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Investigating the effect of occupational safety and health measures on the cost of construction works in Uganda : a case Nakawa division, Uganda
(Kyambogo University (Unpublished work), 2025-10) Eluru, John
The Occupational Safety and Health Act of 2006 was enacted by the Government of Uganda as one of the strategies taken to enhance the welfare and health of workers on construction sites. It was important to investigate if the occupational safety and health (OSH) measures had a good effect. Design, progressive and incident reports were reviewed before considering over 500 respondents from 24 bungalow construction sites across Nakawa Division. Questionnaires and interview guides were distributed to site workers. Among those considered, only 216 valid questionnaires and interview guides from 10 construction sites were returned from respondents that were randomly considered from class category A-3, A-4 and A-5 of indigenous construction companies. Frequency and percentage tables were used to analyse the data. The findings show that the cost associated with OSH measures recorded the Safety Investment Ratio (SIR) of 0.71%. The cost incurred due to construction accidents recorded the Accident Loss Ratio (ALR) of 0.47%. The overall effect of OSH measures was 1.18%, which was considerably low. This result indicates that, despite the fact that 77% of construction workers experience accidents, indigenous construction companies do not make significant investments in occupational safety and health. Adherence to OSH was difficult with negligence, manual lifting and shortage of personal protective equipment (PPE) as the major causes. There is need to invest more on OSH measures in order to minimize the costs implications of sickness and death associated with accidents. It was recommended that the effect of OSH measures needs to be investigated on sites with fatal injuries. Fire protection and chemical storage too need to be investigated in Uganda. The study was limited to only Nakawa Division. Research on the effect of occupational safety and health measures on cost needs to also be conducted in other Divisions in Kampala and cities within Uganda. More studies should be conducted on innovative technology on safety and health measures at construction sites in Uganda. These findings are significant in the formulation of safety and health regulations and in the application of occupational safety and health measures.
Antecedents for improving physics teachers’ effectiveness in Uganda : a case of Kigezi sub-region
(Kyambogo University (Unpublished work), 2024-11) Tukamuhabwa, Evaristo
Science teachers were an important component of Uganda’s education system because they contributed to the realisation of policy goals of science, technology, engineering and mathematics. Despite that importance, the academic performance of students at UCE in Physics had been perennially poor for decades. To reverse this trend, the SESEMAT programme was introduced to improve the teaching of science subjects in Uganda and consequently, academic performance. The goal of the intervention was in response to several studies before then that had attributed the declining academic achievement in science subjects to ineffective teaching. However, even after the introduction of the SESEMAT programme, academic achievement in the science subjects had not improved either, Kigezi sub-region inclusive. For that reason, this study focused on assessing the aspect of teacher effectiveness since it determined the academic achievement. Thus, the purpose of the study was to assess the antecedents for improving Physics teachers’ effectiveness in Uganda: A case of Kigezi sub region.
Specifically, the study aimed at: - establishing the relationship between pedagogical approach antecedents and Physics teachers’ effectiveness; finding out the relationship between school environment antecedents and the Physics teachers’ effectiveness; and, ascertaining if the school environment moderated the relationship between pedagogical approaches and Physics teachers’ effectiveness. The study was anchored on Social Constructivism Theory and Social Ecological Systems Theory. Then the Pragmatism paradigm informed the study, leading to the use of mixed-methods approach and embedded/nested in the mixed-methods research design. In addition, both government aided and private-owned schools were involved. The study involved 214 respondents comprising 194 teachers, 6 District Education Officers and 14 head teachers. In that case, quantitative data was collected from teachers using questionnaires while qualitative data from head teachers and District Education Officers was collected using interviews. More qualitative data was generated through classroom lesson observation and focus group discussions with Heads of Department. The data was analysed quantitatively, using descriptive and inferential statistics; and qualitatively, using content analysis. The results showed a significant positive influence of SESEMAT pedagogical approaches on teacher effectiveness (β=0.348, p<0.001); a positive significant influence of school environment and Physics teachers’ effectiveness (β=0.596, p<0.001); and, a positive significant moderating influence of school environment on the interplay between SESEMAT pedagogical approaches and the Physics teachers’ effectiveness (β=0.275, p<0.001). It was concluded that the SESEMAT pedagogical approaches influenced the teaching effectiveness; the school environment influenced the teaching effectiveness; and the school environment moderated the influence of pedagogical approaches on teaching effectiveness. The study recommended a need: for instructional supervision by the head teachers; for ensuring regular workshops and trainings of science teachers by the government for improved teaching; for school administrators to provide minimum teaching materials; for vestibule training opportunities for benchmarking and creation of teacher development schemes, among others. Above all, the study added value to the existing body of knowledge on curriculum interventions and school outcomes by exploring the moderating influence of school environment. This provided enriched information for informing educational policy-makers.
