Busitema University Library

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A fairer future for higher education
(Commonwealth business communications, 2023) Newman, Joanna
The Commonwealth is home to one in three of the world’s youth. This young population has extraordinary potential to build a fairer, greener, and more prosperous future for all if empowered with the knowledge and skills they need to do so. Higher education is the key to unlocking this potential. Yet governments worldwide often focus on basic education reform, leaving higher education struggling to compete for funding and recognition.
Advancing research through DataCite’s global access fund : Busitema University, Uganda.
(DataCite, 2024) Lugya, Fredrick Kiwuwa.
This article details Busitema University Library's initiative, funded by DataCite’s Global Access Fund, to promote open scholarship in Uganda. A key output was a week-long "train-the-trainer" workshop in May 2024, which equipped 31 participants from 28 university libraries with skills in open access advocacy, institutional repositories, and DataCite’s persistent identifier services. The goal is to establish a national cohort of "Cadres" to drive the adoption of open infrastructure. The project aims for 100% open scholarship and DataCite services within Ugandan universities within five years. Sustained engagement through an online forum, regular training, and a planned academic paper will maintain momentum. This initiative represents a significant collaborative effort to foster a culture of transparency, accessibility, and enhanced research discoverability across Uganda's academic community.
Affective encounters with digital knowledge collections : towards supporting Indigenous wellbeing.
(Sage, 2026) Lipscombe, Ailsa; Liew, Li Chern
Building on discussions in the Information Sciences on responsibility and decolonizing digitization, we emphasize how cultural context is key, not only for understanding matauranga Maori [Maori Indigenous knowledge], but also for ethically and compassionately caring for such knowledges in Aotearoa New Zealand. Our korero [dialogues] with Maori archival users highlight the intricate ways digital knowledge collections are embedded within—and accessed through—webs of social practices, including those that support intergenerational knowledge transmission, whanaugatanga [kinship] and turangawaewae [one’s connection to self through place]. We introduce the concept of “awhi”—meaning to support, cherish, or nurture—to frame the ethical archiving of matauranga Maori in Aotearoa New Zealand. We contend that awhi is an interpersonal invitation to center dynamic relational partnerships, guided in the Aotearoa context by the tikanga [customary practices or behaviors], kawa [protocols], and whanonga pono [values] that our communities ﬁnd meaningful. Keywords Decolonization, digital archiving, emotionality, ethics of care, Indigeneity, relationality
AgriScan : empowering farmers with AI-Driven soil health analysis
(Busitema University, 2025) Ojok, Ayella Patrick; Nyawere, Hedwig
AgriScan is a mobile application that uses smartphone cameras and artificial intelligence to diagnose soil nutrient deficiencies instantly.
Beyond acknowledgement: Indigenous centered projects on reclamation at the University of Illinois Urbana-Champaign
(Sage, 2026) Anderson, G. Bethany; Krupa, L. Krystiana; Sutton, A. Elizabeth; Tapaha, G. Oliver
This essay discusses the work of several campus units and projects at the University of Illinois Urbana Champaign that center and build collaborative relationships with Tribal Nations, and support the efforts of sovereign Nations to access and manage their cultural heritage. These projects and initiatives include the NAGPRA (Native American Graves Protection and Repatriation Act) Ofﬁce, which develops strategies with partner Tribal Nations to facilitate repatriation; the Spurlock Museum of World Cultures, which has partnered with Native and Indigenous artists and communities to develop exhibitions and programs; the University of Illinois Archives, which has been collaborating with Native communities to co-curate and co-develop access protocols for archival materials collected by anthropologists in the 1960s; and the Round Rock Community History Project, which engages Kindergarten to Grade 8 students and teachers at a reservation-based school on the Navajo Nation in partnership with the University of Illinois Urbana-Champaign and the Collaborative for Harmony, Empowerment, and Innovation. Keywords NAGPRA, Native American Graves Protection and Repatriation Act, repatriation, museums, cultural heritage management, principles of library and information science
Bibliometric analysis of Indigenous knowledge systems and climate change adaptation literature, 1993–2023.
