Browsing by Author "Cuiying, Wang"

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    Correlates in granting students loans in Uganda:
    (Academic Journals, 2022) Muweesi, Charles; Shizhou, Lou; Muwagga, Mugagga Anthony; Cuiying, Wang; Ssali, Kizza Francis; Tomusange, Robert; Mugenyi, Kuteesa Disan; Namagero, Tendo Shira
    This mixed research study focused on the selection criterion and guidelines used by the Higher Education Students Financing Board (HESFB) in granting students loan scheme to University Students in Uganda with a sample from Makerere University. Findings revealed that the majority of the loan beneficiaries are aware of these guidelines and one to benefit from the scheme had to formally pass A level education stage with 3 principle passes in a science subjects combination and are selected after filling a standard application form. Although many come from low economic family status with heavy household poverty, the study concluded that the selection criteria favors students who have passed science subjects and thus leaving behind impoverished students from humanity study disciplines/courses. Thus it recommends a framework for the need to revise the guidelines to cater and consider all backgrounds of applicants for this loan scheme irrespective of their course, family background and economic status to achieve the program goal as it's done in other countries. Key words: Loan scheme guidelines, Higher Education Students Education Financing Board (HESFEB policy program, financing higher education.
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    School Policy Commitments to Staff and Students’ Welfare: A Case Study of Public Secondary Schools in Iganga District, Uganda
    (Research and Advances in Education, 2022) Nabirye, Rose; Muweesi, Charles; Kaweesi, Muhamadi; Tomusange, Robert; Cuiying, Wang; Isabirye, Christopher; Mugenyi, Kuteesa D.; Kabasiita, Jessica
    The study was carried out on school policy commitments to staff and students’ welfare in public secondary schools in Iganga District, Uganda with focus on: the indicators of need for school policy commitment to teachers and students’ welfare as well as establishing the effect in a qualitative approach using interviews. The findings indicate that effective school discipline procedures support kids’ decision-making and academic attention. Teenagers that receive sex education are better able to grasp their biological makeup and become more mature. Thus, the sex education policy aids in informing and educating children about puberty and gives them confidence to speak up when boundaries are crossed. Breakfast and lunch are provided to every student in practically every public secondary school. An after-school snack and dinner are also offered to those taking part in extra-curricular activities. Therefore, students are better able to concentrate on studying when they feel comfortable. Students need to be disciplined to make significant academic progress, yet many institutions struggle in this area. Results show that teachers who emphasize timelines in finishing activities end up failing to finish syllabi.