Faculty of Education and Humanities

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A critical analysis of western environmental knowledge as a neocolonial strategy: The case of Uganda
(Agricultural and Environmental Education, 2025-06-28) Tina Aciro; Agatha Alidri; Expedito Nuwategeka; Wilfred Lajul,
To curb environmental challenges effectively, Western environmental knowledge has been adopted besides indigenous environmental knowledge system in Africa. However, the dualistic nature of knowledge integration, this paper notes, is tinted by unfair powerrelations where indigenous knowledge is masked by neo-colonialtenets of the West. Neo-colonialism, as argued in this paper, is the attempt of the Western societies to impose their knowledge system to micro-manage the environmental and other affairs in Africa, taking a case study of Uganda. Our central inquiry is why Africa is gradually deviating from indigenous knowledge systems in preference of Western environmental knowledge. Using a critical analytical survey method, this paper argues that there is environmental knowledge neo-colonialism in Africa today characterized by Western identity construction, language dominance, cross-cultural cloning, undermining of indigenous education patterns, academic division of labor, education as an investment, top-down distribution of knowledge, and improper contextualization of knowledge construction and application. This appeals for Africanized production of knowledge to suit the continent’s environmental needs and achieve African epistemic autonomy.
Adolescent and Youth Reproductive Health Treatment-Seeking Behaviour in the Post COVID-19 Pandemic in Gulu City, Northern Uganda
(EANSO, 2025-11-21) Alidri Agatha; Uramba Kayen Emily; Anicia Filda; Apio Winnie; Ochen Patrick; Kabwijamu Patrick; Okello Simon; Giramiya Esther; Musaasizi Richard; Tumanye Samson; Awor Susan; Nyamungu Proscovia
Introduction: The COVID-19 pandemic and lockdown from March 2020 to 2022 had massive effects on adolescent and youth reproductive health treatment-seeking behaviour in Acholi Sub-Region in Northern Uganda. Sexual Reproductive Health and STIs-related treatment-seeking was examined among adolescents and youth attending a public Sexual Reproductive Health clinic in Gulu Regional Referral Hospital and Reproductive Health-Uganda facility in Gulu City. Methodology: Using a qualitative approach, the study explored adolescent and youth knowledge, practice, and perspective on reproductive health treatment seeking, and why they make the choices they make. It delves into non-statistical data like texts, interviews, observations, and images to uncover rich insights, perceptions, meanings, and patterns in the SRH of young persons. Findings: Treatment-seeking was perceived as the action of searching for help for SRH problems from informal or formal sources. More women than men sought care in the government sector. Similarly, more women than men went to the informal health sector, mostly to traditional healers. Young persons confided in their peers and shunned seeking treatment from government hospitals due to stigma. Conclusion: The response of young people to STI infections and treatment-seeking behaviour was never predictable. Social cultural stereotypes, misinformation, and lack of access to information on SRH and STIs continue to exist. Most adolescents and youth continue to seek self medication. Recommendations: The study recommends strengthening community-based services, integration of technology to provide confidential information and remote consultations, developing crisis-reproductive health systems, and a more targeted public education campaign.