(Sage, 2026) Gondo, Reniko
This article presents a bibliometric analysis of the intersection between Indigenous knowledge systems and climate change adaptation, based on 507 journal articles from 1993 to 2023 sourced from the Web of Science database. Using citation analysis and keyword co-occurrence, the study examines key themes, trends and inﬂuential works, shedding light on the evolving discourse surrounding Indigenous knowledge systems in climate adaptation. It identiﬁes regional variations and shifts in research focus, highlighting the growing recognition of the role of Indigenous knowledge systems in climate change adaptation, particularly in Africa. The study ﬁnds an increase in scholarly interest and research output, signalling the rising signiﬁcance of Indigenous knowledge systems in both academic and practical domains. It also reveals diverse approaches to integrating Indigenous knowledge systems into adaptation efforts, including community-based participatory research and policy advocacy. The study recommends an enhanced collaboration and knowledge exchange among traditional knowledge-holders, researchers, policymakers and practitioners to fully leverage Indigenous knowledge systems in addressing climate challenges effectively.
Building resilience:
(Commonwealth business communications, 2023) Kikwete, Jakaya
The COVID-19 pandemic triggered a massive emergency in global education, threatening the futures of millions of girls and boys. World leaders and international organisations have sounded alarms over steep learning losses, increased dropout rates and children missing out on what is often their only meal of the day because their schools were shut.
Can the education sector fiddle while the planet burns?
(Commonwealth business communications, 2023) Kanwar, Asha
Four of the top carbon-emitting countries in the world are Commonwealth Member States, and some of the world’s lowest emitters, the Small Island Developing States (SIDS), are also in the Commonwealth. But unprecedented floods, droughts, heatwaves and natural disasters are common to all. However, many small states are the most vulnerable, facing an existential threat. The urgency of the crisis requires urgent action from all stakeholders, including the education sector.
Commonwealth disabled people’s forum view of the progress necessary to include all disabled young people in education
(Commonwealth business communications, 2023) Rieser, Richard
CDPF supports a Social Model/Human Rights approach to disability and full implementation of inclusive education across the Commonwealth.
Commonwealth education report 2023
(Commonwealth business communications, 2023) Commonwealth business communications
The Commonwealth, comprising 56 countries and a population of 2.5 billion, is a global network that collaborates to advance prosperity, democracy, and peace. Often referred to as a 'family of nations', it encompasses diverse geographical regions, religions, and cultures. The Commonwealth accounts for over 20 per cent of global trade and represents one-third of the world's population. Consequently, it presents extensive opportunities for commerce and investment, as well as significant challenges for sustainable development on a global scale. Against this backdrop, Commonwealth Business Communications publishes a series of reference books to help foster sustainable economic, social and environmental development across the Commonwealth. We are delighted to bring to you our latest publication: The Commonwealth Education Report 2023. Education serves as the cornerstone of development and progress. Beyond its role as a fundamental human right, it carries the weight of shaping a better society by instilling values and behaviours that promote positive change. However, the COVID-19 pandemic has inflicted the most severe disrupt ion to education systems in recent memory. It has exacerbated existing inequalities in accessing educational programmes and hindered the advancement of global development goals. The ramifications of the pandemic have propel led our reliance on digital tools and driven innovation within education systems whilst impacting children’s and educators’ mental health and exposing them to increasing challenges. As a result, individual governments bear a significant responsibility in formulating new strategies to address this unprecedented crisis. In light of these considerations, it is crucial to encourage educators and policymakers to reassess best practices and promote equal opportunities across the Commonwealth. As we reshape education in response to emerging technologies and policies, The Commonwealth Education Report 2023 focuses on solutions that can drive widespread change, equipping young people with the necessary skills to thrive in future crises. This report offers an enlightening perspective on the ongoing educational challenges, featuring contributions from leading experts in the field. Their collective wisdom sheds light on how Commonwealth nations can recover from the pandemic and achieve an inclusive and equitable quality education for all.
