Academic publications

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

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Financial Resource Mobilisation and Academic Program Viability in Private Universities: Evidence from Fort Portal City
(East African Journal of Interdisciplinary Studies, 2026-03-04) Stephen Agonzibwa; Joel Yawe Masagazi; Stephen Kyakulumbye
This study examined how resource mobilization practices influence the viability of academic programs in private universities located in resource-constrained regional contexts, using evidence from Fort Portal City, Uganda. While private universities play a critical role in expanding access to higher education, empirical evidence on how governance- and relationship-based resource strategies sustain academic programs at the sub-national level remains limited. Grounded in Resource Dependence Theory, Resource Governance Theory, and the Institutional Capacity Model, the study assessed the influence of stakeholder engagement, partnership effectiveness, and financial resource mobilization on academic program viability. defined in terms of sustainability, relevance, quality assurance, staffing continuity, and curriculum resilience. An exploratory sequential mixed-methods design was employed, involving qualitative interviews with senior university leaders and managers, followed by a survey of academic and administrative staff across the two private universities operating in Fort Portal City. Quantitative data was analyzed using descriptive statistics and multiple regression analysis, while qualitative data was analyzed thematically. The findings indicate that partnership effectiveness is the strongest predictor of academic program viability (β = 0.437, p < 0.001), followed by stakeholder engagement (β = 0.259, p = 0.006) and financial resource mobilization (β = 0.230, p = 0.002). Together, these factors explain 25.2% of the variance in academic program viability. Qualitative evidence reinforces these results, revealing heavy dependence on tuition fees, governance rigidities, and the central role of external partnerships in sustaining specialized and practice-oriented academic programs. The study concludes that academic program viability in regional private universities is shaped less by the volume of financial resources and more by governance quality, partnership functionality, and institutional capacity to deploy resources strategically. Practically, the findings underscore the need for formalized partnerships, decentralized resource governance, and capacity-building strategies tailored to the realities of private universities operating outside major metropolitan centers.
Forms of Social Support Received by Family Caregivers of Patients With Schizophrenia in Sub-saharan African Urban Settings: An Integrative Review of Literature
(Routledge, 2023) Winfred Naamara; Justus Twesigye; Wilson Winstons Muhwezi; Sherphard Chidarikire
An integrative review was conducted to identify and describe forms of social support received by family caregivers of patients with schizophrenia in Sub-Saharan African urban settings. Sub- Saharan African region comprises of 49 countries and covers the area of the African continent that lies south of the Sahara. A search was performed in data bases of PubMed, EMBASE, PsycINFO, and CINAHL, and resulted in a total of 1,155 articles which were screened for inclusion, and 20 articles remained for review. Findings revealed that family caregivers received social support of different forms with emotional social support being the most frequently received. Findings provide essential insights that can be used by mental health practitioners and policy makers for strengthening social support networks for family caregivers in urban settings.
Family Caregivers’ Perceptions of Schizophrenia and Community Members’ Attitudes Toward Patients and Their Family Caregivers
(Routledge, 2025-01-09) Winfred Naamara; Justus Twesigye; Byamah Brian Mutamba; Wilson Winstons Muhwezi
Schizophrenia is a complex disorder with no known single cause which makes family caregivers of patients to develop their own perceptions and interpretations of the condition. We aimed to find out family caregivers’ perceptions and how they influence their treatment seeking behavior as well as attitudes of community members toward family caregivers and their patients. Qualitative data were collected from 24 family caregivers, of patients with schizophrenia who were residents of Greater Kampala Metropolitan Area. Findings indicated that family caregivers accepted schizophrenia as a chronic medical condition that could only be treated in a hospital. Community members got used to seeing patients with schizophrenia and accepted them with their family caregivers as part of their community. Study findings provide important information that could be used by social workers, other mental health workers and policy-makers to strengthen service delivery and mobilization of social support for family caregivers and their patients with schizophrenia.
Factors Associated With Alcohol Dependence Among Adult Male Clients in Butabika Hospital, Uganda
(Routledge, 2014-08-21) Winfred Naamara; Wilson Winston Muhwezi
Alcohol dependence is among the leading causes of psychiatric morbidity the world over, and it is estimated that there are more than 63 million males with alcohol-dependence-related disorders (World Health Organization, 2004). In sub-Saharan Africa (SSA), alcohol dependence is known to be related to risky sexual behaviors and depressive disorders in males (Institute of Medicine, 2010; Pitso & Obot, 2011). In Uganda, a country of more than 32 million people, alcohol dependence is among the main causes of psychiatric morbidity (Ministry of Health in Uganda, 2005). Historically, alcoholic beverages such as beer have often been used to bind different Ugandan cultures together and during celebrations of important events such as marriages (Wolf, Busza, Bufumbo, & Witworth, 2006). Uganda not only lacks a clear national alcohol policy, but has weak and poorly enforced laws, thereby providing a fertile ground foran increase in the availability and accessibility of alcohol (Uganda Youth Development Link, 2008). Many households are involved in informal alcohol production for income purposes, resulting in alcohol being easily available at the household level (Holmila, Makela, & Osterberg, 2011).
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.

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