Browsing by Author "Naluwemba, Esther Frances"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Relationship between Risk Assessment and Compliance to Health and Safety in Ugandan Secondary Schools
    (Donnish Journal of Educational Research and Reviews, 2015) Sekiwu, Denis; Kabanda, Milly; Naluwemba, Esther Frances; Tamale Kagwa, Victoria
    Health hazards are part and parcel of human life necessitating the provision of safety in every organizational environment (WHO regional Office for Africa, 2004). Likewise, the area of safety and accident prevention is of great concern to school improvement. The study sought to investigate the relationship between Risk Assessment and Compliancy to Health and Safety in Secondary schools in Wakiso District. The study employed a cross sectional survey design on 31 secondary schools. The results established that there is a significant and a positive relationship between risk assessment and compliance to health and safety (r=.56, p≤ 0.05). The study concluded and recommended that, ensuring health and safety requires repetitive assessment of risks so as to minimize hazardous situations. It also demands the collective involvement of educational stakeholders in the task of risk assessment and implementation of health and safety laws and regulations in Ugandan and African Schools.
  • Thumbnail Image
    Item
    Student Expectations and Quality of Postgraduate Education: The Case for Public Universities in Uganda
    (Advances in Social Sciences Research Journal, 2017) Tamale Kaggwa, Victoria; Sekiwu, Denis; Naluwemba, Esther Frances
    In order to chant John Stuart Mill’s Utility Theory in Service Delivery, this study focuses on the quality of student support in Postgraduate Education at Makerere University’s College of Education and External Studies (CEES). Using 50 Masters’ and Doctoral Student respondents, the study investigated an alleged gap between students’ expectations and experiences of service quality in Postgraduate programs offered by the College. Four dimensions play a cardinal role in the measurement of student support service quality in postgraduate education, namely supervision support, infrastructure, administrative support, and academic facilitation. The 4-dimensions are student dissatisfiers necessitating interventions to improve quality. From the Step- Wise Regression computations, support supervision and administrative support are the most important determinants of quality postgraduate support. As recommendations, support supervision and administrative support must be targeted as drivers of quality student support at this level. The Utilitarian Theory, if well- integrated, provides moral bounds in which quality support systems could be optimally scaled up.
  • Thumbnail Image
    Item
    Technology Leadership Practices of End Users and the Adoption of E-Learning in Midwifery Institutions in Uganda
    (Journal of Medical Education and Curricular Development, 2022) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
    E-learning has gained popularity in Uganda. Midwifery institutions have invested in it to manage the increasing demand for education. However, its adoption is low, which is likely to hinder the enhancement of numbers, competencies, and skill mix of midwives. The study intended to ascertain if technology leadership practices were significant to e-learning adoption and sketch core practices. Ten midwifery institutions and 167 end users participated in the study. Two phases of data collection and analysis were executed. Technology leadership practices had substantial effect on adoption of e-learning (n = 167, r = 0.691, & p = 0.000), and was responsible for 47.5% of the change. Core technology leadership practices were; commitment to provide e-learning facilities; encouragement of learners to use e-learning facilities; appreciating those who excel at using e-learning facilities; grooming of e-learning champions; supportive environment for technological use; and institutionalising technological use in school activities. Midwifery institutions can focus on technology leadership core practices to improve e-learning adoption.