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Exploring variation in adaptation levels to climate extremes among farmers of the Kyoga Agro ecological zone in Uganda using a cross sectional design
(BMC Environmental Science, 2024-12-24) Oketch,Chombo,; Mukwaya, Paul Isolo,; Oriangi, George,; Kisira, Yeeko,
Background Adaptation to climate change among smallholder farmers is a paramount step in achieving sustainable
livelihoods in line with SDG 1, 2 and 13 since these communities face significant challenges due climate extremes
which impacts on impacts on their only means of livelihood. Determining the levels in adaptation is crucial in under
standing the socio-economics of the impact of climate change in the rural communities. The study investigated adap
tation levels and determinants among smallholder farmers in the Kyoga Agro-ecology of Uganda.
Methods A quantitative cross-sectional survey involving 384 face-to-face household interviews using structured
questionnaires was conducted. Farmers, selected based on climate change awareness, were targeted to respond
to their reported adaptation levels. Descriptive statistics analyzed adaptation levels among smallholder farmers
of various socioeconomic characteristics across different subzones. A Multinomial Logistic (MNL) model examined
the determinants of variation in adaptation levels.
Results Majority of the respondents, 85.9% in the BCMS and 93.8% in the TS sub zone observed that indeed climate
change is occurring. Female farmers in the TS subzone were significantly less likely to adopt 3–4 (p < 0.01) or 5–7
(p < 0.01) adaptation strategies compared to the base category (1–2 strategies), while the relationship in the BCMS
subzone was negative but not significant. Male farmers consistently demonstrated greater capacity to adopt higher
levels of adaptation strategies.
Annual income was positively and significantly related to adoption of 3—4 (P < z = 0.70) and 5—7 (P < z = 0.013). Also
Education was positively and significantly associated with adopting 5–7 adaptation strategies in both the TS and BCMS
subzones compared to the base category (1–2 strategies). Primary education showed significance at P < z = 0.05 in TS
(P < z = 0.018) and BCMS (P < z = 0.03), while secondary education was also significant in TS (P < z = 0.052) and BCMS
(P < z = 0.014). Essential support, particularly for female farmers, is crucial to bridge the gender gap.
Conclusion The findings are pivotal for informing the formulation of inclusive adaptation strategies among farmers
in various subzones. We recommend that the ongoing reforms in the National Adaptation Plans of Uganda and inter
national development frameworks in line with climate adaptation consider socio-economic disparities among famers
Educational leadership practices and institutional management of academic and student affairs in teacher training institutions in Uganda
(African Educational Research Journal, 2026-01-20) Lamaro*Lamaro , Areng Bosco, Acaa Prossy Acaa, Lakot Canogura Christine , Omony Dickens, Dorcus Tulina and Humphreys C. Okellolirra
This study examined educational leadership practices and their role in the institutional management of academic and student affairs in teacher training institutions in Uganda using a qualitative phenomenological approach. The study targeted Principals of Teacher Training Institutions, Academic Registrars/Lecturers, and Coordinating Centre Tutors, from whom participants were purposively selected. Data were collected
through in-depth interviews and analysed thematically using narrative presentation. Findings reveal that effective management of academic and student affairs depends on participatory and transformational
leadership practices that integrate strategic planning, supervision, mentorship, and coordinated support systems, but these practices are constrained by inadequate resources, weak staff commitment, policy
overlaps, student indiscipline, and communication gaps. The study recommends strengthening instructional supervision, enhancing leadership and staff capacity through continuous professional development,
improving resource allocation, institutionalizing participatory decision-making structures, and harmonizing partnerships and policy implementation frameworks to enhance academic quality, student welfare, and
institutional accountability. The study contributes empirical insights to educational leadership, planning, and administration in resource-constrained teacher training contexts and informs policy and practice for
institutional improvement in Uganda.
Exploring the Nature and Impact of USE Capitation Grants in Secondary Education
(East African Journal of Arts and Social Sciences, 2025-11-19) Bovine Teddy Yon1 & Lamaro Gloria1*
The study examined the contribution of USE Capitation Grants in Secondary schools in Lira City. The study objective was to assess the nature of USE Capitation Grants in secondary schools in Lira city. The study population was 88 people, and the sample size was 72 people, which was chosen using purposive and simple random sampling. The study used a cross-sectional and correlational design, with an overall response
rate of 88.31%. Data were collected using a questionnaire survey. Key USE capitation grants covered tuition fees and scholastic materials, and the findings revealed that The USE capitation grants covered tuition fees and scholastic materials. With regards to the level of performance, USE capitation grants on the level of students' enrollment, The average results indicated a high level of staff retention ( = 4.30, s = 0.73), USE capitation grants on the level of staff retention, the average results indicated a high level of staff retention ( = 3.48, s = 1.11) and USE capitation grants on the level of
infrastructural development, the average results indicated a very high level of infrastructural development ( = 4.1961, s = 0.7605). The findings show that there is a strong and significant correlation between USE Capitation grants and performance of private secondary schools in Lira city (r = 0.800, p < 0.01). The study concluded that there is a USE capitation grant that covered tuition fees and scholastic materials,
There is a very high level of Performance of Private Secondary Schools, and a strong, significant correlation between USE Capitation grants and the performance of private
secondary schools in Lira city. The study, therefore, recommends that secondary Schools should set up income generation projects within the schools, for example, piggery, mushroom growing projects, amongst others, to help diversify their sources of income.
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.
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.