Connecting with the commonwealth:
(Commonwealth business communications, 2023) Sherif, Yasmine
Nations across the Commonwealth are impacted by a number of ongoing conflicts, emergencies and protracted crises that are pushing children out of school, disrupting economies and derailing development gains.
Constant and committed leadership:
(Commonwealth business communications, 2023) Fung, Allison; Williams-Cumberbatch, Helen; Hunter, Bonita; Nkrumah-Young, Kofi
Prior to the COVID-19 pandemic, many higher education institutions (HEIs) in the English-speaking Caribbean were already facing funding challenges, in particular those that depend wholly or in part on governments, directly or indirectly. Directly infers that payments are made to the institutions through government subventions, while indirectly reflects payments made through student loan facilities such as the Student Loan Bureau in Jamaica or the Government Assistance for Tuition Expenses (GATE) programme in Trinidad and Tobago. In addition to funding challenges, indigenous Caribbean HEIs have been grappling with the internationalisation of higher education and the concomitant competition from offshore entities, as well as the increasing availability of online programmes made possible by the significant advances in information technologies. Issues such as attracting high-quality academic staff and ensuring ongoing relevance and quality of programmes and courses in a highly globalised operating environment remain a constant consideration of the leadership of all HEIs.
DataCite & Open Scholarship Cadres for Uganda (DOSCU) :
(Busitema University., 2024) Lugya, Fredrick Kiwuwa; Busitema University
This document served as a planning framework for the DOSCU workshop to identify the milestone for a successful event in May 2024. As we progressed, adjustments and refinements were made to ensure alignment with the agreed-upon schedule and content by the organizing committee.
Developing collective leadership to improve education systems
(Commonwealth business communications, 2023) Kopp, Wendy
The findings of Research on Improving Systems of Education (RISE), the 10-year research project looking at education systems in low- and low-middle-income countries, point the way for policymakers interested in promoting large-scale change. The findings make clear that systems do not improve unless a commitment towards ensuring students learn is deeply held throughout the education system, political system, and society.
Don’t look up; look forward:
(Commonwealth business communications, 2023) Schleicher, Andreas
Globalisation and digitalisation have connected people, cities, countries and continents in ways that vastly increase our individual and collective potential. But the same forces have also made the world more volatile, more complex, more uncertain and more ambiguous. The world has seen a growing disconnect between the infinite growth imperative and the finite resources of our planet; between the financial economy and the real economy; between the wealthy and the poor; between the concept of our gross domestic product and the well-being of people; between technology and social needs; and between governance and the perceived voicelessness of people.
Embedding national knowledge infrastructure for STI-Led innovation : positioning Uganda’s libraries, archives & information institutions in the amended UNCST act.
(Uganda Library and Information Association, 2025) Lugya, Fredrick Kiwuwa.
The paper advocates for amending the Uganda National Council for Science and Technology (UNCST) Act to formally position libraries, archives, and information institutions as core national knowledge infrastructure. It identifies a critical gap: despite UNCST's mandate to disseminate research, Uganda's outputs are often inaccessible—published behind international paywalls or lost in fragmented, unpublished formats—which stifles innovation and leads to duplicated efforts. The author proposes four key amendments: legally recognizing information institutions as essential STI infrastructure, mandating open-access deposition of publicly funded research in Ugandan repositories, including librarians in STI governance committees, and establishing a unified National STI Digital Knowledge Gateway. These changes aim to transform UNCST from a ceremonial clearinghouse into a functional system that preserves, organizes, and provides access to Ugandan knowledge, thereby fueling local innovation, ensuring research transparency, and maximizing the return on public investment in science and technology.
Enhancing access and efficiency: the role of library research guides in supporting academic success at Busitema University
(Elsevier Inc., 2025) Lugya, Fredrick Kiwuwa.