An ethnobotanical study of plants used for the treatment of malaria in Budondo sub-county, Eastern Uganda
(Ethnobotany Research and Applications, 2020-01-30) Malinga, Geoffrey. M; Baana, Kalori; Rutaro, Karlmax; Atube, Francis; Opoke,Robert; Opika-Opika, Hector; Oryema, Christine
Background:Malaria is a leading cause of morbidity and mortality in most developing countries, and in Uganda over 95% of the country is endemic with malaria. Given the increasing widespread resistance to current drugs, the use of herbal medicines is seen as a sustainable solution to malaria treatment. This study documented medicinal plants that are traditionally used for the treatment of malaria in Budondo sub-county, Eastern Uganda.Methods:The ethnobotanical survey was conducted between December 2017 to January 2018. A total of 273 household members were interviewed on knowledge and use of anti-malarial plants, using semi-structured questionnaires administered in five parishes of Budondo sub-county. Voucher specimen of each plant species were preserved at the Makerere University herbarium, Uganda.Results:Overall, 97.5% of the respondents had knowledge regarding the plants used to treat malaria. A chi-square analysis shows a significant association between respondents’ knowledge regarding anti-malarial plants and gender (p-value =0.008) and occupation (p-value =0.025) but not with age (p-value =0.379), educational status (p-value =0.066), average monthly income (p-value =0.419), and religious affiliation (p-value =0.064) of respondents. A total of 37 plant species, belonging to 25 plant families were used to treat malaria. The most cited plant was Vernonia amygdalina Delile (64.8%), followed byAloevera (L.) Burm.f. (41.9%), Callistemon citrinus (Curt.) Stapf (29.3%), Mormodica feotidaSchumach (22.0%), Cyphostemma adenocaule(A.Rich) wild & Drumm. (16.1%) and Eucalyptus globulusLabill. (15.4%). Among the plant parts, stem bark (99.6%) and leaves (90.8%) were the most frequently used. The habits ofthe plants encountered were shrub, tree, herb, rhizomes and climber. The commonest modes of preparation included boiling in water, squeezing fresh leaves, crushing and pounding, and chewing.Oral route/drinking was the most common mode of administration, followed by steam inhaling of vapours from the aqueous extracts and skin bathing.Conclusion:The present study shows that the people living in Budondosub-county traditionally use diverse flora to treat malaria. Further investigations are required to evaluate the potential toxicological effects and to isolate the active components of the reported plants whose antimalarial activities have not been investigated which could be developed into effective, safe and affordable anti-malarial medicines in the future
Assessing University-Society Engagements: Towards a Methodological Framework
(nnovative Higher Education, 2023-10-17) Bekele,Teklu Abate; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last dec ades of the twentieth century, the third mission, also known as community engage ment, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its dis tinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Del phi study proposes a comprehensive methodological framework of university-soci ety engagements in Africa. The core thesis is that engagement is ubiquitous- univer sity missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clar ity, informs data collection, and interpretations of the different modalities of univer sity engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also signifi cant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitions
Assessing University‑Society Engagements: Towards a Methodological Framework
(Innovative Higher Education, 2023) Bekele Teklu Abate; Ofoyuru Denis Thaddeus; Woldegiorgis Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last decades of the twentieth century, the third mission, also known as community engagement, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its distinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Delphi study proposes a comprehensive methodological framework of university-society engagements in Africa. The core thesis is that engagement is ubiquitous- university missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clarity, informs data collection, and interpretations of the different modalities of university engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also significant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union
Assessment of hydropedological characteristics at medium-sized landslide sites in Manafwa catchment, Mount Elgon, Uganda
(Taylor and Francis, 2024-05-17) Kutosi,Moses; Bamutaze,Yazidhi; Nakileza,Bob.R; Kisira, Yeeko; Gabiri,Geofrey
Though strongly linked to landslides, hydropedological characteristics are inadequately investigated in Manafwa catchment. This study investigated hydropedological characteristics at medium landslide sites in Manafwa catchment. The design included 12 infiltration experiments that were conducted at each site. To determine the selected soil physical properties, composite soil samples were extracted from the infiltration sites for soil laboratory analysis. Soil cores were extracted to determine saturated hydraulic conductivity (Ksat) and bulk density. The observed high infiltration rates and rapid Ksat underscore the susceptibility of the studied sites to landslide hazards. Additionally, soil organic matter, clay content, and bulk density further contribute to the understanding of the hydropedological factors influencing land slide occurrences. These findings reveal the need for comprehensive investigations into hydropedologi cal characteristics of other landslide categories to assist in landslide risk assessment and management strategies
