supportive work environment as well as provision of guidance and counselling experts in schools to provide similar services.
Internal University Organizing Management Function in Promoting Knowledge Economy Practices in Tanzania
(Center for Research Implications and Practice, 2025) Martha Mkasafari Shio; Wilson Eduan; Mary Kagoire
This study investigated the internal management practices of Tanzanian universities in organizing and promoting knowledge economy (KE) practices. As universities shift from traditional, autonomous roles to more strategic organizational processes, they are restructuring their operations to enhance effectiveness, competitiveness, and relevance in the knowledge-based economy. The research, aligned with an interpretive research philosophy, focuses on how universities manage and organize activities that support knowledge creation, dissemination, and application. The study targeted key university management figures, including Directors of Research, Deans, Heads of Departments, and Coordinators, selecting 30 participants through non-probability sampling. Data was collected through document reviews and in-depth interviews, analyzed thematically. Findings reveal that universities have implemented practices such as consultancy bureaus, research dissemination through conferences, exhibitions, and media platforms, as well as competitions to encourage innovation. However, the study highlights weaknesses in facilitating interdisciplinary research and a lack of focus on qualitative assessments of research value. These gaps include insufficient collaboration across fields, limited qualitative feedback, and a need for ethical and societal considerations in evaluating research. The findings emphasize the need for stronger organizational processes to optimize universities' contributions to the knowledge economy.
Exploring Socio-Cultural and Educational Determinants of Parental Perceptions on Sexuality Education: Evidence from a Mixed-Methods Study
(East African Journal of Education Studies, 2026-01-27) Robert Kaduyu; Joel Yawe Masagazi
Despite growing advocacy for comprehensive sexuality education (CSE), its implementation in Uganda continues to face cultural and religious resistance. Parents, as primary socialising agents, hold influential perceptions that can either support or hinder sex education initiatives. Understanding the sociocultural and educational determinants shaping these perceptions is essential for designing culturally responsive and sustainable programs in Ugandan primary schools. This study explored the socio-cultural and educational factors influencing parents’ perceptions toward sex education for their children in selected primary schools in Bulamagi Sub-County, Eastern Uganda. Guided by Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behaviour (Ajzen, 1991), the study examined how personal cognition, social norms, and environmental contexts interact to shape parental attitudes and behavioural intentions toward school-based sex education. A mixed-methods design was employed. Quantitatively, data were collected from 81 parents using a structured questionnaire and analysed through multiple linear regression to determine predictive significance. Qualitatively, focus group discussions (FGDs) provided contextual insights into parental beliefs, norms, and experiences. Triangulation of results ensured analytical depth and validity. The regression model revealed a strong positive correlation (R = .931) with an R² of .866, indicating that 86.6% of the variance in parental perception was explained by the independent variables. Three factors emerged as significant predictors: parents’ education level (β = 0.413, p < .001), content of the sex education syllabus (β = 0.373, p < .001), and cultural beliefs and taboos (β = 0.246, p = .017). Qualitative findings reinforced these results, showing that parental literacy and awareness increased acceptance, while cultural taboos and religious conservatism fueled scepticism and resistance. Parental perceptions of sex education are shaped by the interplay of educational exposure, cultural identity, and religious values. While education enhances understanding and openness, socio-cultural and moral constraints continue to impede full acceptance. Integrating culturally sensitive communication, parental involvement, and transparent curriculum practices can bridge this gap. The study recommends strengthening parental sensitisation, teacher training, and policy frameworks that harmonise educational objectives with community values, thereby promoting inclusive and sustainable sex education programs in Uganda’s primary schools.
