Browsing by Author "Kadengye, Damazo T."

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    Effect of women’s intra-household bargaining power on postnatal and infant healthcare in rural Uganda–Results from a cross sectional survey in Kyenjojo district
    (Midwifery, 2020) Kadengye, Damazo T.; Atahigwa, Catherine; Kampire, Pamela; Mucunguzi, Stephen; Kemigisha, Elizabeth; Nyakato, Viola N.; Kiwuwa-Muyingo, Sylvia
    Global estimates by the United Nations inter-agency group for child mortality show that as of 2017, under-five mortality rate had decreased by 58%, from an estimated rate of 93 deaths per 10 0 0 live births in 1990 to 39 deaths per 10 0 0 live births. In the same period, Uganda achieved noticeable progress with the risk of a child dying before five years of age decreasing by 71% from 187 to 49 deaths per 10 0 0 live births ( UNICEF Data, 2019 ; You et al., 2015 ), and under five mortality dropped from 177 to 64 per 10 0 0 live births ( Uganda Bureau of Statistics [UBOS] and ICF Interna- tional, 2017 ). Despite significant improvements, utilization of ma- ternal and child healthcare services still remains a major area of concern with substantial disparities amongst women living in de- veloping countries, most especially those in the rural areas with unacceptably low levels of access to services ( Beegle et al., 2001 ; World Health Organisation [WHO], 2016 ). Although utilization of antenatal care services (ANC) is being promoted through interven- tions to enhance attendance and skilled health care at birth, less attention has been given to postnatal care in preventing complica- tions and ensuring better maternal and child health care.
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    Encouraging social innovation for combating poverty: master’s students’ gendered experiences with a service-learning intervention in Kenya and Uganda
    (Emerald, 2022-04-19) Wao, Hesborn; Otendo, Clement Oduor; Syonguvi, Jackline; Muriithi, Petronilla; Kadengye, Damazo T.; Brodin, Eva M.
    Purpose This study aims to understand master’s students’ experiences of service-learning, following their participation in a workshop with local social innovators whose activities had contributed to combating poverty in East Africa and to determine how this participation affected work on the students’ theses. The authors also explored possible gender differences in this context. Design/methodology/approach The study was based on pretest–posttest mixed methods research design. Data were collected from master’s students within the social sciences and science, technology, engineering and mathematics (STEM) disciplines, respectively, in Kenya and Uganda, via surveys and interviews before the workshop, immediately afterwards and six months later. Findings Students’ immediate experience was that the workshop contributed to increased critical awareness, adoption of transdisciplinary community-serving approaches and strengthened self-confidence. Six months later, most had related their projects to social problems (e.g. poverty) in their communities. Moreover, the results motivated integration of gender-sensitive curricula based on service-learning in East Africa. Practical implications Based on the results, the authors suggest a framework for gender-sensitive curriculum development that can stimulate service-learning in master’s students. Implementation of such a curriculum could eventually contribute to community development, including, e.g. poverty reduction. Originality/value Studies on service-learning are rare in Africa, especially in postgraduate education. Gender-sensitive studies on service-learning are generally scarce and the same holds for studies on encouraging STEM students to integrate social innovation into their thesis work. By combining these aspects, this study presents an original contribution to existing research.