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Item Now you see them, now you don’t: performance and the politics of localizing (forced) migration governance in the Horn of Africa’s secondary cities(SAGE Publications, 2024-10) Kihato, Caroline Wanjiku;; Landau, Loren BWe critically examine a multi-year initiative led by Cities Alliance with municipalities and civil society groups in Somaliland, Kenya, Uganda, and Ethiopia to respond to refugees and migration. Adapting Goffman’s work, we posit that in ambiguous and resource-scarce political environments, network success rests on supporting two “frontstages” and a shared “backstage”. On stage one, authorities “visibilize” refugees to attract funding and national support while shaping national-level norms. On stage two they make refugees “invisible” within their own development strategies, integrating displaced populations into urban planning through data collection, service investments, and inclusive strategies. In an experimental and collaborative backstage, municipal actors share resources and workshop varied scripts for their respective audiences. The initiative has lessened host–refugee tensions, strengthened municipal voices in national and regional policy fora, fostered local accountability, and created financial and bureaucratic resources better able to outlast the vagaries of humanitarian or emergency aid.Item Coping with Water and Food Insecurity during COVID-19 Lockdown: Implications for Gender Relations in Urban Uganda(Stichproben, 2024) Naiga, RestyDespite considerable literature on the worldwide socio-economic impact of the COVID-19 pandemic, our knowledge of household coping mechanisms for water and food insecurity during the COVID-19 lockdown in developing countries is still limited. As a contribution towards this knowledge gap, this paper provides context-specific information on household water and food insecurity coping mechanisms in an urban setting in Uganda. The results indicate that over 90% of the respondents experienced water and food shortages and varying mechanisms were employed to cope with water and food insecurity at the household level. The results further indicate that water and food insecurity during COVID-19 had a devastating impact on women and girls as they bear a disproportionate brunt of water collection, hygiene, and family care. These burdens manifested in confrontations with security personnel, defying lockdown restrictions, increased domestic violence, early marriages, and high school drop-out rates. Accordingly, due to a lack of systematic efforts to ensure sustainable access to water and food among the urban poor, COVID-19 restrictions aimed at curbing the spread of the pandemic disadvantaged the most vulnerable sections of the population even more and reinforced existing socio-economic inequalities.Item Cash, COVID-19 and aid cuts: a mixedmethod impact evaluation among South Sudanese refugees registered in Kiryandongo settlement, Uganda(BMJ Global Health, 2022) Daniel, Stein; Rico, Bergemann; Heather, Lanthorn; Kimani, Emma; Nshakira-Rukundo, Emmanuel; Li, YuleiObjectives In this paper, we estimate the impact after 4–8 months of a large one-off unconditional cash transfer delivered to refugees during a time of dual shocks: the COVID-19 pandemic and cuts to monthly aid. We focus on four key outcomes: (1) health-seeking behaviour; (2) COVID-19 specific preventive health practices; (3) food security and (4) psychological well-being. Methods We use both quantitative and qualitative data to understand the impact of a cash transfer in this context. Quantitatively, we use a baseline survey of 1200 households (Q4 2019) and follow-up with three rounds of phone surveys in Q2 and Q3 2021, capturing at least half the sample in each round. We exploit an experimental variation in the timing of the cash transfer to assess the effect of the cash transfer through ordinary least squares regressions of intention to treat. Controlling for key baseline characteristics, we analyse the effect of the cash transfer on health access, COVID-19 health practices, food security and psychological well-being. Qualitatively, we make use of a longitudinal, small-n sample of refugee respondents, each of whom we interviewed up to 15 times between February and September 2020 to understand change over time and to go deeper into key topics. Results We do not find a statistically significant effect (6.2%, p=0.188) of receiving the cash transfer on preventative measures against COVID-19. However, households receiving the cash transfer were more food secure, with a 14.4% (p=0.011) improvement on the food security index, have better psychological well-being (24.5%, p=0.003) and are more likely to seek healthcare in the private health facilities (10.4%, p=0.057) as compared with control households. We do not find significant results on the value of food consumption. Overall, we find stronger treatment effects for households that were the first to receive the cash transfers. Conclusion Taken together, we find significant support for the importance of cash transfers to refugee households mitigating against declines in food security and mental