NRU :: Browsing by Author "Sekiwu, Denis"

Browsing by Author "Sekiwu, Denis"

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Alternatives to Instilling Discipline in Primary Schools during the Post-Corporal Punishment Era in Uganda
(Linguistics and Education, 2014) Sekiwu, Denis; Naluwemba, Frances
The purpose of this study is to look at instilling discipline in learners after corporal punishment was abolished in schools in Uganda. We approached the study by identifying the alternatives to corporal punishment and the attitudes of educational stakeholders (learners, teachers and parents) towards disciplinary management alternatives. Data were collected through questionnaires, interviews and observation using two neighbouring schools in Masaka Municipality. A qualitative research approach was used in the study. Findings reveal that there are several alternatives to corporal punishment and that educational stakeholders hold different views about these alternatives to corporal punishment. The study recommends that alternatives such as manual labour, professional support such as counseling and guidance and small class sizes should be employed as alternatives to corporal punishment.
Building safer secondary schools in Uganda through collective commitment to health and safety compliance
(Online Submission, 2014) Sekiwu, Denis; Kabanda, Milly
The area of safety and accident prevention is of great concern to managers, because of the increasing number of deaths and accidents at work places. Using a case of Wakiso district, the study sought to investigate the relationship between collective commitment and management of health and safety in Ugandan secondary schools. The study employed a cross sectional survey design and collected data from 31 public and private secondary schools. The focus was on head teachers or deputies, teachers, wardens and school nurses. The correlation analysis indicated that there is a significant and positive relationship between collective commitment and managed health and safety (r= 0.567, p≤ 0.01). The study concluded that, ensuring health and safety in Ugandan secondary schools demands for collective involvement of stakeholders. It also requires a strict observation and enforcement of health and safety rules and regulations as well as the use of protection requirements.
Depictions of Human Trafficking and Exploitation in Contemporary Africa Using Akachi Adimora Ezeigbo’s Trafficked and Apio Eunice Otuku’s Zura Maids
(East African Journal of Arts and Social Sciences, 2022) Ocan, Johnson; Okumu, Charles Nelson; Sekiwu, Denis
In 2020, the government of Uganda reported investigating 214 incidents of human trafficking involving 154 suspects; of these incidents, 118 were internal, 93 transnationals, and three unknowns. This was a decrease compared with investigating 252 incidents (19 internal and 222 transnational) in 2019. This article examines how human trafficking and exploitation impacts on young girls from developing countries using Akachi Dimora Ezeig’s novel; ‘Trafficked’ and Apio Eunice Otuku’s ‘Zura Maids’. Using content analysis, the study engages critical discourse of postcolonial tenets understand the creation of inferiority complex, identity crisis, and cultural erosion among the colonized. As a result of social justice principle of “otherness”, which is a binary opposition between “I/We” and “Them”, the study packages the problem neatly, but offers few solutions for Africa, whilst condemning human trafficking and exploitation as a heinous act on humanity.
The Dynamics of Shared Leadership in Institutional Management: The Case of Public Universities in Uganda
(Advances in Social Sciences Research Journal, 2017) Sekiwu, Denis; Tamale Kaggwa, Victoria
This study investigated the dynamics of shared leadership in university management in Uganda. Using data from two public universities and a sample of 100 participants, the results from a univariate analysis show that, the practice of shared leadership in university has since improved but much felt at the lower and middle-line management levels. Employing a Factor Analysis, a host of factors influencing shared leadership in a university management context have been reduced whereby institutional cohesion, expert contacts and shared responsibility are highly valued factors; mutual support, communicating institutional expectations, and autonomy and self-management are moderately valued factors; while networking for a common institutional vision is least valued as motivators of shared leadership in university management in Uganda. The researchers concluded that shared leadership can be optimally practiced where a participative management model prevails to allow room for the vertical distribution of authority throughout all the institutional structures.
E-learning for University Effectiveness in the Developing World
(Online Submission, 2010) Sekiwu, Denis
The globalisation trends of society have taken centre stage meaning that people around the world are required to develop high level but low cost technologies and innovative competencies in order to enhance social development. In the field of higher education, university managers need to join the technological revolution by adopting low cost ICT and E-learning facilities. This paper examines the role of E-learning in university effectiveness. With the impact of globalisation, universities have become competitive in terms of providing quality and flexible educational services. Creating an enduring vision and a strategic implementation framework to implement technological innovations and E-learning seems critical. The demand for skilled workforce with technological to cope with the ever-changing responsibilities at the work place warrants universities to adjust their teaching strategies beyond face-to-face instruction in class.
