EANSO East African Nature and Science Organization Journals
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Stylistic Expressions and Gendered Representations of Femininity in Akamba Pop Music: A Feminist Intersectional Analysis
Get PDFThis paper examines how stylistic strategies in selected Akamba pop music represent femininity and the gendered marginalisation of women. Employing a feminist intersectional framework, it analyses the use of language, oral literary techniques, diction, and motifs in songs to reveal how women’s identities are shaped, commodified, and constrained by social and cultural forces, especially colonial legacies and patriarchy. The study employs a qualitative research methodology. Purposive sampling was employed in selecting data, whereby eight songs were selected to represent Makueni, Machakos, Kitui, and Nairobi counties. The songs were sourced from the internet (YouTube). Transcription and translation were done thereafter. Using the theoretical lens of feminism and secondary texts, the data was interpreted in line with the main objective of the study. The study highlights how themes such as skin bleaching, sexual objectification, and ethnic discrimination are linguistically constructed to reflect broader gender inequalitie
Direct or Indirect Instruction on Environmental Print in Enhancing Letter Name Knowledge in Tanzanian Public Pre-Primary Classes: Which Works Better?
Get PDFThe current study investigated the effects of direct and indirect instruction on environmental print to enhance Letter Name Knowledge (LNK). The research's foundations were sociocultural (direct) and constructivist (indirect) theories. The study was an eight-week intervention. It took place in the Shinyanga District Council, Tanzania, using a positivist, quantitative approach with a randomised experiment design and no control group. The study included two experimental groups—direct and indirect instruction—across six randomly selected schools from three wards. The participants were public pre-primary children, 293 (162 indirect, 131 indirect) and six teachers (three from each instructional type). The pre-primary teachers were responsible for enhancing LNK during the environmental print intervention, and their work was evaluated using the Fidelity Implementation checklist. The findings indicated insignificant differences in direct and indirect instruction on environmental print on enhancing LNK in both pretest and posttest. Data were collected through intervention tests and observations. Independent samples t-test, Welch t-test, and Kendall's Coefficient of Concordance (W) were used in analysing data. The finding is substantiated by constructivism and sociocultural theory, which suggest that both instructional strategies work better. This perspective supports the idea that both instructions contribute to ensuring that all children, regardless of their background, receive equitable access to quality early literacy education. Improvement in LNK is crucial, as it fosters early reading skills in children, ultimately contributing to equitable quality education, which supports sustainable development goals (4). Recommendation to the Ministry of Education, Science and Technology to develop and provide professional development workshops for pre-primary educators focused on effective strategies for teaching environmental print to enhance letter name knowledge (LNK). Further research needs to be done on pre-primary teachers' views on the challenges and benefits of environmental print strategies. Also, research is needed on the impact of environmental print instruction on children with diverse learning needs and backgrounds
Effects of Student Loan Administration Mechanisms on Access to University Education in Uganda
Get PDFThis study examines the effect of student loan administration arrangements on access to higher education in Uganda, utilising primarily quantitative and little qualitative evidence derived from a cross-sectional survey of 217 university students selected through stratified random sampling. In applying regression analysis, the study demonstrated a highly significant relationship between funding adequacy and access (R = 0.642, p < 0.01), with perceived funding accounting for 41% of the variation in access. For every one-unit increase in loan perceived adequacy, access increased by 47%, highlighting the key role of sufficient financial provision. The study also determined a moderate but very significant positive correlation between the inclusiveness of the loan scheme—measured in terms of rural coverage, transparency, and publicity—and access among low-income students (R = 0.537, p < 0.01), with 28.4% of the variance accounted for by inclusiveness. Qualitative data suggest that rural and disadvantaged students are discouraged by complex paperwork, the absence of outreach efforts, and language barriers. Additionally, the timeliness of loan approval and disbursement was highly related to student retention (R = 0.491, p < 0.01), with an Odds Ratio of 3.10, such that students with timely disbursements were over three times as likely to remain enrolled. These findings affirm that adequacy of funding, administrative inclusiveness, and timely disbursement are primary determinants of access and persistence. The paper concludes by urging the Ministry of Education, HESFB, and stakeholders to enhance outreach, decentralise service delivery, improve disbursement efficiency, and target support for rural, female, and disadvantaged students to achieve transformative and sustained access to higher education in Ugand
Integrating Indigenous Knowledge Systems into Higher Education: A Case Study of African Rural University
Get PDFThis study investigates the integration of Indigenous Knowledge Systems (IKS) into higher education using the African Rural University (ARU) in Uganda as a case study. Amidst global debates on the decolonisation of education and the revival of marginalised epistemologies, ARU stands out as the first all-women university in Africa to structurally embed IKS in its curriculum, pedagogy, and institutional philosophy. The study examines how IKS is operationalised in ARU’s programs, particularly through courses such as African Philosophy and Indigenous Knowledge Systems, as well as the unique use of Traditional Wisdom Specialists as university instructors. Adopting a qualitative case study design, data were collected through interviews, observation, and document review. Findings indicate that ARU's curriculum is composed of 40% practical and 60% theoretical learning, equipping students with hands-on skills in herbal medicine, indigenous agriculture, cultural ethics, and participatory development. Graduates emerge as Rural Transformation Specialists who are employed by the parent organisation, Uganda Rural Development and Training Programme (URDT), to serve as epicentre managers in rural communities. The study concludes that the ARU model offers a compelling framework for integrating Indigenous and academic knowledge systems to foster relevant, context-sensitive, and transformative education. It recommends broader policy support for IKS in African higher education, as well as further research into its long-term impact on sustainable development and rural transformatio