ASSESSMENT OF POPULATION DYNAMICS AND FOREST COVER CHANGE IN YUMBE DISTRICT, UGANDA
(African Journal of Food, Agriculture, Nutrition and development, 2023-05) Alule,RJ; Nuwategeka, E; Oriangi,G
Sub-Saharan Africa is well endowed with both renewable and non-renewable natural resources critical in supporting several forms of development on the continent. Key among these is natural forest resources. However, the population explosion in sub-Saharan Africa in general and Uganda, in particular, is threatening the survival of these forests due to the associated increasing demand or food, fodder, energy, and land for settlement. The study was conducted in Yumbe district where the forests considered included woodland and bushland since tropical high forests have been depleted or degraded by human activities. We used a predictive model to map future forest cover loss amidst the rapidly increasing population in Yumbe district in Uganda. Specifically, the study analyzed the relationship between population dynamics and forest cover change to predict future forest cover changes. To analyze changes in forest cover, the study utilized Landsat satellite imagery for 1990, 2000, 2010, and 2021; while the population data for the respective years was obtained from the Uganda Bureau of Statistics (UBOS). To explain the role of anthropogenic forces on forest cover change, the study considered different land use types as explanatory variables: planted forests, subsistence farmland, built-up areas, and other land use types. It then explored the interactions between these variables and forest cover change in the study area. Population-forest cover change model was developed to evaluate three decades of population and trends of forest cover to predict forest cover for 2032. The results indicate that in the three decades, the population increased by more than sixfold, and land area under subsistence agriculture, a proxy of population increased by 195.2%, but the forest cover declined by 80.3%. It is predicted that the forest cover will be lost completely by 2032 when the population reaches an estimated 838,078 from the current 657,430 people. This study, therefore, recommends that off-land employment opportunities such as tourism, apiary, transport, and manufacturing industries should be expanded in order to save forest resources from spatially extensive agricultural land uses.
Building Sustainable Multiplier Networks in Higher Education Institutions: Insights from the TESCEA Model
(International Journal of Advanced Research, 2025-11-07) Lamaro, Gloria; Ajok, Beatrice Abonga; Ojara, Ricky Richard; Ndyomugyenyi, Elly Kurobuza; Openjuru,George Ladaah
This study examines the sustainability of multiplier networks established under TESCEA’s gender mainstreaming initiative at Gulu University, Uganda. Multiplier networks, composed of faculty trained to promote gender-responsive pedagogy, are pivotal in embedding gender equity within institutional cultures. The research explores how formal certification, career incentives, and institutionalization contribute to the durability of these networks. Utilizing a qualitative case study approach, data were gathered via semi-structured interviews with 25 multipliers and 5 senior leaders, supplemented by document analysis. Findings indicate that certification enhances professional legitimacy, career incentives motivate participation, and institutional embedding through governance structures fosters accountability and sustainability. However, challenges such as resource limitations, workload pressures, and ambiguous role expectations undermine effectiveness. This study highlights the critical need to align individual and institutional incentives to sustain gender mainstreaming in higher education within post-conflict, resource-constrained contexts. The implications for policy and practice include strategic institutional support mechanisms and incentive alignment to ensure the resilience of multiplier networks.
Building Sustainable Multiplier Networks in Higher Education Institutions: Insights from the TESCEA Model
(nternational Journal of Advanced Research, 2025-11-07) Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru1
This study examines the sustainability of multiplier networks established under TESCEA’s gender mainstreaming initiative at Gulu University, Uganda. Multiplier networks, composed of faculty trained to promote gender-responsive pedagogy, are pivotal in embedding gender equity within institutional cultures.The research explores how formal certification, career incentives, andinstitutionalisation contribute to the durability of these networks. Utilising a qualitative case study approach, data were gathered via semi-structured interviews with 25 multipliers and 5 senior leaders, supplemented by document analysis. Findings indicate that certification enhances professional legitimacy, career incentives motivate participation, and institutional embedding throughgovernance structures fosters accountability and sustainability. However,challenges such as resource limitations, workload pressures, and ambiguous role expectations undermine effectiveness. This study highlights the criticalneed to align individual and institutional incentives to sustain gender mainstreaming in higher education within post-conflict, resource-constrained contexts. The implications for policy and practice include strategic institutional support mechanisms and incentive alignment to ensure the resilience of multiplier networks.
