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‘Uganda likes refugees too much’: domestic narratives on refugee protection
(Journal of Refugee Studies, 2026-03-28) Zanker, Franzisca; Kalyango Ronald Sebba
As one of the largest hosts of refugees in Africa and globally, Uganda has been studied from a variety of perspectives. However, one major research gap is the domestic political role of refugees in Uganda—how are refugees considered in domestic narratives, and to what political gain? We show that two dominant, politically influential positive narratives focus on the benefits of community development and shared Pan-African identity. These narratives are especially impactful at the local level, where economic gains from supporting refugees often translate into political capital. Negative narratives do exist, but focus more on perceived deprivations for Ugandans, not on blaming refugees. Political elites only give limited attention to concerns like security, land, and environmental degradation, as positive narratives on refugee protection offer greater political capital. The paper draws on a variety of data, including parliamentary debates and newspapers sources in addition to interviews and focus group discussions.
The contribution of technology competencies and usage in promoting inclusive business of women-owned enterprises in Uganda
(Management Matters, 2026-03-30) Sendawula, Kasimu; Dorothy Kabagenyi; Shamirah Najjinda; Moses Kisame Kisubi
Purpose
The purpose of this study is to establish whether technology usage mediates the relationship between technology competencies and inclusive business.
Design/methodology/approach
The study employed an explanatory design and a quantitative approach to gather data from 186 women entrepreneurs operating in Luwero District, Uganda. Data were gathered using a self-administered questionnaire, and analysis was supported by the Statistical Package for Social Sciences (SPSS) and SmartPLS.
Findings
Study results indicate that technology usage fully mediates the relationship between technology competencies and inclusive business among women-owned SMEs. This indicates that technology competencies alone, without usage, don't promote inclusive business. Therefore, women entrepreneurs must possess both soft and technical skills to effectively utilise technology in their businesses, thereby enabling their businesses to employ marginalised people, making their products accessible and affordable, as well as increasing business profitability.
Originality/value
The study provides initial empirical evidence on the mediating role of technology usage in the relationship between technology competencies and inclusive business, using evidence from Uganda, where the government is still struggling to ensure that people at the grassroots are equally involved in productive activities as a conduit for attaining social and economic transformation. Theoretically, the study confirms the applicability of the Technology Acceptance Model in explaining the study phenomenon.
Investigating the impact of Ruti Abattoir wastewater effluent on River Rwizi water quality
(Kyambogo University (Unpublised work), 2025-11) Atugasha, Den
The rapid population growth in developing countries including Uganda has increased food demand leading to high demand of meat from abattoirs. The abattoirs generate substantial amounts of solid waste and wastewater effluent during their operations. The discharge of untreated abattoir effluents into the environment leads to water pollution due to the high organic load to the environment. This study aimed at investigating the impact of Ruti abattoir wastewater effluent on the water quality of River Rwizi. Water samples were collected at the abattoir, downstream and upstream the point where the abattoir effluent enters River Rwizi. The samples were tested for total nitrogen and phosphorus, biological oxygen demand (BOD) and chemical oxygen demand (COD). Heavy metals such as nickel, arsenic, copper, chromium, iron, and mercury were also tested. The abattoir wastewater to open environment and flows to River Rwizi that increases COD levels of river water. The mean COD values at the abattoir 604.9±153.9 mg/l, upstream 83.0±3.1mg/l and downstream 252.3±61.4 mg/l. The COD level was above the National Environment Management Authority recommended water quality limit of 70mg/L. The use of raw and activated carbonised rice husks for the treatment of nitrate phosphate-polluted water studied. COD removal efficiencies increased with increase in contact time 5, 15 and 20 minutes were 79, 88, and 91%, respectively. Furthermore, COD efficiencies for dosages 1, 2, 3, 4 and 5 g were 52, 65, 72, 74 and 91% respectively. Secondly, carbonised activated rice husks at dosage of 5 g and 20 minutes contact time in reducing COD. The study calls on the abattoir to improve on their wastewater management techniques and community to improve on existing water treatment methods used.
The religious connotation of edukone among the Iteso of eastern Uganda. A case study of Usuk Sub County Katakwi district.
