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Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala interview guide for library staff.
(Non-published work, 2014-05) Nankindu, Prosperous
This research thesis, “Language in Education Policy and Literacy Acquisition in Multilingual Uganda”, sought to understand how a monoglot policy is implemented in a multilingual setting within the urban district of Kampala. A case study approach to understanding current practices was undertaken. The views of stakeholders towards the implementation of the language policy on the use of English as the medium of instruction (MoI) were investigated. For this study the language in education policy referred to is the one in the 1992 Uganda Government White Paper on Education. The focus of this study is on the use of English only as the MoI from Primary one throughout the primary school cycle in urban areas in Uganda. This chapter gives a full background to the current study on language in education policy and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically the chapter gives a description of the research site, the history of educational language policies in Uganda, the primary school curriculum and the education system in Uganda. The other key issues worked out in the chapter are: the research problem, purpose, objectives, research questions, assumptions, limitations, scope, significance, justification, definition of terms and lastly the outline of the other chapters.
Workplace sexual harassment as a feature of precarious work in Uganda's agro-processing factories: “Mince your words and watch yourself”
(Development Policy Review, 2023-02-04) Oosterom, Marjoke; Namuggala, Victoria; Nankindu, Prosperous
Motivation
The agro-processing sector in Uganda provides jobs to large numbers of workers. While paid work is supposed to be empowering for women, the factory jobs are informal and unsafe, and workplace sexual harassment undermines women's empowerment. To enable decent jobs for women, it is important to understand what constrains their voice and agency in responding to workplace sexual harassment.
Purpose
The article aims to show how workplace sexual harassment is a key feature of precarious work for women working in low-skilled, informal jobs in factories. The study asked how gender norms and informality in labour arrangements that are part of global capitalist labour relations influence young women's voice and agency in response to sexual harassment at work.
Methods and approach
Twenty in-depth interviews were carried out with factory workers in seven different agro-processing factories in Uganda's capital Kampala, supplemented with participatory methods like Safety Audits and Body Mappings.
Findings
We show the informal nature of jobs in factories and how precarious working conditions create the risks of experiencing sexual harassment by managers and supervisors. Keeping jobs informal enables factories to eschew workplace policies. Young women's experiences and articulation of sexual harassment are constrained by social and gender norms; and norms influence factory-based mechanisms, where they exist. Women rely on informal tactics to prevent sexual harassment.
Policy implications
The policy implications of the research include the importance of improving the implementation of formal complaints mechanisms; and especially developing young women's political capacities to protest collectively against harassment and seek redress, and addressing social and gender norms.
Study of an exercise program for enhancement of students' flexibility in Bishop Stuart primary teachers' college Mbarara city Uganda
(Kyambogo University (Unpublished work), 2024-10) Oyuku, Thomas
This study aimed at applying an exercise program to enhance students' physical flexibility in BSPTC. The study employed an experimental design with 94 participants; of these 32 (34%) were male and 62 (56%) were female aged 19-24 years. The subjects were assigned randomly to either treatment group or control group. Modified training program designed to suit the case study was employed in which a one-hour physical flexibility training exercise was done four times a week for six weeks. Variations in physical flexibility levels of the participants over a period of six weeks were measured and monitored before and after the training. Standardized sit-and-reach test box was used to measure the flexibility level of the participants. Data were processed using Statistical Package for Social Science (SPSS) version 11 and descriptive statistic were used to analyze the data gathered through the sit-and reach test. Difference between the pre-test and post-test of both the intervention and control group was determined using T-test. The study revealed that a significant proportion of the respondents (19%) spent extended time (11 to 14 hours) sitting without participating in any physical activity. The study established that the mean pre-intervention physical flexibility level of the student in BSPTC was 39.14 cm with standard deviation of 4.95. The T-test conducted for the two outcome variables demonstrated significant difference between the pre and post flexibility test of the intervention group (p=0.000) across all age group (19-24 years), but not the control group. The study concluded that 18% of the students do not engage in any form of physical activity. Student of Bishop Stuart Primary Teachers ' College had very low level of flexibility. The training program was effective in improving flexibility level of the students in BSPTC. Based on these facts, the study recommends that: the administration should plan and enforce physical activity programs in their learning institutions. Flexibility should be emphasized in the training program of the students in BSPTC. The training program employed in this study should be implemented in BSPTC and other Primary Teachers' Colleges.
Mobile learning devices and access to internet-based educational resources: a study of a teacher training institution in Uganda
(East African Journal of Education and Social Science, 2026-02-11) Ndawula, Stephen; Acidri Bilet, Emmanuel; Kirabo, Esther
In the 21st century, mobile devices have become increasingly vital for enhancing access to online learning, particularly as their adoption remains nascent among Ugandan students. This study examined the relationship between mobile learning device usage and student teachers’ access to internet-based educational resources (IBER) at Kyambogo University’s School of Education, employing a mixed-methods approach with descriptive and correlational designs, purposive sampling of 280 in-service teacher trainees, and both descriptive and inferential statistical analyses. Quantitative findings revealed a weak but statistically significant positive correlation between device use and IBER access while qualitative insights indicated that devices enhanced students’ capability, confidence and speed in accessing resources—making academic programs more pleasant by supplementing lectures, yet fall short of strong perceived academic excellence due to limited proficiency, low satisfaction and institutional barriers like inconvenient labs and restricted use. The study concludes that greater device utilization supports modest IBER gains, recommending that university management bolster pedagogical and technical support through training, clearer guidelines, improved Wi-Fi and lab designs and ICT policy integration of mobile-friendly LMS, cost-free scholarly sites and structured social media use to translate these benefits into deeper proficiency and equity.
Organisational knowledge creation: an examination of the influence of dynamic capability in manufacturing firms
(Journal of Information & Knowledge Management, 2026-02-26) Galimaka, Denish Butagasa; Mafabi, Samuel; Kyogabiirwe, Janatti Bagorogoza; Munene, John C.; Kagaari, James; Fiona Mulira
The study aims to establish whether the three specific component factors of dynamic capability (DC) that demonstrate commonalities across successful firms — Adaptive capability (AC), innovative capability (IC) and absorptive capability (ACAP) — influence organisational knowledge creation (OKC) in manufacturing firms in Uganda. Following a positivist approach, the study employed a cross-sectional design with quantitative approaches. Data were collected from 107 manufacturing firms using a survey questionnaire, and analysed using SmartPLS 3 software. The results showed that, in contrast to ACAP, AC and IC significantly influence OKC. Further, a positive and significant relationship between DC and OKC was established. This paper therefore advances works on OKC by delineating the influence of the component factors of DC which are identifiable, concrete and measurable across successful firms on new knowledge production in manufacturing firms.