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Contribution of the Catholic church in improving social-economic development of people : a case of Caritas Kabale in Kitumba sub county, Kabale district
No full textxii, 90 p.This research was conducted with the main purpose of examining the Contribution of the Catholic church in improving people’s Social-Economic Development in Kitumba Sub County with reference to Caritas Kabale. Specifically, the study identified the contributions of the Caritas Kabale in enhancing people’s social-economic development, its challenges, and what strategies the Caritas can put in place to improve the social-economic development. A case study design was used by this study. Qualitative approach was used with questionnaire, interview, focus group discussion, and documentary methods used, data was collected from 100 respondents. Data analysis was done with the aid of SPSS, coded and analysed and key themes were generated to build understanding of the phenomenon step by step under study. The study concluded that shortage of land, high illiteracy level in the district, inadequate finance, poor project selection, poor accountability are some of the major challenges faced by Caritas Kabale Diocese and recommended that the catholic church should employ technocrats to avoid inefficiencies especially when parish priests are transferred and a downward review of the cost of services in medical and educational institutions should be adopted to even cater for the poor
Evaluation of Information literacy training for enhanced teaching, learning, and research competence for academic staff and students at the University of Rwanda: A descriptive mixed-method study
No full textP. (1-16) ;This study evaluates the effectiveness of Information Literacy Training (ILT) for academic staff and postgraduate students in the digital era. A descriptive mixed-method approach was used, with data collected from 87 postgraduate students, academic staff, and librarians from nine Campuses across the University of Rwanda. The results showed that providing ILT at the beginning of student’s study program significantly enhanced their capacity to identify, access, evaluate, and use information effectively. It also improved students’ competencies in research and scholarly publishing. The study highlights the importance of ILT evaluation in training, providing critical insights into program effectiveness, efficiency, and long-term impact. It recommends ILT as a mandatory component in the curriculum for all students.
Keywords: Information Literacy, Critical thinking, Reference Management, Digital literacy, Literacy proficiency
Cultural identity and learning of amakondeere music among the Baganda in Kassanda district, central Uganda
No full textxii, 170 p. : ill. (col.) ;This study investigated how cultural identity influences learning of amakondeere music, a traditional royal gourd trumpet of the Baganda people, within Kassanda District. It focused on understanding how a sense of belonging to the Baganda culture impacts individuals' interest in learning and performing amakondeere music and how this can inform music education in schools. Given that, the performance of amakondeere music is on a great decline, which possess a great threat of extinction to such rich cultural heritage, this study resurrects the significance of amakondeere music, bringing to mind its contribution to music education in Uganda. In particular, this study aimed at establishing how participation in cultural practices enhances learning of amakondeere music, by paying close attention to the role of customs and traditions in the learning process. The study also explores how language and other cultural values contribute to the transmission of amakondeere music in Kassanda District, Central Uganda. A phenomenological research design was employed to capture participants' lived experiences. Data was collected through interviews, focus group discussions, and observations of amakondeere engagements, then transcribed, translated, and thematically analyzed. The analysis revealed that children and youths in Kassanda learn amakondeere music as part of their cultural identity, with learning being reserved for males of all ages and social statuses from the Nnyonyi-Nnakinsige clan. It is a holistic process, where learners must know how to craft, play, and maintain the instruments. Amakondeere learning engagements emphasizes okukolera awamu (working together), where experts mentor novices through hands-on learning and observation. The process is culturally meaningful, driven by a passion for improving both individual and community well-being. Luganda language, customs, beliefs, obulombolombo (rituals), and emizizo (taboos) are integral to learning, as they embed a sense of identity and encourage participation. Based on the findings, the study recommends that music educators recognize the importance of cultural identity in motivating learning. Buganda kingdom officials, the National Curriculum Development Center (NCDC), and schools need to collaborate with the amakondeere music community in Kassanda to integrate amakondeere music and other similar cultural music forms in the curriculum, to expand career opportunities for aspiring musicians. Additionally, there is a need for royal authorities to collect and archive amakondeere music for future reference
Amplification of compound hot-dry extremes and associated population exposure over East Africa
No full textQuantifying the vulnerability of population to multi-faceted climate change impacts on human well-being remains an urgent task. Recently, weather and climate extremes have evolved into bivariate events that heighten climate risks in unexpected ways. To investigate the potential impacts of climate extremes, this study analyzes the frequency, magnitude, and severity of observed and future compound hot-dry extremes (CHDEs) over East Africa. The CHDE events were computed from the observed precipitation and maximum temperature data of the Climatic Research Unit gridded Timeseries version five (CRU TS4.05) and outputs of climate models of Coupled Model Intercomparison Project Phase 6 (CMIP6). In addition, this study quantifies the population exposure to CHDE events based on future population density datasets under two Shared Socioeconomic Pathways (SSPs). Using the 75th/90th and 25th/10th percentile of precipitation and temperature as threshold to define severe and moderate events, the results show that the East African region experienced multiple moderate and severe CHDE events during the last twenty years. Based on a weighted multi-model ensemble, projections indicate that under the SSP5-8.5 scenario, the frequency of moderate CHDE will double, and severe CHDE will be 1.6 times that of baseline (i.e., an increase of 60%). Strong evidence of an upward trajectory is noted after 2080 for both moderate and severe CHDE. Southern parts of Tanzania and northeastern Kenya are likely to be the most affected, with all models agreeing (signal-to-noise ratio, SNR > 1), indicating a likely higher magnitude of change during the mid- and far-future. Consequentially, population exposure to these impacts is projected to increase by up to 60% for moderate and severe CHDEs in parts of southern Tanzania. Attribution analysis highlights that climate change is the primary driver of CHDE exposure under the two emission pathways. The current study underscores the urgent need to reduce CO2 emissions to prevent exceeding global warming thresholds and to develop regional adaptation measures