well-being in the face of shocks.Item Education level, students’ knowledge and attitude towards STIs in selected secondary schools in Kisoro municipality, Western Uganda(Social Sciences & Humanities Open, 2023) Mutabazi, Sam; Esaete, Josephine; Kansiime, EdwardUnderstanding sexually transmitted infections (STIs) is crucial for preventing their spread, especially among secondary school students who, as adolescents, are more vulnerable to STIs. However, the lack of information on secondary students' knowledge of STIs hampers development of health education programmes for secondary schools. The objective of this study was to establish the students’ knowledge about STIs and HIV/AIDS, and their attitudes towards prevention of STIs. Data were collected using a cross-sectional survey design in which respondents filled out a structured questionnaire. The results demonstrate a knowledge gap among Ordinary- and Advanced-level students regarding the types, symptoms, causes, and prevention of STIs. The main conclusion is that education level partially explains the association between knowledge of types of STIs and HIV/AIDS, as well as attitude towards prevention. To reduce disparity in knowledge, continued sensitization of students about STIs and HIV/AIDS is recommended.Item Community-based adaptation for improved rural livelihoods: a case in eastern Uganda(Climate and Development, 2012) Kansiime, Monica K.Climate change adaptation is a priority and is fundamentally about sound and resilient development tailored to local conditions and needs. Several researchers have underscored the importance of community-based adaptation in achieving this. This article examines community-based approaches in order to build an understanding of community vulnerability to current and future climate risks in eastern Uganda. Primary data were collected at the community and household level applying participatory vulnerability and capacity assessment, in-depth household, and key informant interviews. Major climate risks in eastern Uganda that exacerbate community and household vulnerability are heavy and erratic rainfall leading to landslides in hilly areas and floods in low-lying areas, and droughts within the year and mid-season, affecting crop and livestock yields. Communities and households have innovative coping mechanisms based on past experiences, local knowledge and expertise albeit in an ad hoc manner. Household labour endowment, farm size, livestock ownership, access to weather information and credit positively and significantly affect the adoption of adaptation technologies by households. At community level, inherent knowledge and skills, and social and financial capital, play a critical role in shaping adaptation to climate risks. This study therefore strongly suggests that analyses of climate change impacts and design of adaptation projects should take into account community perspectives, knowledge and resources. Government and other stakeholders should identify and evaluate potential, location-specific adaptation measures, and incorporate them into the country's development policy and management practices particularly national development plan.Item An Analysis of Teachers’ Insights on Assessment Approaches in the Implementation of a Competency-Based Curriculum for Islamic Religious Education in Secondary Schools in Wakiso District – Uganda(East African Journal of Education Studies, 2025) Kiggundu, Musoke Muhammad; Kalule, John; Batiibwe, Moses SserwaddaThis study explored teachers' insights on the assessment strategies used to implement the IRE competency-based curriculum in secondary schools in Wakiso District. This study used a phenomenological design with a sample size that depended on the saturation of findings. Secondary school teachers were sampled using simple random sampling while participants in other categories were purposively selected. The interview guide and focus group discussion guide were used as data collection instruments. Data was analyzed using the thematic analysis method. Key findings revealed that teachers perceived competency-based assessment as a more effective way of evaluating student learning outcomes in Islamic Religious Education compared to traditional assessment methods. Most teachers agreed that competency-based assessment helps improve student learning outcomes, enhance student engagement, and promote critical thinking and problem-solving skills. However, the study also found that some teachers faced challenges in implementing competency-based assessments. The study concluded that teachers had perceived IRE competency-based curriculum assessment as relevant but a complex activity in its implementation. Based on the study findings, discussion and conclusions, the study recommends that if the IRE competency-based curriculum is to be effectively implemented, the District Education Department, Ministry of Education and Sports officials, UNEB officials and NCDC Officials should develop clear criteria for assessing student competencies and provide tools for teachers to give constructive feedback. Therefore, this study contributes to the field of Islamic education by providing insights into the