Ecology of schooling: Enabling school environment for student engagement in Uganda’s Universal Secondary Education
(International Journal of Educational Policy Research and Review, 2020) Awori, Sylivia; Sekiwu, Denis; Ssempala, Frederick; Naluwemba, Frances
Using the Mixed method, we examine the relationship between the school environment and student engagement in USE schools in Uganda. Most study participants agree that the environment in USE schools is generally conducive. There is a positive relationship between the school environment and student engagement although this relationship is still low. This means that student engagement in school activities cannot depend on only the school environment. There are a host of other factors that influence student engagement which the school authority needs to know and utilize in order to improve student engagement. Management of USE schools should provide for counseling and guidance services as well as supporting the integration of values in schools. The Government should construct good libraries and provide up-to-date learning materials like textbooks plus any other reading materials. Government should also recruit experienced and quality teachers into the USE schools, as well as constructing modern science laboratories to support the teaching of science disciplines.
Education as a public good: Justification and Avenues of values integration into Management of Ugandan school discipline
(Global Educational Research Journal, 2014) Sekiwu, Denis; Botha, M.M. Nonnie
This qualitative study employs grounded theory and the Wilsonian concept analysis, as interpretative paradigms, to examine participants’ voices on the justification and avenues of values integration into management of school discipline in Uganda. By using John Dewey’s educational philosophy [pragmatism] as the theoretical lens for the study, we found out that participants in support of values integration emphasise the need for life-education so as to form respectable leaders, maintain brotherhood and peace education, have tolerance to diversity, have a rich and relevant curriculum, lessen aggressiveness and misconduct, and character formation. But those opposed to values integration argue that educators could use the values-education programme to impart secular influences whose aims are to provide disastrous knowledge, which are the foundation of a disruptive community of learners in any school. Regarding the avenues of values integration, Ugandan schools highly use physical punishment in values integration although it is too punitive. We further found out that restorative justice is important in managing Ugandan school discipline, and it could be in the form of counselling and guidance, school and social clubs. Restorative justice could also take on a collective participatory endeavour, where the school administrators, parents, educators, learners, the community and government are all important facets in the integration of values. The study recommends that promoting life-education, requires strengthening values integration into school discipline. But ensuring such life-education requires that the government of Uganda drafts a national philosophy of education on which all educational policies and actions should be pegged.
Efficacy of information and communication technology in digitalized students’ records management in universities in Eastern Uganda
(African Educational Research Journal, 2018) Ochwo, Deogracious; Zami Atibuni, Dennis; Sekiwu, Denis
This quantitative study examined the efficacy of adopting information and communication technology (ICT) in digitalized students’ records management among university staffs in Eastern Uganda. The study used cross-sectional and descriptive survey designs. The target population was 402 staff members involved in students’ records management, of which 129 participants were obtained using stratified, proportionate, and simple random sampling techniques. Data were collected using a self-administered questionnaire that measured the levels of ICT adoption and effectiveness of digitalized students’ records management. Findings revealed that the level of ICT adoption and digitalised students’ records management in the universities was generally moderately high. It was further revealed that an increase in the level of ICT adoption was associated with higher effectiveness of digitalized students’ records management and vice versa. It was recommended that managements of the universities need to procure enough ICT equipment such as computers for the staff to promote effective digitalized students’ records management. Training needs assessment and continuous professional training in the field of ICT was required all the time for the staff to keep abreast technological changes in students’ records management.
Exploring the patterns of values integration in denominational school discipline
(MIER Journal of Educational Studies Trends and Practices, 2013) Sekiwu, Denis; Nonie, M. Botha
In line with social justice education, this paper attempts to demystify the pattern of values integration in denominational school discipline by focusing on ways through which values are integrated and the sorts of values emphasized in the denominational school. The researchers evaluated secondary documents such as archival materials, dissertations and school reports with a view of identifying forms of values integration and the types of values widely used in primary and secondary schools of Kampala district. Using a grounded theory approach, it was found out that the roles of School Governing Bodies, the need to promote denominational school interests, the educators role, governments role and the socialization process are some of the ways in which values are imparted. The paper also examines that different values are emphasized by different denominations depending on the divergence of interests and founding philosophies. The paper concludes that in order to build positive discipline, citizenship and social justice education; values integration should be a collective educational responsibility. More so, school stakeholders should harmonize values for purpose of promoting universal education and not their personalized interests at the expense of the learner and the society that is going to take on that learner.