Internal University Organizing Management Function in Promoting Knowledge Economy Practices in Tanzania
(Center for Research Implication and Practice, 2024) Martha Mkasafari Shio; Wilson Eduan; Mary Kagoire
This study investigated the internal management practices of Tanzanian universities in organizing and promoting knowledge economy (KE) practices. As universities shift from traditional, autonomous roles to more strategic organizational processes, they are restructuring their operations to enhance effectiveness, competitiveness, and relevance in the knowledge-based economy. The research, aligned with an interpretive research philosophy, focuses on how universities manage and organize activities that support knowledge creation, dissemination, and application. The study targeted key university management figures, including Directors of Research, Deans, Heads of Departments, and Coordinators, selecting 30 participants through non-probability sampling. Data was collected through document reviews and in-depth interviews, analyzed thematically. Findings reveal that universities have implemented practices such as consultancy bureaus, research dissemination through conferences, exhibitions, and media platforms, as well as competitions to encourage innovation. However, the study highlights weaknesses in facilitating interdisciplinary research and a lack of focus on qualitative assessments of research value. These gaps include insufficient collaboration across fields, limited qualitative feedback, and a need for ethical and societal considerations in evaluating research. The findings emphasize the need for stronger organizational processes to optimize universities' contributions to the knowledge economy.
Teachers’ Perceived Challenges and the Uptake of E-Learning in Kampala Capital City
(East African Journal of Education Studies, 2026) Grace Nantagya Ssebanakitta; Joel Yawe Masagazi; Mary Kagoire Ocheng; Stephen Kyakulumbye
This study investigated the challenges affecting teachers’ uptake of elearning instruction in government-aided Universal Secondary Education (USE) schools in Kampala Capital City, Uganda. The objective was to examine the infrastructural, institutional, and personal factors that hindered teachers’ effective engagement with e-learning platforms. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology-Mediated Learning (TML) frameworks, a convergent mixed methods design was employed. The study population comprised 393 teachers and 10 headteachers from ten USE schools, all selected through a universal sampling strategy to ensure representativeness. Data were collected using a structured questionnaire and semi-structured interviews. Quantitative data were analysed using descriptive statistics (means, standard deviations) and inferential tests (t-tests, ANOVA, chi-square, and multiple regression), while exploratory factor analysis (EFA) confirmed construct validity. Qualitative data underwent thematic analysis, following systematic stages of familiarisation, coding, and theme refinement. The results revealed that teachers faced numerous challenges affecting elearning uptake. Quantitatively, unreliable electricity (M = 1.39, SD = 0.05), weak internet connectivity (M = 1.59, SD = 0.35), insufficient ICT equipment (M = 1.31, SD = 0.13), and limited technical support emerged as critical barriers. Regression analysis indicated that dependence on desktop-based teaching tools negatively influenced e-learning adoption (β = –0.134, p = 0.012), while lack of student access further constrained implementation (β = –0.119, p = 0.024). Qualitative findings reinforced these outcomes, highlighting funding inadequacies, irregular teacher training, inconsistent administrative support, and fragile maintenance systems as recurring obstacles. Headteachers also cited low motivation, absence of national e-learning policies, and erratic digital environments as institutional challenges. The study concluded that the barriers to e-learning uptake in USE schools are systemic, multifaceted, and structurally embedded within Uganda’s educational ecosystem. It recommends enhanced investment in digital infrastructure, sustainable funding frameworks, continuous professional development, and stronger administrative leadership to institutionalise e-learning practices. Empowering teacher collaboration networks and strengthening feedback systems were further advised to promote sustained technology-mediated instruction.
Barriers to Mentorship for Academic Returnees: Experiences From Pakistan Higher Education
(The European Proceedings of Social & Behavioural Sciences, 2018-05) Maleeha Ashraf; Wilson Eduan
Mentoring of faculty is one important aspect in higher education especially for countries investing in training faculty abroad. The study explores the key challenges that young faculty are facing and the expectations following return from doctoral studies abroad. The participants of this study were doctoral graduates who completed studies in UK and USA and working in the Higher Education Commission of Pakistan. A grounded theory approach was used in the theoretical development of the categories of participant perspectives concerning their constraints and expectations. Using both primary data and secondary data from in-depth interviews, participant experiences were explored and analysed. The findings reveal challenges faced by young academics returning to Pakistan. Some of the difficulties are emerging due to the infant higher education system characterised by the lack of a research culture and at a time when academic roles are experiencing change. Remedial mechanisms in form of further mentoring by foreign faculty, installation of research infrastructure and restructuring of existing systems are needed to strengthen research in Pakistan higher education system.