complexities of curriculum implementation from a teacher-centred perspective. It urges for a more integrated approach that considers teachers as key stakeholders in curriculum development and reform, advocating for policies that support their professional growth and enhance the quality of IRE competency-based education. Thus, the findings underscore the necessity for targeted interventions to empower teachers, ultimately enriching students’ understanding of Islamic values within a competency-based frameworkItem Leveraging Wikis in English Language Teaching: Bridging the Gaps in the Traditional Methods of Instruction(East African Journal of Arts and Social Sciences, 2024) Haroun, Yassin; Najjemba, Josephine; Nambi, Rebecca; Sebbowa Kyagaba, DorothyThe integration of digital technologies in education is gradually transforming the landscape of language teaching and learning, offering opportunities for innovation and improvement. However, Traditional Methods of Instruction (TMIs) in the English language are constrained in terms of students’ engagement and fostering communicative competence. The limitations of TMIs have prompted educators to seek alternative pedagogies. Technology-enhanced instruction is viewed as one avenue to revitalize English language teaching. Among these technologies, Wikis have emerged as a promising tool for promoting interactive and student-centred learning environments. The study on which this paper is based investigated the effectiveness of Wikis as a pedagogical tool in bridging gaps in TMIs in English language teaching. Grounded in Salmon's Five-Stage Model, this study integrated Wikis into English language instruction with 20 secondary school students. The Wiki intervention was tested through two iterations. The findings revealed that Wiki-based instruction can effectively address some of the limitations in TMIs by fostering collaborative learning and peer feedback, promoting self-directed learning and autonomy by enhancing all four language skills. The study contributes to the growing body of research on technology-enhanced language learning by highlighting Wikis' potential to enhance English language teachingItem Teachers’ Perceptions on Content in the Implementation of Islamic Religious Education Competency-based Curriculum in Secondary Schools of Wakiso District - Uganda(East African Journal of Education Studies, 2024) Sserwadda, Batiibwe Moses; Kiggundu, Musoke Muhammad; Mugagga Anthony MuwaggaThe current study explored teachers’ perceptions on implementing content of IRE in a competence-based curriculum in selected secondary schools in Wakiso District. It was based on a phenomenological design, with teachers as the unit analysis. The sample size depended on the saturation of the findings acquired. Teachers were sampled using simple random sampling while participants in other categories were purposively selected. Interview guides and focus group discussion guides were used as data collection instruments. Data was analysed using the thematic analysis method. Results revealed that IRE teachers had perceived the content of IRE CBC as being implemented effectively to bring compliance to the 21st-century competencies involved. It was concluded that IRE teachers in Wakiso District had perceived IRE Competency-based content taught as valid, relevant and aligned to educational goals and learners’ needs. Also, the teachers perceived this curriculum in a way that it was addressing the contemporary needs of the society, and it was worthy to be implemented. It was recommended that if the IRE Competency-based Curriculum was to be effectively implemented in the selected secondary schools in Wakiso District, relevant stakeholders at Wakiso District Education Department, Ministry of Education and Sports officials, UNEB officials and NCDC Officials should organize seminars, workshops and sensitization conferences to equip teachers with the necessary skills to handle IRE Competency-based curriculumItem Exploring How Female Scientists are Uplifted in Research Networks in STEM Fields in Public Universities in Uganda(East African Journal of Education Studies, 2024) Galenda, SafinaParticipation in research networks is inevitable for the female scientists in the Science Technology Engineering and Mathematics (STEM) fields because they provide a platform for collaborative activities. New research communities of women are created to support each other through mentoring, advancing shared research interests, co-organizing conferences with men, participating in the editorial and the publications. It was on this basis that this study explored how female scientists were uplifted by research networks in STEM fields in public universities in Uganda. This study was anchored on the existential phenomenology by Martin Heidegger in the interpretive world view. Eight female scientists in research networks in STEM fields in public universities in Uganda were interviewed and they were selected from the hard applied and hard pure disciplines as classified in Becher and Biglan’s typology of academic disciplines. Using thematic analysis, two themes such as research collaboration activities and capacity