Indigenous education pedagogies and learning of oringia (tube fiddle) music in selected primary schools in Arua city, north western Uganda
No full textxii, 103 p.This research investigated whether and how indigenous pedagogies might contribute to learning of oringia music in primary schools in Arua City. School education uses traditional western models that do not fully facilitate transmission of indigenous cultures such as oringia. The objectives of the study were: to establish the indigenous pedagogies that are used by primary school teachers in the teaching of oringia music in primary schools in Arua City, to find out learners views in selected primary schools in Arua City about the learning of oringia music through indigenous pedagogies, and to establish the perception of teachers in selected primary schools in Arua City about the learning of oringia music through indigenous pedagogies. The study used a phenomenological design to where respondents lived experiences were narrated to the researcher through use of interview, and Focus Group Discussions. The researcher was invited to observe some lessons, and data was gathered from 24 respondents that were selected purposively. The study revealed that indigenous pedagogies that are used to learn oringia might be described in English as apprenticeship, demonstration, imitation, emulation, collaboration, and narration of stories. Oringia culture bearers and teachers guide learners through dynamic learning processes, emphasizing experiential, interactive, collaborative instruction that embed cultural significance and inspire learners to identify with community. Learners' passion for oringia music caused deep engagement, skill development, and fostered a sense of identity, and supported their peers to learn. This peer-mediated learning nurtured learners’ communication skills, supported relationships building, and aided skill transfer, and indigenous ways of learning allows learners ample time to deeply gain knowledge and skills of oringia music from skilled community members. The study recommended inclusion of indigenous ways of learning in schools settings to facilitate acquisition of origia music knowledge and skills, and support various areas of school education
Modeling predictors of poverty in agricultural households in Uganda: application of multilevel and interaction methods
No full textix, 50 p. ;This study aimed to model predictors of poverty in agricultural households in Uganda using a multilevel and interaction regression model. The research utilized data from the Uganda National Household survey (UNHS 2019/20) data from Uganda Bureau of Statistics. A logit model was used in the estimation and estimates were provided using Multilevel methods approach.
Key findings suggest that poverty in agricultural households was positively and significantly influenced by gender of the household head, marital status of the household head, income stability of the household, age of the household head and livestock ownership.
Additionally, regional differences accounted for 17.9 % of the variations in poverty levels in Uganda and understanding such regional differences and their influence on poverty levels can assist policymakers and organizations in designing targeted interventions and policies. Such measures can address the specific challenges faced by different regions and promote more equitable development across Uganda. However, poverty in agricultural households was negatively and significantly influenced by residence status, saving accounts ownership and household size.
Based on the study's findings, the key policy recommendations were; government should continue implementing gender-focused interventions to address gender disparities especially women empowerment programs such as access to resources including land, equal access to employment opportunities and equal access to education to reduce poverty among women. Regarding income instabilities in agricultural households due to price fluctuations, government should empower famers to form farmer groups where they can collectively increase their bargaining power to avoid price fluctuations
Complexity adaptability behaviour, psychological capital and work life balance in Uganda
No full textxii, 75 p.This study focused on complexity adaptability behaviour, psychological capital and work life balance in Uganda. The objectives of the study included, to examine the relationship between complexity adaptability behaviour and work life balance, to examine the relationship between complexity adaptability and psychological capital, to examine the relationship between psychological capital and work life balance and to examine the mediating role of psychological capital on the relationship between complexity adaptability behaviour and work life balance. The study employed a case study research design and the quantitative research approach. The sample size was 303 participants which was determined following Krejcie, and Morgan (1970) statistical table. Data was collected using a questionnaire with closed-ended questions and it was analysed using Statistical Package for the Social Sciences (SPSS ver. 23) to produce means, standard deviation, relationships and regression. The study findings revealed that there was a positive and significant relationship between complexity adaptability behaviour and work life balance (r = .621**, p<.05) and also there is a positive and significant relationship between psychological capital and work life balance (r = .637**, p<.05). Regression analysis revealed (Adjusted R square = .595) and a good fit for the model (F= 222.470, p < 0.05). Complexity adaptability behaviour predicted work life balance by 31.5 percent while psychological capital predicted work life balance by 40.8 percent. The results therefore revealed that psychological capital is the main predictor of work life balance. The study recommends quantitative research method, enforcement of existing labour laws, and implementation of flexible work hours and promotion of physical and mental wellbeing