The Evaluative Lexicogrammar Used to Depict the Uganda Police Force in Fire News Reports
Get PDFThis study examines the depiction of the Uganda Police Force (UPF) in fire news discourse. It explains the evaluative lexicogrammar that news writers invoke to portray UPF response during fire emergencies. Consequently, the study analyses two news reports published on 26 February 2009 about a fire incident at the Park Yard Market, one of the largest markets in Uganda. Using a discourse analytical research design, it explores how New Vision and Daily Monitor journalists depict UPF in fire news discourse. The study is guided by the Appraisal theoretical framework, engaging two resources of Attitude (i.e., Judgment and Appreciation) in the analysis of hard news stories. The results across the two news reports demonstrate that the writers largely invoked material process verbs because crisis management requires more police actions than descriptions. The process verbs are followed by noun phrases, adverbs, adverbials, and patterns of reported speech. This study contributes to discourse analysis since it demonstrates how specific evaluative lexicogrammar constructs evaluative meaning in news reporting. It also illustrates the practical use of appraisal theory in analysing the conduct and performance of entities such as the Uganda Police Force. The study further advances appraisal theory by revealing that, alongside the established evaluative polarities (i.e., positive and negative), evaluators can also take on vague or neutral positions. This article is extracted from my PhD project. Further research on different fire categories should be conducted to explore the nature of language used to portray police performance. This will reinforce the current study by expanding the sampling frame and scope of conten
Strengthening Children’s Rights through Education: A Global and Ugandan Perspective
Get PDFThis paper explores the critical role of Children’s Rights Education (CRE) in promoting equity, participation, and protection among learners, both globally and within the Ugandan context. Grounded in the principles of the United Nations Convention on the Rights of the Child (CRC, 1989), the study demonstrates how integrating children’s rights into formal and non-formal education systems cultivates inclusive, democratic learning environments and nurtures children’s agency as active participants in society. By embedding CRE into the fabric of educational settings, learners are empowered to understand their rights and responsibilities, voice their opinions, and engage meaningfully in school and community life. Drawing on a multidisciplinary review of scholarly literature, international policy frameworks, and practical case studies from Uganda, the paper highlights the rationale for implementing CRE, its core principles, and the positive outcomes it fosters in promoting respect, dignity, and social cohesion. It examines how CRE contributes to addressing systemic barriers such as discrimination, marginalisation, and unequal access to education, particularly for vulnerable groups. The paper also discusses challenges to CRE implementation, including limited teacher preparedness, curriculum gaps, cultural resistance, and inadequate policy enforcement. Despite these challenges, the paper argues that CRE holds transformative potential for education systems when systematically integrated into teacher training programs, school governance structures, and national curricula. The study concludes with actionable recommendations for policymakers, educators, and stakeholders to institutionalise CRE through participatory curriculum design, rights-based pedagogy, and whole-school approaches. In doing so, it emphasises the broader role of CRE in advancing social justice, promoting child well-being, and contributing to sustainable human development in Uganda and beyond
Language Choice and Accommodation in Environmental Signs in Nyanza, Kenya: A Systemic Functional Linguistics Perspective
Get PDFThe purpose of this article is to examine patterns of language choice in environmental signage in Nyanza, Kenya. While environmental signs are essential tools of communication for conveying ecological messages to target audiences, the focus here is not on accommodation strategies per se but on how linguistic diversity is reflected in the choices of language used. Environmentalists employ signage as a medium to reach varied audiences, and this study seeks to uncover the underlying patterns of language selection that shape the communicative effectiveness of these signs. Given that Nyanza, Kenya, is a multilingual region, developers of environmental signs in this region must choose the language to use. Thus, the main objective of this study was to analyse the functional implications of the linguistic choices of developers of environmental signs in Nyanza, Kenya. Data was collected from 100 environmental signs in the urban and peri-urban areas of three counties, including Kisumu, Kisii and Migori counties. The environmental signs were photographed, after which the texts written on them were transcribed for analysis. Thematic analysis was used to analyse data. Findings reveal that most environmental signs in Nyanza, Kenya, are written in English. Swahili-only environmental signs came second to English-only environmental signs. There were also significant instances of English-Swahili code switching. Indigenous languages were featured only in the environmental signs that were studied. The study is significant because it highlights the functional state of language in environmental conservation in Nyanza, Kenya. An analysis of the language of environmental preservation is vital, given the multilingual state of the study area. The study triggers deep insights into the linkages between language and the environmen