development emerged in this study. This qualitative study set out to explore how female scientists were uplifted in research networks in public universities in Uganda.The public universities included Makerere University, Mbarara University of Science and Technology, Gulu University and Busitema University. Both semi-structured interviews and document check data generation strategies were used in this study. In semi-structured interviews, a sample comprising eight female academics with not less than five years in research networks in public universities were selected, while documents such as the annual reports and strategic plans were used. This study concludes that research networks are uplifting the female scientists in STEM fields in public universities in Uganda because they were internationally exposed, networked, funded, research skills were strengthened, and progressed in career. This study concludes that it was important for female scientists to access physical and human resource in their research networks as this increased their research performance and outputs in STEM fields in public universities in Uganda. This study therefore recommends that, to uplift female scientists in research networks in STEM fields in public universities in Uganda, female scientists in the research networks and senior colleagues should act as ambassadors and mentors to young female scientists in STEM fieldsItem Institutional Mechanisms for Enhancing Production of Doctoral Research Outputs at Makerere University(East African Journal of Education Studies, 2024) Deboru, Florence; Etomaru, IreneIn the contemporary knowledge society, research production is being re-purposed in terms of not just its academic value, but also its wider societal value. As such, doctoral research ought to be produced in the context of application. Therefore, universities have a responsibility to enhance the uptake and use of doctoral research outputs. This necessitates institutional mechanisms for enhancing the production of doctoral research outputs for uptake and use beyond academia. We examined the institutional mechanisms for enhancing production of doctoral research outputs at Makerere University using the research knowledge infrastructure (RKI) framework as the analytical lens. This was in light of the dismal uptake and use of research produced at Makerere University by students and staff. We used qualitative single case study research design. We collected data through interviewing and review of documents. We interviewed 10 doctoral program coordinators, three managers of research and graduate training and 13 PhD students we selected purposively. We reviewed seven institutional documents pertaining graduate training at Makerere University: two plans, three policies, one framework and one guideline. We used thematic data analysis to make sense of the data. The findings revealed that due to policy-practice gaps and funding constraints, mechanisms to enhance doctoral research production to facilitate uptake and use of doctoral research outputs beyond the academia were not adequately integrated into doctoral research training. This was shown by the lack of mechanisms to enhance doctoral research commissioning and execution, and gaps in priority setting. Opportunities for productive interactions between doctoral researchers and potential users were missed. As such, doctoral research outputs largely remained within the scholarly community. We recommend that the university should establish interface structures and co-creation spaces to leverage doctoral research commissioning, execution and priority setting to facilitate the uptake and use of doctoral research outputs beyond the scientific community.Item Experiences of Female Scientists in Research Networks in STEM fields in Public Universities in Uganda(International Journal of Advanced Research, 2024) Galenda, SafinaResearch networks are inevitable for female scientists in STEM fields, where research is carried out in teams in higher education. They promote privileged access to relevant knowledge and support from peers due to social connections. This qualitative study set out to explore the experiences of female scientists in research networks in STEM fields in public universities in Uganda. The study's population encompassed female scientists in research networks in STEM fields in public universities in Uganda that included Makerere University, Mbarara University of Science and Technology, Gulu University and Busitema University. In respect to this study, my participants were selected in the STEM fields in public universities in Uganda. Female scientists in research networks were selected in the hard pure and hard applied disciplines as classified by Becher and Biglan's typology of academic disciplines of 1973. From their classification of academic disciplines, the STEM fields belong to the hard pure and hard applied disciplines. This study was anchored on the existential phenomenology by Martin Heidegger in the interpretive worldview. Both semi-structured interviews and document check data collection methods were used in this study. A sample size comprising of eight female scientists in