The Policy-practice Divide in Financial Inclusion in Six African States
(Journal of Development Policy and Practice, 2025-12-24) Joseph Jakisa Owor
Over the past decade, Sub-Saharan Africa (SSA) has witnessed a surge in National Financial Inclusion Strategies (NFIS), framed as vehicles for reducing poverty, promoting equity and accelerating economic transformation. Yet, a persistent policy-practice divide undermines these ambitions, particularly in fragile and low-capacity states. This article investigates this divide through a comparative analysis of six East African countries—Kenya, Uganda, Tanzania, Rwanda, Burundi and South Sudan—drawing on the Global Findex Database (2017, 2021), NFIS documents and peer-reviewed literature. Building on institutional theory, fragility studies and policy implementation models, we propose a conceptual framework linking policy inputs, institutional capacity and fragility to outcomes in access, usage and equity. Findings reveal that while Kenya and Rwanda demonstrate relatively strong alignment between strategy and practice, anchored in regulatory innovation and digital infrastructure, fragile contexts such as Burundi and South Sudan show limited progress, with informal systems filling the void left by formal institutions. The article’s originality lies in its explanation of why these divides persist, highlighting institutional capacity, governance quality and fragility as critical mediators. We recommend recalibrating NFIS towards usage-driven goals, embedding gender responsiveness, supporting informal-formal linkages and strengthening monitoring systems. By reframing financial inclusion as both an equity imperative and a macroeconomic resilience strategy, this article advances scholarly and policy debates on how African states can bridge the implementation gap.
Financial Inclusion Outcomes in East Africa, 2017-2025: A Cross-Country Analysis of Access, Usage, Quality and Empowerment
(Advanced Research in Economics and Business Strategy Journal, 2025-12-31) Joseph Jakisa Owor
Financial inclusion is central to sustainable development in Africa, yet its effectiveness depends on more than simply expanding access to financial accounts. This study examines progress in Kenya, Tanzania, and Uganda between 2017 and 2025, focusing on whether increased access to financial services has translated into meaningful empowerment outcomes. The analysis is guided by four hypotheses: (1) access does not guarantee regular usage; (2) service quality determines sustained inclusion; (3) digital channels can foster empowerment; and (4) gender disparities persist despite narrowing gaps in account ownership. Findings reveal divergent country experiences. Kenya is approaching saturation in account ownership, with digital services increasingly integrated into daily life and contributing to higher levels of resilience, though risks of over-indebtedness are evident. Tanzania demonstrates strong gains in mobile money adoption and interoperability, yet empowerment outcomes remain limited due to persistent service quality concerns. Uganda shows steady growth in access, but usage continues to lag, constrained by high transaction costs, weak consumer protection, and entrenched gender inequalities. Overall, East Africa outperforms many developing regions in expanding access, but empowerment outcomes remain uneven and fall below global averages. The study concludes that the next frontier of financial inclusion lies not in widening access but in strengthening quality, building resilience, and embedding gender-sensitive digital innovations. Policy recommendations call for user-centred strategies that emphasize affordability, transparency, consumer protection, and empowerment, ensuring that financial inclusion becomes a transformative pathway to sustainable development.
Africa’s Preparedness for AI-Driven HRM Practices: A Systematic Literature Review
(International Journal of Academic Research in Business and Social Sciences, 2025-08-27) Joseph Jakisa Owor; Kofi Sarpong Adu-Manu; Mary Naula Owor
Artificial Intelligence (AI) is transforming Human Resource Management (HRM) globally, reshaping recruitment, workforce analytics, and employee engagement. While the Global North has advanced rapidly, Africa’s adoption remains limited and uneven due to infrastructural gaps, weak regulatory frameworks, and low AI literacy. This study employs a systematic literature review (SLR) guided by PRISMA methodology to assess Africa’s readiness for AI-driven HRM across six dimensions: digital infrastructure, policy frameworks, organizational capacity, skills readiness, ethical and cultural alignment, and employee wellbeing. The findings highlight a dual reality. On one side, Africa struggles with poor broadband penetration, fragmented policies, and insufficient training among HR professionals. On the other, positive developments are emerging, including innovation hubs in Kenya and Rwanda, growing digital literacy in South Africa, and increasing university–industry partnerships. Comparative insights from the Global North and peers such as India reveal both shared challenges and valuable learning pathways. This review contributes to knowledge by moving beyond deficit-based perspectives. It underscores Africa’s unique opportunities to pursue Afrocentric, ethically grounded, and culturally sensitive strategies for AI integration in HRM. In doing so, it emphasizes context-specific approaches that can transform AI adoption into an inclusive and responsible driver of organizational change and human development.
