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Investigation of the impact of ancillary roadworks on road safety in Uganda : a case of Kampala – Jinja road
(Kyambogo University (Unpublished work), 2025-08) Ssebuliba, Isaac
The 1949 Geneva Convention on road traffic put in place a unified approach to promote road safety and development of international road traffic. This coupled with the Global Sustainable Development Goals (SDGs), the United Nations Agenda 2030, African Union Agenda 2063, have had a great impact on ensuring safety on the world’s roads. However, road safety for Low Developed Countries like Uganda is still a challenge, despite the adoption of the country’s Vision 2040 and the launching of the National Road Safety Action Plan (2021-2026). A study to investigate the impact of ancillary roadworks on road safety in Uganda, a case of Kampala – Jinja road was conducted, with an aim of establishing a relationship between Road Signs, Road Marking, Guard Rails, Humped and Rumble Strips, Road Lights, Walkways and Service lanes with Road Safety.
This study therefore used correlation research design supported by cross sectional survey design with qualitative and quantitative approaches for interviews and questionnaires respectively. Primary data were collected from 30 field traffic officers, 19 drivers, 03 Officers in Charge (OC) traffic police stations, 36 road engineers, 01 Inspectorate of Vehicles (IOV), 01 Regional Traffic Officer (RTO) and 12 market leaders, all within the study area, whereas secondary data were extracted from accident data from Uganda Police.
Questionnaire data were analysed with SPSS version 24.0. The interview data was analysed using content analysis. Results indicated that 61% of installed informatory signs, 53% of the installed regulatory signs and 40% of installed warning signs still existed on the road and others were missing which exposes road users to risk of accidents. Guardrails were still existing but some had rusted and others covered with grown grass, making them not visible to road users. Majority of road accidents were serious, accounting for 159 (47.8%) cases, followed by 130 fatalities (39.2%) and 43 (13.0%) minor accidents for the period from 2017 to 2022. A relationship between the independent variables and dependent variable, (βeta) of the study was made. Results of correlation analysis indicated that all ancillary road works were significant except road signs, yet regression results indicated that road marking (βeta = 0.207, p-value = 0.029), guardrails (βeta = 0.186, p-value = 0.045) and humps and rumbles strips (βeta = 0.260, p-value = 0.028) have a positive significant effect on the road safety unlike road lights, road signs, walkways and service lanes which were insignificant. Field inspections together with traffic police officers within the study area, identified 14 blackspots with high annual frequency of accident occurrence in the section between Lugazi and Kitigoma village. It is concluded that road marking, guardrails and humps and rumbles strips significantly affect road safety. The study recommended that construction of humps and rumble strips of moderate size, visible road marking with higher retro reflectivity and strong guardrails, can help in ensuring road safety with support of enforcementof traffic laws of Uganda.
Challenges facing Muslim girl-child education in Uganda: a case study of Luwero and Kampala districts
(Kyambogo University (Unpublised work), 2024-11) Nakimuli, Hindu
The study investigated the problem of Muslim girl-child education in Uganda, from the point of view
of the women. The main objective of the work was to examine the challenges facing Muslim girlchild
education in Uganda, using Kampala and Luwero as Case studies. The work sought to
document the experiences of Ugandan Muslim women who failed to get any meaningful form of
education, as told by the Muslim women themselves, as well as those of some Muslim women
who managed to attain reasonable levels of education. The purpose was to draw lessons from
their experiences, and to formulate measures that can be taken to improve the access of Muslim
girls to education. The respondents were selected by purposive and snowball sampling, and were
targeted for their known or assumed usefulness to the research. I worked with people I knew and
with local council authorities and area Imaams to select the respondents. The first people would
lead me to others they knew, by the snowball sampling method. I initially listed 100
participants, but ended up actually interviewing 64 Muslim women, 32 from Luwero and 32
from Kampala districts, aged 30 years and above. The study used interview guides, Focus Group
Discussions and semi-structured questionnaires to collect primary data. This data was supported with
secondary data collected from textbooks, magazines, journals and the internet. It was then analyzed
using the Islamic Feminist approach. The study established that women who did not attain much
education were victims of social, cultural, historical and personal circumstances. These include
exclusion from the available Islamic education system, age-old cultural inequalities between men and
women, such as the burden of domestic labour being left to women, unsupportive parents, sexual
harassment and early marriages. On the other hand, those who managed to attain some education
were lucky to have enlightened parents or relatives who were also gainfully employed. This, in
addition to their personal resilience, enabled them to succeed where others did not. The study
concluded that the approach to education provision that denies girls access was not supported by
Islamic teachings, and recommended that providers of education should give equal opportunities to
all children, regardless of gender, in accordance with the teachings of Islam.
Public perceptions about popular artistes and secondary school teachers of music: understanding a ‘musician’ in Arua district, Uganda
(Kyambogo University (Unpublished work), 2024-06) Ozitiru, Irene
In this study, I examined the public understanding of who a musician is in Arua district. The general picture of who a musician is in Arua district has generated a lot of debate among the public. The fact that music has a broad dimension, poses a self-imposed feeling among the public about who a musician should be. In this particular study, I investigate the perceptions about popular artistes and secondary school teachers of music using a qualitative methodology. Three variables were addressed; popular artistes and secondary school teachers of music who formed the independent variable (IV), public perceptions were the dependent variable (DV) and computer-generated music plus producers formed the intervening variable (Iv).