research networks in STEM fields in public universities in Uganda were interviewed. Data were thematically analysed where clustering into catergories and emerging sub-themes were developed to form themes. This study concludes that those female scientists in research networks had positive experiences such as funding, networking, research skills, career growth, conferences, mentoring, and negative experiences like hectic schedules and delayed funding. The findings that emerged from the study indicated positive experiences with the research networks, which enabled them to win research grants, projects, and postdoctoral fellowships successfully. Those female scientists believed that their inter-institutional, national, regional, and international interactions and engagements spurred excellent opportunities for them in their universities. This was because they were exposed to top-notch scientists in their disciplines. This study, therefore, recommends to the management of public universities in Uganda to establish formal research networks and strengthen the existing informal research networksItem Information Needs, and Sources of Information, of Art and Design Students in Diploma Awarding Institutions in Uganda(Library Philosophy & Practice, 2024) Musiimaami, David; Okello-Obura, Constant; Luyombya, DavidAccess to relevant information is crucial for Art and Design students to meet their information needs and achieve their educational goals and expand their knowledge base. This paper explores the information needs, and sources of information, of Art and Design students in diploma - awarding institutions in Uganda. This is part of a PhD study that investigated the informationseeking behaviour of Art and Design students in diploma-awarding institutions in Uganda. The study population comprised Art and Design diploma students in the four Art and Design diplomaawarding institutions in Uganda, library heads in the same institutions, and directors at National Council for Higher Education. Data was collected using questionnaire, interview, and observation methods. Quantitative data was analysed using the SPSS whereas qualitative data was analysed thematically. The study found that the information needs of the students are primarily related to art and design tasks. The most needed information included information on employment opportunities in the art and design industry, information on production materials for art and design products, information on tools and equipment for art and design products, information on art markets and sales for art and design products, information on production techniques for art and design products, information on computer graphic design programs, and information on art and design industries for internship placements. The most used sources of information included Art and Design lecturers, images, Pinterest, Artists and Designers, YouTube, nature and environment, and art documentaries.Item Barriers and Coping Strategies to Adoption of Open, Distance and E-learning in Tertiary Institutions in Uganda(THE UGANDA HIGHER EDUCATION REVIEW, 2023) Ouma, Richard; Musiimaami, DavidThere is a clear indication that the level of adoption of Open, Distance and e-Learning (ODeL) by tertiary institutions is still very low in Uganda. This study examines the barriers and possible strategies to improve the adoption of ODeL in tertiary institutions, which is critical in teaching and learning. This study used a qualitative research approach involving conversational focus discussion groups to explore the institutional administrators’ perspectives on the level of adoption of ODeL. The study results showed a drop in the enrolment levels in most tertiary institutions during the Covid -19 period. Whereas a few ICT facilities were available in all institutions, there was no indication that some were specifically dedicated to ODeL use. Critical barriers to ODeL adoption included the high cost of equipment needed to start ODeL, limited internet bandwidth, the high cost of data, limited skills of the staff and students, practical academic programmes requiring physical presence, declining enrolment levels, programmes examined by external bodies that did not embrace online assessment, and lack of policies for ODeL implementation and assessment. The study recommends a participative approach involving different stakeholders right from management down to individual staff and students, developing institutional policy guidelines for ODeL, conducting institutional readiness for online teaching, learning and assessment, training staff and students, and creating the awareness that integrating ODeL into curricula is critical and a necessity. Therefore, concerted efforts by the tertiary institutions and government are pivotal to enable investment in ICT Infrastructure, the development of ODeL policy, and the training of staff and students of tertiary institutions to appreciate ODeL as a valuable mode of learning delivery in the contemporary world.Item Locating the stigmatisation of children born of wartime rape on a continuum of violence(Routledge, 2025-03) Rose, SofieChildren born of wartime sexual violence remain a marginalised