School of Education

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Browsing School of Education by Author "Abola, Benard"

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    Bridging the gap : examining the role of funding adequacy in stem programme completion in Ugandan public universities
    (European Journal of Education Studies, 2025-09) Orace, Tom David; Rwothumio, Joseph; Owino, Phillip; Namutebi, Edith; Onen, David; Abola, Benard
    The persistent under-enrolment of science, technology, engineering, and mathematics (STEM) graduates continues to impede Uganda’s socio-economic development and technological advancement. Despite increased access to the university through programmes like the Higher Education Students Financing Board (HESFB), it is difficult not to wonder whether funding such programmes is sufficient to guarantee timely completion in STEM-based programmes. The study examined the effects of adequate loan financing on programme completion among undergraduate students studying STEM programmes in universities in Uganda. Based on surveys of 430 students and interviews with 12 staff members from four public universities, this research presents the views of students and staff on loan sufficiency, the impact of loans on academic performance, and significant financial issues. It is exposed that although 61.1% of the participants used loans, only 29% agreed that tuition fees and other education expenses were adequately funded (M = 3.13, SD = 0.79), whereas 78.9% did not believe that the loans were enough to meet non-academic costs such as accommodation and food (M = 2.29, SD = 0.88). In addition, only 45.2% of the students perceived that the loans had facilitated finance for unforeseen financial emergencies (M = 2.87, SD = 0.74). Regional cost differences supported inadequacy perceptions (M = 3.01, SD = 0.71). Linear regression analysis also identified programme completion as the most significant predictor, with funding adequacy (β = 0.32, p < .001), accounting for 36% of the variance (Adjusted R² = 0.360). These findings add pressure to policy revision that would increase loan amounts, improve flexibility, and address imbalances in location. This research contributes to the educational equity policy discourse and demonstrates how insufficient funding continues to hinder Uganda’s efforts to build STEM capacity.