The data that informed this study was gathered from a cross section of informants who were sampled through three techniques namely; Purposive sampling, stratified random sampling and Snowball (chain referral). The following tools were used for data collection; Interviews, Focused Group Discussions (FGD), participant observation, Photography and Library research. The research findings revealed that to become a teacher of music, someone must have acquired knowledge and skills that are relevant to train students to be able to perform or to become a musician that is; can read and write music, sing and play musical instruments. Equally, a person who brands himself as a popular artiste must have had a set of skills adequate to prove that he/she can produce music by performing on stage that is; singing and or dancing and playing musical instruments. Basing on the research findings, I recommended that Institutions of higher learning that offer music programs or courses should revamp their mode of instruction so as to enhance acquisition of performing skills by the teacher trainees. This will put the secondary school teacher and a popular artiste at the level of a performer as well as help create market for music as a subject in secondary schools and to enable schools prepare well-baked artistes.
Assessing the socio-economic welfare of Pokot women in Amudat district : impact of pastoralist conflicts and strategies for improvement
(Kyambogo University (Unpublished work), 2025-09) Imagoro, Rosemary
This study assessed the socio-economic welfare of Pokot women in Amudat District, Uganda, focusing on the impact of pastoralist ethnic conflicts and the contribution of strategies aimed at improving their welfare. The study pursued three objectives: (i) to explore the socio-economic welfare of Pokot women in Amudat District, (ii) to examine the perceived impact of pastoralist ethnic conflicts on their socio-economic welfare, and (iii) to investigate the contribution of strategies implemented to enhance their welfare. Guided by a phenomenological research design, and qualitative approach data were collected from district and community leaders as well as local residents using in-depth interviews, focus group discussions, and participant observation. The sample comprised 54 participants (36 females, 18 males), including 9 key informants and 5 focus groups of 8–12 members each. Findings revealed that Pokot women experienced multiple socio-economic challenges, including poverty, poor health, marginalization, harmful cultural norms, and unstable marriages. Pastoralist ethnic conflicts further exacerbated these challenges through physical and sexual abuse, displacement, and food and human insecurity. However, participants reported notable improvements in living conditions as a result of government and NGO interventions, including enhanced access to social services, community support, and increased participation in dialogue and decision-making forums. While interventions such as institutional support, disarmament, and livelihood programs had been implemented, their outcomes were mixed, highlighting gaps in coverage and effectiveness. Participants suggested strategies for further improvement, including sensitization on alternative economic activities, increased financial support, strengthened community participation, peacebuilding initiatives, and targeted women’s empowerment programs. The study concludes that pastoralist ethnic conflicts continue to undermine the socio-economic welfare of Pokot women, and that existing interventions require strategic reassessment. It recommends that the government and other stakeholders adopt integrated, gender-responsive strategies that promote protection, recovery, empowerment, and sustainable livelihoods for women in conflict-affected communities.
Inclusion of children with disabilities in primary schools in Kyangwali refugee settlement
(Kyambogo University (Unpublished work), 2025-08) Ighangura, Kantu Sedrack
The inclusion of children with disabilities into primary schools within refugee settlements presents unique challenges and opportunities within the broader discourse of inclusive education. This research study delves into the dynamics of inclusive schooling for children with disabilities in refugee contexts, investigating the barriers to and facilitators of their participation in mainstream primary education. Drawing upon a comprehensive literature review and data analysis, this study examined the Intersectionality of disability and displacement, exploring how factors such as limited resources, cultural perceptions, and humanitarian aid frameworks impact the inclusion process. Moreover, it investigated the role of children, teachers, parents, and humanitarian aid organizations in promoting inclusive practices and supporting the diverse learning needs of children with disabilities.
The study findings indicate that despite the existence of enabling environments such as the presence of humanitarian aid services, and government commitment to support refugees, there are many barriers hindering the realization of holistic disability inclusion in education. Conclusively, the research has established that the provision of disability inclusion in primary schools within the Kyangwali refugee settlement is influenced by a combination of systemic, institutional, and socio-cultural factors. Key among these are inadequate teachers trained in inclusive education, limited access to appropriate teaching and learning materials adapted for children with disabilities, infrastructural challenges such as lack of accessible classrooms and sanitation facilities, and negative community attitudes towards disability. Besides, the study revealed that while policies supporting inclusive education exist, there is a significant gap in their implementation due to lack of a specific Special Needs & Inclusive Education policy, limited funding and lack of stakeholder coordination. Cultural perceptions and stigma surrounding disability further hinder the full participation of children with disabilities in mainstream education. Some recommendations made are that there is need to train and up-skill teachers through regular workshops and in-service training focused on inclusive pedagogies and special needs education and provide adapted teaching and learning materials such as Braille books, large-print texts, hearing aids, and other assistive technologies. Upgrade school infrastructure to meet accessibility standards and encourage schools to develop and implement inclusive education plans while ensuring that national inclusive education policies are localized and enforced in refugee settlements like Kyangwali. Finally,
Conduct community outreach programs through awareness raising campaigns, local media, and parent meetings to combat stigma and misconceptions about disability geared towards promoting the rights of children with disabilities to access quality education.