Characterisation of Forest Resources and the Local Communities for the Choice of Sustainable Forest Management Strategies in Uganda
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023-07-09) Alule, Jimmy Rhombe,; Nuwategeka, expedito,; Oriangi George,
The decline in natural forest resources in the tropics due to ineffectivemanagement practices has reached unprecedented levels with the mostaffected forests being in developing countries. Efforts to manage these resources sustainably have proven futile. Understanding the nature andstatus of the forest resources and the communities is crucial for devisingeffective management strategies. The study was designed to characterise forest resources and the local communities to aid in the choice of effectivemanagement strategies for forest resources. The study was conducted in Yumbe district, northwestern Uganda, using a cross-sectional researchdesign. It targeted communities living in the sub-counties of Kei, Kerwa,and Midigo. Data were collected using questionnaires, key informantinterviews, focus group discussions, participant observations, and remote sensing. Pearson correlation and regression were used to analysequantitative data, while thematic analysis was used to analyse qualitative data. The correlation p-values (Sig.) of less than .05 were statisticallysignificant, implying a strong relationship between socioeconomic anddemographic characteristics of households and the choice of forest management strategies. The results further showed that the local communities were poor, illiterate, and dependent on subsistence farming andforest resources. The forest resources both in public and communal lands were in a state of serious decline. They were non-timber-based, accessible to the local community and dominated by woodland and other grassland mosaics. The local community used sustainable management practices, such as selective harvesting, tree planting, and gazetting some sites as sacred places. The management strategies used were forest type specific, e.g., traditional for community forests and modern for public forests. The most important factor influencing the choice of management strategy was the level of education with an R Square value of .112. The study, therefore, recommends an improvement in the education of the local communities and. the integration of local skills and practices to promote community-based approaches in sustainable forest resource management.
Christianity and rural community literacy practices in Uganda
(Blackwell Publishing,, 2007) Openjuru, George Ladaah
In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private, using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-11-07) Lamaro1 Gloria *, Abonga Ajok1 Beatrice , Ojala Ricky Richard Elly Kurobuza Ndyomugyenyi1 & Ladaah Openjuru1 George
Medical, and business education curricula through Joint Advisory Groups (JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for employment but also strengthened their sense of social responsibility and Innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa.
Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
(East African Journal of Education Studies, 2025-11-07) Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru1
Gulu University implemented community engagement in its agricultural, medical, and business education curricula through Joint Advisory Groups JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for employment but also strengthened their sense of social responsibility and innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa.
Collaboratively reimagining teaching and learning, In: Higher education for good
(Open Book Publisher, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings. We begin by presenting our approach and then offer reflections on the change we observed, the ways in which this was achieved, and the challenges we encountered along the way.
Community Perceptions on the Contributions of Public Universities to Community Transformation
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-08-06) Adebua,Asaf,; Ologe,Daniel Ochieng,; Edekebon,Elaijah,; Oriangi,George,; Ezati, Akullu Betty,; Amone, Charles,
Much as the role of higher education has been recognised for promoting development globally, communities surrounding universities in Sub-Saharan Africa are still grappling with poor quality health, low income, poor housing, unreliable electricity and other social amenities. This study determined community perceptions of the contributions of Gulu University to communitytransformation in post-conflict northern Uganda. A cross-sectional study design was employed to collect data while using researcher-administered questionnaires and geospatial techniques. Questionnaire data was analysed using principal component analysis, and descriptive statistics while geospatial data was analysed using buffers, spatial join tool, and overlay analysis in GISenvironment. Findings revealed that the economic, political, spiritual and physical dimensions were important in explaining the transformation of communities surrounding Gulu University. The community surrounding Gulu University is perceived to have progressed well in terms of savings, business, commercial farming, and civil service; consumption of more than 3 meals per day, access to credit and remittances; easy access to health care, and quality education. The majority of the population can make free and independent decisions, are good at self-expression, exercise love for one another, enjoy living with community members, are at peace with one another, exercise kindness, waste is properly managed, and there is good access to water. However, there is slow progress in having alternative sources of income, onlya few community members perceived: their level of education to have improved, participate in leadership and are taking part in politics. There is also a scarcity of respect for one another, endurance and faithfulness. The study concludes that (i) households need to think of alternative ways of generating income, given its relevance in enabling households to meet their daily income, (ii) education policies and other stakeholders need to provide more support for community members to pursue higher levels of education, (iii) more civic education to create awareness on the importance of participating in leadership and politics, and (iv) a need by religious sects to continue with more teachings on respect for one another, endurance and faithfulness in the community surrounding Gulu University.