Uganda’s Post‐colonial Privatisation Policy in Higher Education: An Integrative Literature Review and Case Study Analysis
(Discover Education, 2026-02-02) Allan Muganga; Oluwasegun Adesola Oladipo; Michael Agyemang Adarkwah
Globally, the trend toward privatizing higher education has been accelerating, driven by economic and policy shifts. Uganda has aligned with this movement, becoming one of the African countries implementing privatization to enhance accessibility and efficiency in its universities. However, the benefits and challenges of higher education privatization in Uganda remain underexplored. This study assesses them through two private universities as case studies. An integrative literature review identified challenges in Uganda’s privatization policy. This was followed by qualitative interviews with sixteen (16) stakeholders (students, n=10; parents, n=3; employers, n=3) to assess its impact on accessibility, quality, funding, and employment. Semi-structured interviews involving students, parents, and employers revealed that although the policy led to the massification of higher education, it also led to the commodification and academisation of education, whereby business principles have been imported into the country’s higher education sector, thus focusing more on profit maximisation other than quality education delivery. The study recommends that the Ugandan government and policymakers, such as the Ministry of Education and Sports and the National Council for Higher Education, do more to safeguard the education system from being too commercialised, commodified, and over-marketised.
Is Everywhere I Go Home? Reflections on the Acculturation Journey Of African International Students in China
(International Journal of Intercultural Relations, 2026-02-02) Allan Muganga; Yohana Kifle Mekonen; Michael Agyemang Adarkwah; Oluwasegun A. Oladipo; Chiamaka Nneoma Nweze; , Saira Bibi
This qualitative study explores the acculturation journey of African international students in China, focusing on the evolution of their experiences. While previous research has often overlooked the progressive nature of international students, particularly from Africa, this study addresses this gap by examining how these students navigate academic, cultural, and psychological challenges over time. Using a conceptual framework informed by existing acculturation theories, the study identified six key dimensions shaping the acculturation process. Fifteen African international students, aged 25–36 years, with lengths of stay ranging from 4 to 7 years, were selected from three research-intensive universities in China. The findings reveal that early acculturation stress, including challenges like language barriers and culture shock, significantly impacts these students’ psychological well-being and makes securing internships more difficult. However, students who accessed strong peer networks and received supervisor support demonstrated better coping strategies and higher satisfaction by their final year. This study shows that acculturation is a dynamic process and suggests that educational institutions should improve support systems to better support the well-being and academic success of international students.
Students’ Perceptions of Project-based Learning in K-12 Education: A Synthesis of Qualitative Evidence
(International Journal of Instruction, 2026-02-02) Frederick Oduro; Allan Muganga; Deborah Parker; Guoyuan Sang
As an engaging instructional approach, project-based learning has gained prominence as a means of adapting K-12 education to a changing world. However, research assessing the effectiveness of project-based learning has primarily focused on teachers, whereas studies on students' perceptions of project-based learning have been limited to isolated cases. This review aimed to provide a comprehensive synthesis of qualitative and mixed-approach studies that investigated K-12 students’ perceptions of project-based learning. A meta-ethnography approach was employed to identify, evaluate, and combine the findings of the 14 peer-reviewed studies. These studies were selected based on an extensive search of databases such as Web of Science, ERIC, and ScienceDirect. Six themes were identified to reflect K-12 students’ perceptions of project-based learning: enhancing 21st-century skills, enhancing enthusiastic engagement, fostering interdisciplinary integration, time consumption, evoking initial jitter, and content insufficiency. Additionally, two research gaps were identified, with the majority of studies conducted among senior high school students in Europe and Asia. In conclusion, this synthesis highlights the effectiveness of project-based learning in promoting essential contemporary skills. However, caution is advised regarding challenges, such as content insufficiency. Stakeholders should consider targeted support and resource adequacy to optimize project-based learning benefits for diverse students.