Exploration of Gender, Equity, and Information Access and Utilization of Services and Opportunities: Do Ugandan Universities Empower Students and Foster Belonging
No full textP (1-15) ;Anchored in social justice theory, this study explored gender and equity perspectives on access and utilization of information on services and opportunities by students in Institutions of Higher Learning in Uganda. The goal was to determine whether such information created a sense of belonging. Information on services and opportunities required by students and sources of information provided by Ugandan HIL were examined. The study used a cross-sectional research design. Quantitative and qualitative approaches to collect data were used from six universities. Data was collected from 162 participants (150 students and 12 key informants) using surveys, focus group discussions, key informant interviews and secondary reviews tools. The study identifies student’s representatives and religious leaders as the main sources of information. Although according to social justice theory recommends student’s engagement in activities that affect them universities excluded them from identifying, developing, packaging, disseminating, monitoring and evaluating of their information needs on S&Os. Most critical information required by students includes sexually transmitted infections, reproductive health, HIV/AIDs cooperate governance, career guidance and internship and job placement, scholarships and financial literacy. Generally, information on basic S&O provided by universities did not create a sense of belonging. Information on services and opportunities from university administration was perceived as difficult to comprehend, detached, without speaking to student actualities, yet students were not homogenous nor gendered beings. The insensitivity to gender and equity information needs of students affected more female male students, disabilities and those from disadvantaged communities. This article serves as an opportunity to advance discussions on gender inclusive and equity dimensions towards the creation of a sense of belonging in universities. This would require social justice and gender-inclusive trajectories aimed at dismantling gender-insensitive systems in universities
Take home read-aloud projects: a foundation for higher order engagement and literacy development among ECD learners
No full textPurpose of the Study: The study was purposed to assess the extent to which take-home reading
aloud projects promote Early Childhood Development (ECD) children's higher order engagement
and literacy development.
Research Methodology: The study followed a phenomenological approach, which emphasizes
understanding experiences from the participants’ perspectives (Creswell and Poth, 2018).
Interviews, observations, documentary reviews and audio-visual methods and techniques were
adopted in data collection. For that matter, data was analyzed qualitatively and reported
accordingly.
Findings and Discussions: Key findings revealed that children, whose reading background had
been recorded before the project, were observed after the 12 weeks and indicated improvement in
reading fluency (speed and accuracy), interpretation of text and comprehension.
In addition, children improved in their communication skills, relationships with their parents, being
more independent thinkers than before, exhibiting improvement in observation skills, exhibiting
love for reading materials, showing interest in reading, and concentration as well as positive
discipline in handling reading materials; being able to return and borrow more books from the
school library.
Conclusion: The study results were used to conclude that home reading aloud projects contribute
to improving children’s comprehension skills, which are crucial for children’s future academic
success.
Recommendations: schools should assign parents the role of listening and reading to their
children as a strategic collaboration endeavor to improve children’s comprehension
Exploring the role of chaplaincy ministry on students’ discipline in secondary schools in Kigezi diocese, Uganda since 2010
No full textxi, 88 p. ;The purpose of the study was to explore the Role of Chaplaincy Ministry on Students’ Discipline in Secondary Schools in Kigezi Diocese Since 2010. The study employed the following objectives; To establish the nature of indiscipline in Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. To examine the contribution of chaplaincy ministry in promoting the student’s discipline in the Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. To identify the factors limiting the chaplaincy ministry in promoting discipline among students in Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. The phenomenological research design was explicitly used by the researcher. A qualitative approach was used to capture narratives, opinions, comments and views from different respondents. The population from which the sample was drawn consisted of head teachers, Chaplains, teachers and Students from schools. The Diocesan Bishop, Diocesan Secretary (DS), and Diocesan Education Coordinator (DEC). Purposive sampling strategy was used in this investigation. The study used Interview guides and Documentary analysis guide to collect data from the respondents. The findings of the study indicated that there are several indiscipline cases in the church founded secondary schools. These included but not limited to Escaping from school, Sexual immorality/ promiscuity, Disrupting classes and Dodging. The findings further indicated that other indiscipline cases are Absenteeism, Drug abuse and alcoholism, Theft, Teasing and bullying, Fighting. The research findings indicated that the chaplaincy has a fundamental contribution in promoting students’ discipline. Their contribution include; Guidance and Counselling, Preaching the gospel and Organizing fellowships. The study findings indicated that the chaplains face several challenges when promoting students’ discipline in schools. These included; under looking the chaplains, lack of accommodation or even poor accommodation in schools, chaplains received low remuneration and hatred. Furthermore, the chaplains do part timing jobs and this leads to less time for the assigned duties, there were limited ordained reverends to work as chaplains and there is direct opposition from members of other denominations. The researcher recommended that the chaplains should understand their position in schools and should cause change. Should create time for students and conduct services at appropriate time. Should create time for guidance and counselling and should be available. Members of the community mainly parents should respect the chaplains and confide in them concerning the matters of their children