Facilities management and quality of teaching and learning at a multi- campus public university in Uganda
(International Journal of Educational Policy Research and Review, 2020) Akategeka, Eden; Sekiwu, Denis; Ssempala, Fredrick
This is an account of a cross-sectional survey of how facilities management relates to the quality of teaching and learning in Busitema University, a multi campus model public University in Uganda. The study employed a mixed methods approach involving semi-structured questionnaires and interviews with a population of 506 and a sample of 223 participants in the categories of University top managers, deans of faculties, heads of department, academic, administrative, support staff and students’ leaders. The findings are that the quality of teaching and learning was good (M = 47.5 and SD = 7.45). Second, facilities management in the University was also good (M = 40.3 and SD = 6.72). Third, a significant relationship existed between facilities management and the quality of teaching and learning (r = .577, p<0.05) with (R2 =0.333). Fourth, several challenges affected facilities management and these included limited funding, incompetent staff, unaffordable maintenance costs, delayed response to facilities management among other challenges. The argument that facilities management has a significant relationship with the quality of teaching and learning is in consonance with the stage theory of Higher Education development that argues that with massification in higher education, there is stress on facilities hence, affecting the quality of teaching and learning. Recommendations advanced were that Managers of Busitema University should make effort to promote the quality of teaching and learning, improve facilities management and work to solve challenges of facilities management.
Financial Accountability and Performance of Private Universities in Uganda : A moderating effect of resources and competence of proprietors
(New Paradigms on Research in Africa, 2018) Akatwijuka, Habaasa I.; Sekiwu, Denis; Turyahebwa, Abanis; Kikawa, Cliff R.
Worldwide, higher education has undergone significant changes in response to societal demands and needs in the USA, Europe, Latin America, Canada, Asia, and Africa. In fact, private higher education has evolved more rapidly than the public system, and in many nations, it is seen as a supplement to the public system (Obasi, 2016). To enhance access to higher education, many nations, like Nigeria, Malaysia, and Indonesia, liberalized and encouraged the privatization of higher education and many private universities mushroomed in those countries (Lawita, 2018). In the last three decades, many private universities have been mounting support and dedication to address performance challenges. Many universities in different parts of the world started implementing policies aimed at improving performance of these education institutions (Amponsah & Onuoba, 2013). Many around the globe view good performance in following areas, that is, adjustment and restructuring of the teaching curriculum, research, daily operations, the human resources, financial management, adequate learning infrastructure, financial sustainability, strategic planning, resource mobilization, environmental issues, competitive position, quality teaching and research, social corporate responsibility among others (Aleixo, 2018; Amponsah & Onuoba, 2013). The World Bank and international monetary fund required sub-Saharan African nations like Uganda to adopt certain policies known as the structural adjustments, which called for the removal of subsidies from higher education and advocated for cost sharing in university education. These policies, along with an increase in population that was not matched by the government's expansion of new educational institutions or universities, all contributed to the acceleration of the establishment of private universities in Uganda in 1988 (Ochwa-Echel, 2016). The demand for private universities was further enhanced by the introduction of universal primary education in 1997 that doubled primary enrollment from three million in 1998 to six million in 1999 and to 8,297,000 in 2009. This was followed by the introduction of universal secondary education in 2006 which increased the number of potential applicants for university entrance from 728,393 in 2005 to 1,194,454 in 2009 (UBOS, 2010). Following the explosion of private universities globally, the number of private universities has grown from 40.6%
Financial Inclusion and Access to Higher Education An Empirical Study of Selected Districts in Eastern Uganda
(European Journal of Business and Management, 2020) Eton, Marus; Poro, Sammy Godfrey; Sekiwu, Denis; Mwosi, Fabian; Akena Adyanga, Francis
Access to higher education has continuously been a challenge in Uganda. The research brought out the relationship between financial inclusion and access to higher education. Descriptive survey research design was adopted and the findings established that digital financing eases making deposits in banks, transacting via mobile money and switching from one bank to the other. Students find it easy to deposit tuition in the bank just as they find it easy to access money via mobile money. While financial inclusion makes financial services available in the economy, students, especially those from low-income families find difficulty accessing a wider range of these products, which hinders their access to higher education. The study also establishes that a good number of students fail to meet admission requirements. Since students from low-income families attend high schools of low quality, they have insufficient understanding of some subjects, and thus unable to join higher education. Online registration and payment, students’ decision not to join, peer influence, and rigidity of university programs; are deeply flawed to limit accessing higher education. However, financial services remain accessible to rich individuals who demonstrate ability to pay. The study recommends that the government of Uganda through the concerned ministry should review the implementation of their policies on Students loan scheme and district quota systems. The government should always publish the lists of students admitted to higher education institutions in popular media and newspapers to create awareness to those being admitted to particular institutions.