The Impact of Online Learning on International Students' Studies Amid the Covid-19 Pandemic During the 2020 Spring Semester: A Case Study of Southwest University
(Asian Journal of Education and e-Learning, 2026-02-02) Muganga Allan; Naomy Kalabwa Leah; Tebatso Namanyane; Mirajur Rhaman Shaoan
Toward the end of 2019 and since the beginning of 2020, there has been a worldwide collapse of the pandemic disease called covid-19 that caused a complete shutdown in several countries. As a result, schools, universities and other institutions of higher learning were forced to close. The only way learning could take place was through online learning. Unplanned online learning brought uncertainty among institutions, educators and learners which needs to be examined. The purpose of this case study was therefore to explore how online learning during the COVID-19 period influenced SWU international students’ studies, and to understand the attitude of these international students toward online learning during the covid-19 period and finally finding out strategies that SWU international students used to tackle the challenges they encountered through online learning. Semi-structured interviews were conducted among twelve international students offering different online courses. Researchers used content analysis to help them arrive at findings and conclusions. Results from the research showed that poor network connectivity, limited class participations were among the strongest themes to address the first research question. Passion for learning and apathy of online learning were among the themes under students’ attitude. Strategies used to cope up with the challenges faced included prior class preparations and seeking better internet connectivity showed up.
Manifestations of the Ujamaa Intersections Model in Promoting Quality of Life for Children and Achieving SDGs through Ubuntu Stance: Lessons from the Parasocial Work Model in Tanzania
(International Multilingual Journal of Science and Technology, 2025-07-07) Jackline Bwire Achan; Meinrad Haule Lembuka
The child’s quality of life has been an agenda in the evolution of human societies worldwide, and the emergence of child rights abuse in the 19th century posed a serious concern to its realisation. At the dawn of the 21st century, the quality of life for children became part of the global agenda, encompassing the Sustainable Development Goals. For Africa, Ubuntu has been a historical, philosophical, and practical framework that is relevant to the quality of life for children. Post-colonial Tanzania adopted the Ujamaa Intersections Model within the Ubuntu framework to align with its agenda. In the 1990s, Tanzania experienced a notable decline in the quality of life of children due to economic hardship, urbanisation, population growth, and family separations. On the other hand, the incompatibility of structural adjustment programs (SAPs) and the Ujamaa National Policy Framework distorted the available Ubuntu mechanism of child welfare. As a result, the incursion of orphans and vulnerable children (OVC) impacted by the HIV and AIDS pandemic was further exposed to high risks of losing their quality of life. In the 2000s, the Tanzanian government engaged various stakeholders to (re)establish community-based interventions aimed at upholding the quality of life, including a cadre of para-social workers (PSWs) that combined social work and Ubuntu competencies. The initiation and operation of PSW are integrated within the Ujamaa system, alongside social work and Ubuntu principles, enabling existing community structures, such as families, extended families, neighbourhoods, local leadership, ecology, and spirituality, to realise the child’s quality of life. PSW contributed to the identification of the specific needs of vulnerable children, increased community awareness of child protection, established alert systems for abused children, and, when required, supported the provision of referrals to temporary or long-term alternative care, either formal or informal. Despite challenges, PSWs successfully advocated for children's rights and improved the lives of children and their families. Their efforts have demonstrated how Ubuntu can provide relevant and sustainable solutions to address the quality of life for children. Therefore, it serves as an alarm for the child's quality of life, prompting interested parties to revisit and adopt Ubuntu approaches to achieving the SDGs by 2030 and beyond.

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