Visual storytelling and comic adaptation a review of the Bakiga folktale of Nyabwangu and Nyabucurera
(Jumuga Journal of Education, Oral Studies, and Human Science, 2026-04-16) Aturinda, Joshua; Mutungi, Emmanuel; Kwesiga, Philip
This article explores the comic adaptation of the Kiga folktales (Nyabwangu and Nyabucurera), emphasizing the power of visual storytelling to revive indigenous stories while reiterating moral teachings and cultural values. Stemming from Afrocomic aesthetics, the article synthesizes existing literature on folklore, visual narrative, and resilience, while incorporating elements of visual ethnography and narrative analysis to inform character design, panel composition, and culturally grounded settings. Thus the article seeks to understand how comics serve as a multimodal medium that helps to preserve oral traditions, fosters intergenerational interaction, and improves moral and emotional understanding. Through situating the folktale within both its traditional oral context and contemporary visual culture, the article demonstrates the potential of comics as tools for cultural preservation, education, and creative reinterpretation. In addition to providing a conceptual foundation for upcoming Afro-comic interpretations of indigenous stories, the analysis advances research on African folklore, visual culture, and narrative adaptation.
Welfare factors and teacher performance in government aided primary schools in Kayonza sub-county, Kayunga district
(Kyambogo University (Unpublised work), 2025-11) Hasahya, Samwiri
This study examined welfare factors and teacher performance in government-aided primary schools in Kayonza Sub-county, Kayunga District. Specifically, it assessed how working conditions, rewards, and fringe benefits influence teacher performance. A correlational and cross-sectional research design was used, and data were collected through a self-administered questionnaire from a sample of 220 teachers. Descriptive and regression analyses were conducted. Findings revealed that teacher performance is significantly shaped by working conditions, rewards, and fringe benefits. A safe work environment, non-financial rewards, and opportunities for professional development emerged as the strongest positive predictors of performance. Conversely, financial rewards, accommodation, healthcare, and retirement benefits showed limited or no direct influence. Surprisingly, the provision of meals had a negative association with performance, highlighting the need to design welfare interventions more thoughtfully. The study recommends improving working conditions by ensuring safe, supportive, and well-resourced school environments; strengthening non-financial incentives such as recognition and professional development; and tailoring fringe benefits to address teachers’ immediate professional needs. Although healthcare and retirement benefits did not directly influence performance, they remain vital for long-term job satisfaction and should be managed transparently.
Graduate youths’ perceptions regarding agricultural vocational education and training in developing their employability skills in south western Uganda
(Kyambogo University (Unpublised work), 2024-12) Gumisiriza, Pontiano
The general objective of the study was to assess graduate youths’ perception about the extent to which agricultural vocational education and training develops theiremployability skills. Notably, agricultural vocational education aims at equipping students with technical and entrepreneurial capabilities essential for success in the agricultural sector. Many graduates of AVET programs struggle to secure stable employment due to a mismatch between the skills provided by AVET programs and labor market demands. The study therefore aimed to establish the percievd level of competences of graduates of agricultural vocational education and training in employability skills in agriculture related jobs, factors that influence AVET graduates to apply attained employability skills in the job market, and factors that influence employability of AVET graduates. The study used a descriptive research design, with a sample of 199 participants. A ruestionaire was used to gather the data, descriptive and inferential statistics were used to evaluate it. The perceived overall levels of competence among AVET graduates showed that approximately half of the graduates possessed either moderate (18.1%) or high competences in employability skills (32%). The study identified several factors influencing graduates' willingness to apply attained employability skills in the job market, including attitudes towards employability (OR = 1.491, Sig. = 0.026), influence of other people (OR = 0.874, Sig. = 0.048), and perceived behavioral control (OR = 1.301, Sig. = 0.013). Moreover, the study highlighted various factors influencing the employability of youths who graduated in AVET, such as technical competence (OR = 1.211, Sig. = 0.001), fundamental employability skills (OR = 1.412, Sig. = 0.029), personal management skills (OR = 0.807, Sig. = 0.025), and teamwork skills (OR = 1.216, Sig. = 0.041). The study revealed that about half the graduates from agricultural vocational education and training (AVET) programs generally perceive themselves as competent, particularly in technical areas such as identifying market opportunities, managing enterprises, and performing agricultural tasks. Graduates’ attitudes towards employability in agricultural realated jobs and their perceived behavioral controls influenced their willingnedd to apply attained employability skills in the job market. The factors that influenced the employability of youths who graduated in AVET (Agricultural Vocational Education and Training included; Technical competence, fundamental employability skills, and teamwork skills, most important employability skills in determing the likelihood of AVET graduates’ being employed. The study offered the following recommendations: focusing on enhancing skills in soil and water management, crop production, and livestock management; improving effective communication skills and conducting training sessions for personal management skills. Further, there is need for targeted interventions to enhance positive attitudes among AVET graduates as well as providing additional resources, guidance, to boost graduates' competences so as to influencing students' perceptions to increase their willingness to seek employment in agriculture-related jobs.