From localization to internationalization of higher education: Globalization and transformation of university education in Uganda
(Online Submission, 2010) Sekiwu, Denis
The thrust for globalisation of society has taken centre stage. This means that people around the world are required to develop high level but low cost technologies and innovative competencies in order to enhance social development. In the field of higher education, university managers need to join the technological revolution by adopting low cost ICT and E‐learning facilities. This paper examines the role of E‐learning in university effectiveness so as to deal with the challenges of Social and global competitiveness in developing countries. The paper defines the concept of E‐learning, justifies the need for E‐learning in Universities in developing countries, obstacles and challenges of embracing E‐learning innovation, involving academics in E‐learning reform in Universities, implementing E‐learning technologies and innovation in Universities, and the remedies for ensuring successful E‐learning in Universities in developing countries. With the impact of globalisation, universities in the developing world have become competitive in terms of providing quality and flexible educational services to the diverse students’ communities. Therefore, creating an enduring vision and a strategic implementation framework for the effective implementation of technological innovations and E‐learning seems critical. The demand for skilled workforce equipped with technological skills and competencies to cope with the ever‐changing responsibilities at the work place warrants universities to adjust their teaching strategies beyond face‐toface instruction in the classroom. However, it requires institutional leadership in order to promote technology use in university education.
Gender and performance disparity in mathematics: A study of South Western Uganda
(African Educational Research Journal, 2020) Musimenta, Amos; Akena Adyanga, Francis; Sekiwu, Denis
Gender has long been considered a factor contributing to differences in performance for male and female students in diverse educational disciplines and levels. Although male and female students are taught in the same classrooms in most Ugandan schools, there have been noticeable differences in Mathematics performance in national examinations across the country. Thus, the aim of this study was to compare male and female students’ performance in Mathematics and to establish factors accounting for the differences. Using the Mixed method design, a sample size of 222 participants was recruited. The major findings revealed that variation in Mathematics performance cannot be attributable to gender. The study deconstructs the common gender-biased assumption that girls are naturally a ‘weaker sex’ and hence likely to embrace subjects that are considered ‘soft’ such as language, literacy, communication skills, social sciences among others. Such assumptions commonly fronted inadvertently without considering possible negative consequences, are based on societal construction of social differences with no substantive evidence as demonstrated in this study.
Influence of Female Teachers’ Reproductive Health Experiences on Their Work Performance in Schools
(Canadian Journal of Educational and Social Studies, 2021) Tuhiriirwe, Hellen; Sekiwu, Denis
In this article, I discussed the influence of female teachers’ reproductive health experiences on their work performance in schools. By natural course, females undergo reproductive health changes such as menstruation periods, pregnancy, childcare and nursing which tend to weaken them physically, psychologically and mentally because of the challenges they encounter. This study was carried out to explore the influence of female teachers’ reproductive health experiences on their work performance and the coping mechanisms they use while executing their duties and responsibilities. In total, a sample of 45 respondents was selected using purposive sampling. These included Headteachers, Heads of Department, Male teachers and Female teachers. The study employed Qualitative techniques by adopting a phenomenological research design to collect and analyse data. Data collection tools used were the Interview guide, Focus group discussion guide and Documentary review checklist. A qualitative presentation and analysis of data were based on themes formulated based on study objectives. The cultural feminist theory was used to interpret and discuss data. The study findings indicate that female teachers are stigmatized, oppressed, stereotyped and discriminated against at the workplace. These findings are of great importance to the Ministry of Education, school administrators and future researchers as they will guide policy formulation to improve the welfare of female teachers at the workplace. The state through the Ministry of Education and Sports should formulate a public policy agenda on gender equity to promote the welfare and inclusion of female teachers in all departments at the workplace. Keywords: Female Reproductive Health Experiences, Work Performance.