(Kyambogo University (Unpublised work), 2025-11) Atai, Christine
This study titled ―The Religious Connotation of Edukone among the Iteso of Eastern Uganda. A Case study of Usuk sub County Katakwi Distrct‖ was focused in Usuk sub-county, Katakwi district, Teso Sub region, Eastern Uganda. The background to this study justifies that specifically studying the intersection between cultural identity and religious connotation of Edukone contributes to a more holistic understanding of traditional marriage rituals among Iteso. The problem statement of the study was: Iteso participate in the rites of passage like traditional marriage (Edukone). However, those experiences have been richly subjected to academic study on a profane stance. The religious connotation is limitedly researched which is a threat to erosion of the religious implications of Edukone rituals. The objectives of the study were; to describe the traditional rituals embedded in Edukone, to establish the relevance of Edukone among the Iteso and to explore the religious implications of Edukone among the Iteso. The study is significant in that it seeks to bridge the gap in existing literature and promote a deeper understanding of how traditional beliefs inform spiritual life, social identity and community cohesion in a complex contemporary world. The study used Durkheim's theory of religion and Mbiti‘s Ubuntu philosophy. Literature reviewed showed a gap that scholarship in existence focuses more on the secular dimension of marriage rituals, leaving religious aspect scanty and wanting. This study employed the interpretivist research paradigm which provided a frame work for exploring the rich subjective experiences of Iteso. The design was qualitative and it allowed use of open ended interviews, focus group discussion and observation to collect data. Data was analysed thematically, presented using descriptive narratives and direct quotations. Key findings included Edukone rituals of Agolokin apese, Aiwom Apese, Etube, and Eitane among others. On the relevance of Edukone rituals; social cohesion, preservation of religious values, and preservation of cultural identity were established and on the religious implications of Edukone the findings were; fertility blessings which bestow productivity and safety on the family and descendants, protective blessings which repel bad omens from couples and children, and rituals to cleanse marital infidelity and incest to appease the ancestors and restore sanctity in marriage and the clan. From the findings, it was deducible that modernity has conflicted with the traditional practice of Edukone. The study recommends Documentation and Preservation, Cultural Awareness Programs, Integration of Edukone in Education, Interfaith Dialogues, Community Workshops, Ritual Adaptation and Modernization; offering counseling services is key and deeper ethnographic and historical studies to be conducted so as to uncover the correlation between modernity and tradition in relation to trends of rites of passage among Iteso.
The relationship between curriculum, pedagogy, andragogy, and assessment in the competence-based education and training in Ugandan higher education context: an empirical review
(British Journal of Contemporary Education, 2026-03-12) Angela, Geoffrey; Lubega, Margaret Kansiime; Amongi, Lydia
Introduction: Competence-based education and training (CBET) has been widely embraced in Ugandan higher education to tackle concerns about graduate employability and skills gaps. However, the extent to which curriculum design, pedagogy/andragogy, and assessment are coherently aligned to foster competency development remains uncertain. Methods: An empirical review approach was employed to synthesise findings from qualitative and quantitative studies, policy documents, and institutional reports on CBET in Ugandan higher education and related East African contexts. Evidence was organised across four domains: curriculum, pedagogy/andragogy, assessment, and implementation outcomes, with particular focus on health professions, teacher education, and selected professional programmes. Results: The review reveals significant progress in defining competency frameworks and restructuring curricula around clear outcomes. Practice-oriented pedagogies, such as clinical placements, role-plays, and project-based learning, are increasingly adopted but remain constrained by large class sizes, resource shortages, and insufficient staff training. Assessment reforms include greater utilisation of criterion-referenced, formative, and scenario-based approaches, though high-stakes written examinations still predominate in many programmes. Alignment among curriculum, pedagogy/andragogy, and assessment is strongest where institutions invest in faculty development and structured workplace-based learning and weakest in under-resourced settings and emerging disciplines. Key findings: First, curriculum reform alone does not ensure competency development; its success depends on congruent pedagogical and assessment practices. Second, andragogical principles, feedback, self-monitoring, and authentic tasks are most effective when integrated into systematic assessment frameworks. Third, gaps in teacher/lecturer assessment literacy and unequal resource distribution hinder consistent CBET implementation and aggravate institutional inequalities. Conclusion: CBET in Ugandan higher education has shifted discourse and formal curricula towards competencies, but implementation remains partial and uneven. Misalignment between curriculum goals, teaching practices, and assessment systems hampers the realisation of intended graduate competencies. Recommendations: The study advocates for sustained investment in staff development programmes focused on competency-oriented pedagogy and assessment, the development and refinement of discipline-specific competency frameworks, enhancement of criterion-referenced and workplace-based assessment systems, better resourcing of learning environments, and closer vertical alignment between secondary and higher education to facilitate coherent competence progression.