Journal Articleshttps://hdl.handle.net/20.500.12504/742024-03-28T16:37:34Z2024-03-28T16:37:34ZIntegration of water and sanitation facilities programs for menstruation management: a focus on university planning and budgeting processes at Kyambogo University, UgandaPomlet, NassoziCharles, MuweesiLawrence, Sserwaddahttps://hdl.handle.net/20.500.12504/16152024-02-21T00:13:55Z2024-02-16T00:00:00ZIntegration of water and sanitation facilities programs for menstruation management: a focus on university planning and budgeting processes at Kyambogo University, Uganda
Pomlet, Nassozi; Charles, Muweesi; Lawrence, Sserwadda
This study investigated the integration of water and sanitation facilities' programs for menstruation management with a focus on university planning and budgeting processes at Kyambogo University. The study employed qualitative methods of data collection and analysis from students and members of the university's top management. Findings revealed that there is limited engagement of female and male students in the budgeting and planning of water and sanitation facilities for menstruation management by the estates department; more so, the generic budget does not adequately cover all the requirements for menstruation management by female students, and female students perceive water and sanitation facilities for menstruation management as generally available but inaccessible and unacceptable in various ways. Thus, the study generates knowledge about the status of water and sanitation facilities for menstruation management to enable female students to participate in academic activities in higher education institutions by recommending that the Directorate of Planning and Development at Kyambogo University should promote a participatory and gender-equity inclusive plan and budget that ensures that water and sanitation facilities for menstruation management become an integral aspect in planning and budgeting processes of the estates department. The university should equitably improve the current status of water and sanitation facilities for menstruation management by providing specific water in toilet rooms including changing rooms, replacement of broken doors to provide privacy, and other required facilities to enhance effective menstruation management.
2024-02-16T00:00:00ZSchool resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, UgandaTobia, Karaha KyomuhendoWilson, MugiziJoseph, RwothumioMark, Micheal Waiswahttps://hdl.handle.net/20.500.12504/15812024-02-02T00:14:27Z2024-01-30T00:00:00ZSchool resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda
Tobia, Karaha Kyomuhendo; Wilson, Mugizi; Joseph, Rwothumio; Mark, Micheal Waiswa
This study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively.
2024-01-30T00:00:00ZUniversities’ capabilities and effective implementation of e-learning in public universities in Kampala city, UgandaWilson, MugiziJoseph, Rwothumiohttps://hdl.handle.net/20.500.12504/15352023-12-20T00:09:56Z2023-02-01T00:00:00ZUniversities’ capabilities and effective implementation of e-learning in public universities in Kampala city, Uganda
Wilson, Mugizi; Joseph, Rwothumio
The COVID-19 pandemic restricted access to campuses of universities
owing to intermittent lockdowns. Consequently, educational institutions
were forced to adopt virtual teaching techniques to ensure continued
teaching and learning. However, the effective implementation of online
education in universities in Uganda faced capability challenges that
hindered its effectiveness. Therefore, this study investigated the influence
of universities’ capabilities on the effective implementation of e-learning
in public universities in Kampala City, Uganda during and beyond the
COVID-19 pandemic period. Anchoring in resource-based theory (RBT),
universities’ capabilities for effective implementation e-learning studied
included experimentation, integration capability, and content management.
Using the quantitative approach, cross-sectional data was collected from a
sample of 312 academic staff from Kyambogo and Makerere Universities,
the only two public universities located in Kampala City, Uganda. Data wascollected using a self-administered questionnaire. The data was analysed
using descriptive and inferential statistics. Descriptive statistics involved
the calculation of means while inferential analysis involved structural
equation models (SEM) using SmartPLS. The results revealed that content
management and integration capability positively and significantly predicted
e-learning implementation. However, experimentation negatively and
insignificantly predicted e-learning implementation. The study concluded
that content management and integration capability are vital for e-learning
implementation. Nonetheless, experimentation is not a probable requirement
for the effective implementation of e-learning. Therefore , it was recommended
that university managers should develop integration capabilities, and should
support lecturers to improve their content management, but experimentation
should not be prioritised in the implementation of e-learning.
2023-02-01T00:00:00ZDoes the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in UgandaJune, Patrick BigirwaStephen, NdawulaEsther, Frances Naluwembahttps://hdl.handle.net/20.500.12504/15132023-11-16T00:13:19Z2020-02-01T00:00:00ZDoes the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in Uganda
June, Patrick Bigirwa; Stephen, Ndawula; Esther, Frances Naluwemba
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this
new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the
skill mix, competencies and numbers of midwives. This research sought to establish whether school
financing role was essential to e-learning adoption, and the salient traits of school financing role to be
focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten
midwifery schools were sampled with 167 respondents. A moderate positive relationship between school
financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing
role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources
of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds,
affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to
implement these traits if they are to improve e-learning adoption.
2020-02-01T00:00:00Z