group whose lives and needs have largely been overlooked. Over the past two decades, scholarship has emerged addressing some of the multiple issues they face. This research shows that stigmatisation is central in the children’s lives, but rarely provides a deeper definition of stigma that interrogates its structural and political dimension. Bridging feminist peace scholarship and new streams of stigma research, this article sets out to conceptualise stigmatisation as a complex form of violence that concurrently reflects and reproduces gendered power dynamics across the peace–war spectrum. Drawing on narratives by children born of war in the Central African Republic, Uganda, and Bosnia-Herzegovina, this article examines how stigmatisation materialises as different forms of ‘everyday violence’ that intersects at a personal, social, and structural level. By untangling their stories, the study shows how stigmatisation profoundly impacts the children’s experiences of peace and sustains the ‘conditions of war’ in the everyday space while perpetuating structural cycles of gender-based violence that persists in transitional and post-conflict environments. The article highlights the importance of placing the children’s perspectives at the centre when analysing stigmatisation and offers new insight on how stigma operates as violence. Worldwide Political Science AbstractsItem A comparative study on the role of microcredit on agricultural production improvement among resource-poor rural women(Frontiers, 2023-03) Namayengo, Muyonga Mayanja Faith; van Ophem, Johan A. C.; Antonides, GerritThe objective of the study was to compare agricultural investment and agricultural production of rural agrarian women in Uganda that had received microcredit to those that had not. A quasi-experimental was used to assess differences between performance indicators of agricultural enterprises for existing and incoming borrowers of Bangladesh Rural and Advancement Committee (BRAC) microfinance. Propensity score matching was used to ensure the comparability of the groups and to assess differences between existing borrowers and incoming borrowers, before they received their first loan. Results indicated that the major reason for borrowing was education of children. There was no difference in investment in agricultural production between the study groups. The existing borrowers had lower monetary value of all harvested crops and for maize and beans than the in-coming borrowers. Total number of animals owned, types of animals kept and reported monetary value for goats and local cattle were also less for existing borrowers than for in-coming borrowers. It was observed that the loan repayment protocols did not match income from agriculture. The results reveal a need to modify loan repayment protocols to address the latent period between agricultural investment and output. KEYWORDS Microcredit, agricultural production, resource-poor, rural women, propensity score matchItem Identification of career needs and dual career development among students in secondary schools in Uganda.(East African Journal of Education Studies, 2014-02) Yapsoyekwo, Justine; Muweesi, Charles; Nassaka, Olivia Banja; Kagoire, Mary Ochieng; Mugenyi, Disan Kuteesa; Nambale, Moses Geoffrey; Musinguzi, Faith MbabaziThe research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, head teachers and deputy head teachers. Data was collected using a self administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 = .297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available. Keywords Identification of Career Needs, Dual Career Development, Students, Sebei Sub-Region, UgandaItem Perception of teachers of English towards boys in English lessons in secondary schools in Uganda :(East African Journal of Education Studies., 2023-07) Kaahwa, Yuda Taddeo; Sentamu, Richard; Muweesi, Charles; Atugonza, SarahThe study investigated why boys perform poorly in the English language in secondary schools, with a focus on schools in Uganda. The specific objective was: to establish the perception of teachers of English towards boys in English lessons in Uganda. An explanatory case study research design was adopted, and 20 study participants were included in this study. Purposive sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation checklist and document analysis. Findings revealed that teachers of the English language perceive boys as not cooperative in class; they are stubborn, disturbing, and much disorganized with low interest in the subject. Findings further revealed that some teachers are supportive and accommodative whereas some are cold-hearted towards them. The administrators also said that the performance of boys in the English language has been deteriorating for the last four years since 2018 when it comes to the UCE results. It was recommended that Teachers need to improve their pedagogical approaches in order to interest boys in English Language subjects. Boys need to be trained in better ways in which they can read the English language and be independent thinkers than always following their peers. In addition, Boys in secondary schools need to change their attitude and feeling towards the English language and take it as a serious subject like other subjects. Developing a positive perception and attitude towards the subject will enable them to improve their grades. Further still, boys should not perceive the English language as a subject for only girls because there are male teachers of the English language and doing it perfectly well with ease. Keywords : Perception, English Language Subject, Teacher of English, Academic PerformanceItem Efective financial resources management for school improvement and development in Uganda.