Browsing by Author "Nuwagaba, Ephraim Lemmy"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Adult Learning and Investment Practices of Persons with Disability in Informal Microfinance Groups in Uganda
    (Indonesian Journal of Disability Studies, 2024-12-08) Nuwagaba, Ephraim Lemmy; Garuzooka, John Francis; Bakeizimba, Edigald
    Microfinance can be an effective strategy for poverty reduction among Persons with Disability. However, lack of investment and livelihood knowledge and skills and consumption tendencies may undermine this strategy. A qualitative case study that explored the investment practices of Persons with Disability in informal microfinance groups was conducted in Uganda. Findings revealed that despite barriers to learning and investment, Persons with Disability who had positive attitudes borrowed from informal microfinance groups and invested profitably. They learned from a wide range of sources in their community. The study concludes that despite barriers, Persons with Disability borrow and invest and that attitudes, knowledge and skills, severity of impairment and location, influence their investment choices. To enhance investment, it is recommended that barriers to adult learning and investment be removed through sensitisation and training, monitoring compliance with accessibility standards and policy reforms.
  • Thumbnail Image
    Item
    COVID-19 as a Barrier to Access for Learning by Persons With Disabilities in Higher Education: A Case of Kyambogo University, Uganda
    (IGI Global, 2023) Nuwagaba, Ephraim Lemmy; Garuzooka, Francis John; Kutosi, George Willy
    The outbreak of COVID-19 had negative effects on the education of persons with disabilities (PwDs). This chapter is based on qualitative data from document and literature review and discusses the barriers faced by PwDs as a result of COVID 19, using Kyambogo University, Uganda as a case study. Findings revealed that the barriers faced by PwDs during COVID-19 were attributed to inadequacies in policy implementation, limited or no learning opportunities, mobility, difficulties in following standard operating procedures (SOPs), lack of communication, isolation, negative attitudes, and limited access and utilization of information communication technology (ICT). Strategies that the university employed to address these barriers included skilling of staff and students, content development on COVID-19, non-discrimination, and enhancement of consultation and communication mechanisms. The conclusion drawn is that COVID-19 exacerbated barriers to learning that PWDs faced in institutions of higher learning and strategies to address them are still inadequate.