This mixed-methods study evaluates the implementation, perceived impact, and systemic barriers of standardized research guides at Busitema University, a multi-campus institution in Uganda. Through concurrent qualitative and quantitative data collection—including in-depth interviews with 30 students and 15 lecturers, open-ended surveys (n = 142), and document analysis—the research identifies both the transformative potential and critical limitations of the discipline-specific guides. Findings reveal a significant awareness gap, with 55 % of interviewed students unaware of the guides' existence. Among regular users (40 % of interviewed students), concentrated in Engineering and Health Sciences, self-reported data indicated perceived time savings and enhanced research efficiency. The study highlights the pivotal role of lecturer-librarian collaboration, with successful partnerships in 8 of 15 cases correlating with higher reported guide engagement. However, institutional constraints—such as lack of recognition for collaborative work, cited by 73 % of non-adopting lecturers—and infrastructural challenges, including weekly internet outages faced by 75 % of rural students, significantly hindered scalability and consistent access. The research demonstrates how localized content curation, incorporating 336 Ugandan policies and 524 scholar profiles, enhanced contextual relevance and addressed decolonial pedagogical aims. Persistent issues with content currency, including broken links reported by 23 % of users, underscored sustainability challenges. Based on these findings, we propose an integrated intervention framework grounded in library and pedagogical scholarship: (1) LMS integration for seamless curricular embedding, (2) incentive structures to formalize faculty collaboration, and (3) participatory update cycles to maintain resource relevance. These evidence-based recommendations contribute to global conversations on equitable resource access, offering a replicable model for balancing standardization with contextual flexibility in resource-constrained academic environments.
Ensuring accessible and inclusive education for all
(Commonwealth business communications, 2023) Grima, Clifton
Malta observes that the COVID-19 pandemic has affected and put unprecedented pressure on education and training systems worldwide. Education is fundamental to wellbeing and is a foundation of collective resilience. The need to rethink and reimagine its role was already acute before the pandemic, in light of technological changes and the need to reskill for the transition to a more sustainable economy.
Exploring control of access to the Japadhola indigenous information
(Sage, 2026) Okello, Gilbert; Bukirwa, Joyce; Magara, Elisam
An ethnographic study was conducted to explore the signiﬁcance of protecting indigenous knowledge and practices in Uganda, focusing on the Japadhola community in Nagongera, Tororo District, Uganda. Despite Uganda’s recognition of its indigenous communities in the 1995 Constitution, there remains a signiﬁcant gap in the protection and promotion of indigenous heritage. Employing ethnography and critical indigenous research methodology (CIRM), this study highlights the unique ways in which the Japadhola community accesses and controls its indigenous knowledge, arguing against its inclusion in the public domain and calling for a reevaluation of legal protections in Uganda. Data were collected through ethnographic methods, including interviews, observations, document reviews, and focus group discussions. We then analyzed the data qualitatively using a grounded theory approach with MaxQDA24 software. The ﬁndings reveal that the Japadhola community employs highly developed and complex access control mechanisms, contributing to contemporary debates on information access and offering insights into African indigenous communities. The study advocates policies that respect and protect the cultural heritage of Uganda’s diverse indigenous communities, providing recommendations to various stakeholders. Keywords Access control, critical indigenous research methodology, ethnography, indigenous knowledge, indigenous knowledge protection, intellectual property rights, Japadhola community, Uganda
Higher education in the commonwealth:
(Commonwealth business communications, 2023) Chandramohan, Balasubramanyam
Should countries focus on Higher Education or School Education? This has long been debated in several countries in the Commonwealth and beyond. In the past debates on development, Higher Education, or the Tertiary sector, was seen as a costly indulgence compared to investment in primary and secondary sectors. The rationale behind this perspective was that investing in early education would provide greater returns on investment in terms of social progress, as well as spin-off effects of having a bigger share of population equipped with essential literacy and numeracy skills. However, the role of Higher Education in achieving economic and social progress has been receiving increasing recognition as countries look to contributing to supply chains in a more integrated and mobile world. Also, notions of lifelong education have gained fresh recognition and prominence, not least in the United Nations Sustainable Development Goal 4 (SDG4), instructional tools, and flexible credentialisation of learning.

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