Browsing by Author "Nuwagaba, Ephraim Lemmy"

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    Accessibility to micro-finance services by people with disabilities in Bushenyi District, Uganda
    (Informa UK Limited, 2012-03) Nuwagaba, Ephraim Lemmy; Nakabugo, Millie; Tumukunde, Meldah; Ngirabakunzi, Edson; Hartley, Sally; Wade, Angie
    The Poverty Reduction Strategy of the Ugandan Government identified provision of microfinance as one of its interventions. Despite the known connection between poverty and people with disabilities, it remains unclear to what extent this intervention includes or accommodates them. This study seeks to gain a better understanding of how people with physical and sensory disabilities access existing microfinance services in the Bushenyi District of Uganda. Qualitative and quantitative methodologies are used. The findings suggest that people with disabilities are not necessarily denied access to microfinance if they meet the desired requirements. These relate to adequate savings or collateral and perceived trustworthiness. These are seen to be key determinants of success and can be linked to impaired functioning relating to limited mobility, distance, poorer access to information and disabled people’s own negative attitudes. Increasing access and utilization of microfinance services by people with disabilities requires formulation of financial policies that accord them special consideration. At the same time, improvement is needed in the knowledge, attitudes and skills of the people with disabilities themselves and also microfinance providers.
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    Balancing Work, Training Apprentices and Learning at Workplaces: Experiences of TVET Graduates of Motor Vehicle Mechanics
    (East African Nature and Science Organization, 2024-10-24) Garuzooka, Francis John; Nuwagaba, Ephraim Lemmy; Mudondo, Constance; Ngaka, Willy
    This study investigated the activities that graduates of motor vehicle mechanics engaged in while working in garages and how these activities are balanced. In-depth face-to-face interviews were conducted with twelve graduates to collect qualitative data. Data was thematically analyzed and framed within the Communities of Practice theoretical framework. Findings suggest that although TVET institutions do not prepare their learners to balance work, learning, and training, graduates can perform these tasks using the knowledge acquired from their workplaces. Graduates who have a considerable level of formal education can devise strategies for balancing different responsibilities than those with low levels of formal education. However, challenges such as injuries, unprofessional conduct of garage managers, illiteracy, language barriers, and indiscipline amongst trainees constrain the balancing of these tasks. We recommend that TVET institutions train their learners to be multitasking to enhance their capacity to perform multiple tasks at workplaces. Additionally, employers need to avail time and other resources to enable graduates to learn new skills at the workplace so that they can handle multiple tasks such as repairing vehicles, training, and learning