(African Journal of Educational Management, Teaching and Entrepreneurship Studies., 2021-04) Tomusange, Robert; Muweesi, Charles; Kyagaba, AishaThis paper sought to explore the extent to which financial resources can be managed and optimized to foster school improvement and development in Uganda. The research questions aimed at investigating the nature and amount of the governments' and parents' Contributions, how financial resources are optimized to achieve school budgetary objectives, and its effect on school developments such as the provision of facilities, infrastructure, and instructional materials in secondary schools. Statistics from the annual budget estimates of the Ministry of Finance, Planning and Economic Development quoted in the Education, and Sports Sector Strategic Plan 2017/18 2019/20 (Ministry of Education and Sports) is expounded to answer the research questions. Comparisons are drawn to other countries, including the USA and China; however, the underlying principle is that it may not necessarily be the amount of financial resource invested in the education sector that matters but the concentration on financing key areas that affect the social and economic aspirations of a particular country. For example, Sub-Saharan Africa ought to channel resources in secondary Education with a core value of fighting ignorance, disease, and poverty. A combined Keynesian-Schumpeterian economic approach has been proposed to emphasize government increased expenditure on education to boost aggregate demand while at the same time encouraging innovations (technological developments) in line with social-cultural patterns of society to foster school improvement in Uganda. Keywords: School Developments, Optimization, Keynesian-Schumpeterian, Financial Resources ManagementItem Gender and participation in sexuality extra-curricular education in primary schools in Bugiri municipality, Uganda.(Paradigm Academic Press, 2022-10) Muweesi, Charles; Basan, Muhamed KhanThe paper intended to investigate the incorporation of gender and sexuality in extra-curricular education among primary schools in Bugiri Municipality with focus on highlighting the significance of sexuality education outside of the classroom, to determine how much gender is considered in extracurricular sexual activities as well as identifying obstacles to gender inclusion in extra-curricular sexuality education. The study was qualitative in nature. Findings indicate that sex education helps reduce teen pregnancy, which can hinder possibilities for school and other aspects of life. It has been shown to be more successful in preventing STDs than education that only stresses abstinence until marriage. Sexually active teens are more likely to postpone their first encounter and take contraception overall. Too many young people get muddled and inconsistent information about relationships and sex. In addition, Sexuality education aims to raise awareness of gender-based violence and advance respect-based human rights for all. Such a position is hypothesized using inclusive and post-structuralist conceptions of gender and sexuality. The fact that these subjects have been handled successfully does not exclude linking them to utterances that can portray them as a potential threat. Further, many schools have created CSE curriculum, but difficulties with program design and roll-out prevent their complete implementation. Issues include ineffective methods for monitoring and evaluating teachers and pupils on CSE. Changes in educational administration (such as a change in the minister) affect implementation strategies. Conclusively, the process of teaching and learning about the cognitive, emotional, physical, and social elements of sexuality is known as comprehensive sexuality education (CSE) it strives to provide knowledge that will enable kids and teenagers to achieve their health, happiness, and dignity. CSE aims to spread awareness of gender violence and to advance respect-based human rights for all. Keywords: gender, primary school, comprehensive sexuality education, human rights, school family initiativeItem Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda.(Interactive Learning Environments, 2024-06) Muweesi, Charlesa; Kintu, Georgea; Mugenyi, Disan Kuteesa; Kaweesi ,Muhamadia; Sserwadda, Lawrence; Shizhouc, Lou; Mugaggad, Anthony Muwagga; Taddeod, Kaahwa YudaThis study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative crosssectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences. KEYWORDS Experiential approach; inquiry-based approach; secondary school; learning; students