Leadership Styles and Organisational Citizenship Behaviour of Teachers in Government-Aided Primary Schools in Sheema Municipality, Uganda
Get PDFThis study assessed the association between leadership styles and organisational citizenship behaviour (OCB) of teachers in government-aided primary schools in Sheema Municipality, Uganda. The study examined whether transformational, transactional, and laissez-faire leadership styles had a significant impact on OCB. By employing a quantitative approach and correlational design, the study interrogated the predictive strength of leadership styles on OCB. The sample comprised 212 primary teachers who provided data through a self-administered questionnaire. Data were analysed quantitatively using descriptive statistics, correlation, and hierarchical regression analyses. Descriptive results revealed that while OCB of the teachers was high, the use of transformational, transactional, and laissez-faire leadership styles by head teachers was moderate. At the preliminary level, correlation analysis revealed that while transformational and transactional leadership styles had a positive and significant relationship with OCB, laissez-faire leadership had a negative and insignificant relationship. At the confirmatory level, hierarchical regression revealed that while transformational and transactional leadership styles were positively significant predictors of OCB, laissez-faire leadership was a positive but insignificant predictor. Therefore, it was concluded that transformational leadership style is essential in fostering OCB, transactional leadership is imperative in enhancing OCB of employees, and laissez-faire leadership does not meaningfully predict OC. The study recommends that head teachers should practice transformational leadership to foster OCB, implement transactional leadership to promote OCB of teachers, and offer some laissez-faire leadership depending on contextual factors. The practical significance of this study is that it provides guidance to head teachers on how to implement different leadership styles to promote OCB of teachers
Influence of Microfinance Factors on Poverty Reduction among Youths in Tanzania: A Case Study of Kyerwa District
Get PDFThis paper examines the influence of microfinance factors on poverty reduction among youth in Kyerwa District, Tanzania. The specific objectives were to assess the services youth receive from microfinance institutions (MFIs), analyse changes in income and monetary values of asset ownership before and after accessing the services, and determine the influence of microfinance factors on the changes. A sample of 150 youth was selected using purposive and stratified sampling, and primary data were collected through a structured questionnaire and analysed using the IBM SPSS Statistics software for descriptive and inferential statistics. For the latter, multiple linear regression was run. It was found that 92.6% of the respondents had accessed financial and non-financial microfinance services; 86.0% of them had received savings services, and 92.8% of them had received business development, training and capacity building services. The mean increases in incomes and monetary value of assets owned were TZS 3,290,787.00 and TZS 3,515,367.00, respectively. Based on multiple linear regression results, the amount of loan received had a positive influence on changes in both income (β = 1,280,334.689; p = 0.594) and monetary values of assets (β = 2,386,638.904; p = 0.001). Moreover, having business development services also had a positive influence on changes in both income (β = 3,630,612.87; p = 0.393) and monetary values of assets (β = 1,888,063.687; p = 0.154). Moreover, the study employed two Key Informant Interviews (KIIs) and three Focus Group Discussions (FGDs). The KIIs were conducted with microfinance officers, while the FGDs involved 24 youth participants (8 in each group) from different wards. The KIIs used semi-structured guides to capture expert perspectives on microfinance service delivery and youth challenges. The FGDs explored lived experiences, challenges before and after microfinance access, and perceptions on service effectiveness. Thematic analysis of the qualitative data revealed enhanced self-employment, improved decision-making, and empowerment through training, as well as obstacles like high interest rates, limited mentorship, and short loan repayment periods. These findings suggest that, while loans are effective for poverty reduction, business development services to loan recipients are also important. Microfinance institutions issuing loans to youth should also offer them non-financial services, particularly business development, training, and market linkages, if the youth are to reduce poverty effectively. Youth organisations and community groups should actively engage with MFIs to identify youth-specific needs and promote service awareness, fostering greater participation
The Moderating Effect of Leadership Style on the Relationship between Goal Setting and Teacher Development in Public Secondary Schools in Nakuru County, Kenya
Get PDFTeacher performance appraisal has been introduced in Kenya through the Teachers Service Commission to improve teacher competence and learner outcomes, yet its effectiveness remains contested. This study examined the moderating effect of leadership style on the relationship between goal setting and teacher development in public secondary schools in Nakuru County. Using a correlational research design, data were collected from a scientifically determined sample of teachers through structured questionnaires and interviews. Regression and correlation analysis revealed that goal setting had a statistically significant but modest positive effect on teacher development (r = 0.133, p = 0.013; R² = 18.1%). However, when moderated by leadership style, the effect was substantially strengthened, with the interaction term showing a strong positive contribution (β = 0.627, p < .001; ΔR² = 17.92%). These results highlight that while goal setting independently contributes to teacher development, its impact is significantly amplified under effective leadership. The study concludes that leadership style is pivotal in transforming goal setting into a meaningful driver of teacher growth and recommends that school principals adopt participatory and transformational leadership approaches to ensure that performance goals inspire professional development rather than create compliance pressur