Continuous Professional Development and Teachers Improved Pedagogical Skills in Secondary Schools in Gulu City
(East African Journal of Education Studies,, 2023-12-18) Okumu,John.Bismark; Opio,George
Teacher’s pedagogical skill is a pre-requisite for effective teaching in secondary schools worldwide. Continuous Professional Development (CPD) has been considered to be one of the best educational practices in building capacity of teachers to enable them implement the curriculum more effectively. CPD ensures that all school staff are proficient in teaching learning and are capable of supporting all learners in the school. Dedicating time to CPD is vital to ensure every staff member learns and grows within their role. The current study assessed whether Continuous Professional Development improved teachers’ Pedagogical skills in teaching. In a mixed method study, Raw data was gathered using surveys and interviews. Data was examined using SPSS version 18.0. Findings showed that 90% of the teachers agreed that Continuous Professional Development enhanced teacher’s pedagogical skills in secondary schools. The study concludes that continuous professional development is a vehicle for administrators’ and teachers’ improvement; it helps teachers enhance and acquire new ideas and skills and build confidence and competencies in teaching in secondary schools. It was recommended that CPD should be a routine so that all secondary school teachers’ capacity is developed to make them more effective in handling students. School administrators should consider CPD in their programming in terms of budgeting, allocation of study leave, facilities, and incentives.
Craving for Knowledge: The Urge to Access Online Reading Materials by Students during Scientific Research Writing, a Case of Urban Universities of Uganda
(The Uganda Higher Education Review Journal, 2024-05-01) Nassanga, Loy; Kisira Yeeko; Beinomugisha,Peninnah; Muganga, Lawrence; Kakeeto,David; Kabeera,Pontian
Addressing concerns related to online reading materials is paramount as the internet establishes itself as the defining medium for literacy in higher education institutions among the current generation. Globally current debates consistently underscore the relevance of online reading materials to scientific research writing among university students. The current study explored the students’ urge to access online reading materials based on four selected universities in an urban geographical context of Uganda. Using a cross-sectional exploratory research design comprised of mixed approaches, we used descriptive statistics and Analysis of Variance (ANOVA) to investigate the disparity in accessed online reading materials across the universities. An ordinal logistic model established the factors that influence access to online reading materials. The study revealed that university students exhibited moderate utilisation of online resources, primarily accessing materials through platforms like MyLOFT, Google Scholar, University online catalogs, Directory of Open Access Journals (DOAJ) and Directory of Open Access Books (DOAB). Additionally, the findings underscored notable variations in the mode of access across the studied universities, with access influenced by factors such as sex, type of degree pursued, availability of university ICT equipment, and the research level of students. These insights shed light on the need for tailored strategies to enhance online reading materials accessibility and to support diverse student populations in their academic pursuits, such as subscribing to the publishers of scientific journals. This may improve students’ scientific research writing skills and completion rate, which have remained a formidable challenge in higher education institutions in Uganda.
Culture as a Catalyst: Managing Organisational Change in Educational Institutions
(East African Journal of Education Studies, 2025-12-24) Gloria Lamaro1*, Acayo Agnes1, Lakot Christine Canogura1, Ocan Joel1, Ochen Paul Pax1 & Tulina Dorcas1
Organisational culture shapes the heartbeat of educational institutions, influencing how leaders guide, staff adapt, and change initiatives succeed. This study explores the role of organisational culture as a catalyst in managing change within primary, secondary, and vocational schools in Gulu, Uganda. Employing a qualitative case study design, data were collected through semistructured interviews, observations, and document reviews from six purposively selected educational and cultural leaders. The findings reveal that leadership, mentoring, and culturally embedded rituals such as morning devotions and traditional dances serve as powerful mechanisms for transmitting values, shaping behaviour, and enhancing staff adaptation to change. Staff internalise culture through both formal and informal channels, while their responses to change are mediated by trust, teamwork, and cultural alignment. Strategically leveraging these cultural practices enhances resilience, engagement, and institutional adaptability. The study contributes to the literature by highlighting the interplay between indigenous culture and organisational change, providing actionable insights for leaders seeking contextually relevant approaches to managing change in resource-constrained and culturally rich educational environments.