The interplay of school welfare provision and teacher performance: The case of Ugandan secondary schools
(International Journal of Educational Policy Research and Review, 2016) Naluwemba, Frances; Sekiwu, Denis; Vincent, Okwenje
This is an account of a cross-sectional study of how school welfare provision influences teacher performance in six government aided secondary schools in Uganda. The study was largely a mixed method involving semi-structured questionnaires and interviews with a convenience sample of 221 participants in the categories of teachers, head teachers, deputy head teachers and directors of studies. The findings are that school administrators provide only those welfare programmes that have a direct bearing on task accomplishment. Second, teachers’ performance is high mainly on examination management, punctuality, and co-curricular activities. Third, school welfare provision is however too insignificant to cause a remarkable teacher performance (r2=0.0376). We concluded that school welfare provision will positively influence teacher performance if teachers are reciprocally committed to work and administrators meet teachers varied needs. This argument is in consonance with the Expectancy Theory where fulfillment of people’s needs and motivations (instrumentality) influences their performance (valence) as they exert effort to arouse commitment.
Investigating the relationship between school attendance and academic performance in universal primary education: The case of Uganda
(African Educational Research Journal, 2020) Sekiwu, Denis; Ssempala, Frederick; Naluwemba, Frances
This study investigated the relationship between school attendance and academic performance in UPE schools in Rubanda district of Uganda. Using data from a sample of 104 participants, the researchers established that UPE schools perform poorer in internal examinations but better in national examinations. The regular school attendees perform differently from the chronic absentees. There is also a positive relationship between school attendance and academic performance (R = 0.365), although school attendance explains only 11.8% variations in academic performance while 88.2% is explained by other factors affecting academic performance. School administrators should identify other factors that are likely to influence pupils' academic performance apart from attendance, as well as strengthening communityschool interaction programmes to help improve attendance in UPE schools.
Lifelong Educational and Decolonization Programs for the Batwa Indigenous People of Southwestern Uganda
(East African Journal of Interdisciplinary Studies, 2024) Sekiwu, Denis; Adyanga, Francis Akena; Genza, Gyaviira Musoke; Rugambwa, Nina Olivia; Muwagga, Anthony Mugagga
This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission
Managing Stressed Employees at Milk and Dairy Suppliers in East Africa: Evidence from Southwestern Uganda
(East African Journal of Business and Economics, 2023) Mucunguzi, Innocenti; Sekiwu, Denis; Les, Hirst
Milk production systems are intensifying due to market dynamics and increasing rivalry for production components, necessitating a correct comprehension of the new production tendencies and little effort have been done. More than 1.3 billion people are employed by it, and it generates around 40% of the world’s agricultural gross domestic product. In Uganda, the dairy milk industry contributes 80% of the gross domestic product and this plays a crucial role in the lives of many Ugandans as a source of food, income, and work. The aim of this study is rethinking how to manage stressed employees at milk and dairy suppliers. It was guided by specific objectives which include; assessing the challenges facing workers and suggesting possible solutions to ease the proper working environment. It was found that currently, roughly 14.2 million cattle, 16 million goats, 4.5 million sheep, 47.6 million chickens, and 4.1 million pigs account for the livestock production in Uganda. Work-family conflicts, poor supervisors at work, poor counselling at departmental levels by the managers were the major challenges affecting employees at milk and dairy suppliers. In addition, employees have a feeling of belonging after being given a voice, which promotes solid working relationships and this reduces stress at work.
Mediation effect of performance appraisal management on the work environment – job satisfaction relationship among support staff in a university in Uganda
(African Educational Research Journal, 2017) Namwagwe, Justine; Zami Atibuni, Dennis; Sekiwu, Denis
The suitability of work environment is an important antecedent of effective performance appraisal management process and job satisfaction among employees within an organization. This study examined the mediation effect of performance appraisal management on the relationship between work environment and job satisfaction among support staff at a public university in Uganda. The study employed crosssectional survey design. A structured, closed ended questionnaire containing mainly 5–point Likert type items was administered to a census of 207 support staff of the university; 172 (83.1%) responses were complete and used in data analysis. Findings revealed that the support staff ratings of suitability of work environment, effectiveness of performance appraisal management, and job satisfaction at the university were at moderate levels. In addition there was a partial mediation effect of performance appraisal management on the work environment – job satisfaction link at the university. Policy implications include deliberate effort on the part of management to provide suitable working conditions and enhance effective performance appraisal management so as to increase job satisfaction among the support staff.

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