Determinants of finger millet farmers’ choice of adaptation strategies to climate change in northern Uganda
(Discover Agriculture, 2025-06-14) Atube, Francis; Ojara, Bosco Christopher; Labeja, Luis Richard; Okello, Daniel Micheal; Okumu,Charles Nelson
Weather variability has had great negative impacts on crop production in rain-fed agricultural systems that dominate sub-Saharan Africa. Consequently, farmers usually undertake several climate change adaptation strategies to cope. This study assessed climate change adaptation strategies developed by finger millet farmers and the determinants to their choice of adaptation strategies in Kitgum District. This was achieved through a cross-sectional study involving 370 randomly selected smallholder farmers from Kitgum district. Data was collected using structured questionnaires, focus group discussions as well as key informant interviews. Collected data was analyzed using thematic analysis in the case of qualitative data and multivariate regression analysis in the case of quantitative data. Results showed that majority of finger millet farmers perceived weather variability in terms of decreased rainfall levels, prolonged dry spells, and unpredictable precipitations within the last twenty years. The visible effects include low yields of finger millet, poor seed germination, general millet failure causing low production, and increased food insecurity. The most common adaptation strategies were planting different types of crops to cater for failed crops, planting millet early to take care of the shortened length of the rainy season, and farmers adopting drought-resistant varieties of finger millet. Choice of these climate adaptation options depended on gender of household heads, age, size of land owned, education levels, belonging to a farmer group, and access extension service. The findings of this study imply that more effort is to improve the dissemination of weather-related information, provide training on climate-smart agriculture, and boost adaptation planning at the grassroots to empower millet farmers in the effort to increase millet production while practicing appropriate adaptation strategies to the effect of weather variability.
Determinants of smallholder farmers’ adaptation strategies to the effects of climate change: Evidence from northern Uganda
(Agriculture & Food Security, 2021) Atube, Francis; Malinga, Geoffrey M.; Nyeko, Martine; Okello, Daniel M.; Alarakol, Simon Peter; Okello‑Uma, Ipolto
Background: Climate change poses a threat to the sustainability of food production among small-scale rural communities in Sub-Saharan Africa that are dependent on rain-fed agriculture. Understanding farmers’ adaptations and the determinants of their adaptation strategies is crucial in designing realistic strategies and policies for agricultural development and food security. The main objectives of this study were to identify the adaptation strategies used by smallholder farmers to counter the perceived negative effects of climate change in northern Uganda, and factors influencing the use of specific adaptation strategies. A cross-sectional survey research design was employed to collect data from 395 randomly selected smallholder farmers’ household heads across two districts by the administration of a semi-structured questionnaire. Binary logistic regression was used to analyze the factors influencing farmers’ adaptation to climate change. Results: The three most widely practiced adaptation strategies were planting of different crop varieties, planting drought-resistant varieties, and fallowing. Results of the binary logit regression model revealed that marital status of household head, access to credit, access to extension services, and farm income influenced farmers’ adoption of planting drought-resistant varieties as an adaptation strategy while access to credit, annual farm income, and time taken to market influenced adoption of planting improved seeds. Gender of household head and farm income had a positive influence on farmers’ adoption of fertilizer and pesticide use. Farming experience, farm income, and access to extension services and credit influenced farmers’ adoption of tree planting. Household size, farming experience, and time taken to market had positive influence on the use of fallowing, while size of land cultivated significantly influenced farmers’ planting of different crop varieties as an adaptation strategy. Conclusion: Findings of the study suggest there are several factors that work together to influence adoption of specific adaptation strategies by smallholder farmers. This therefore calls for more effort from government to strengthen the provision of agricultural extension services by improving its climate information system, providing recommended agricultural inputs and training farmers on best agronomic practices to enhance their holistic adaptation to the effect of climate change.

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