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Item Teachers' capacity building and implementation of the competence-based curriculum in government-aided secondary schools in Kumi district.(Busitema University, 2026) Oule, Simon PeterThis study investigated teachers’ capacity building and implementation of the CompetenceBased Curriculum (CBC) in secondary schools in Kumi District, Uganda. The study aimed to identify capacity-building strategies, assess CBC implementation, establish the effect of capacity building on implementation, and identify associated challenges. Guided by Kolb’s Experiential Learning Theory, the study adopted a convergent parallel mixed-methods design. The target population was 357 participants comprising teachers, students and school administrators. Data were collected using questionnaires and interview guides. A total of 302 valid responses were obtained, comprising 290 questionnaires and 12 interviews, representing an 84.6% response rate. Quantitative data were analysed using descriptive statistics, Spearman’s rank-order correlation and linear regression in SPSS version 27, while qualitative data were analysed thematically and integrated with quantitative findings. Content validity was acceptable, with I-CVI values ranging from 0.78 to 0.97. Capacity-building strategies were moderately implemented (M = 2.98, SD = 1.250), with workshops and seminars rated highest (M = 3.09) and coaching lowest (M = 2.84). Qualitative findings indicated that training and peer learning were available but irregular, while mentoring and coaching were weak. CBC implementation was moderate, with lesson preparation rated highest (M = 3.11) and use of assessment feedback lowest (M = 2.82). Teachers’ practical capacity to implement CBC was low (M = 2.30, SD = 0.779). A strong positive relationship existed between capacity building and CBC implementation (ρ = .703, p < .001), while regression showed that capacity building significantly predicted implementation (R² = .469, β = .685, p < .001). Challenges were high (M = 3.79), particularly inadequate instructional and ICT resources, heavy workload, insufficient subject-specific training, large classes, limited mentoring, and assessment difficulties. The study concludes that sustained capacity building is required to improve CBC implementation. It recommends subject-specific training, mentoring and coaching, peer learning, benchmarking, and regular post-training support.Item Participatory management and teacher commitment in government-aided secondary schools in Bukedea district, Uganda.(Busitema University, 2026) Okiring, GodfreyTeacher commitment is important to the capacity of schools to sustain professional effort, participation in school activities and progress toward institutional goals. This study examined the relationship between participatory management and perceived behavioural manifestations of teacher commitment in five government-aided secondary schools in Bukedea District, Uganda. Specifically, the study sought to (i) establish the influence of delegation of authority on teacher commitment, (ii) investigate the influence of shared decision-making on teacher commitment, and (iii) determine the influence of collaborative leadership on teacher commitment. A quantitative-dominant convergent mixed-methods design was adopted within a correlational cross-sectional framework. Quantitative data were collected using a structured seven-point Likert-scale questionnaire, while qualitative data were obtained through semi structured interviews with school administrators. The planned sample comprised 364 participants: 339 questionnaire respondents and 25 administrators. The achieved sample consisted of 324 usable questionnaires and 17 administrator interviews. The questionnaire's content validity was satisfactory, with an overall Content Validity Index (CVI) of 0.88; CVI values were 0.83 for delegation of authority, 0.83 for shared decision-making, 1.00 for collaborative leadership and 0.83 for teacher commitment. The reported overall internal consistency coefficient for the 24 questionnaire items was Cronbach's α = .999. However, construct-specific reliability coefficients were not available in the archived dissertation and were therefore not fabricated. Quantitative data were analyzed using frequencies, percentages, means, standard deviations, Spearman's rank correlation, simple linear regression and ANOVA at α = .01. Qualitative interview data were analyzed thematically and integrated with the quantitative findings at the interpretation stage. For Objective One, delegation of authority was implemented at a fairly good level (M = 4.46, SD = 1.994) and had a statistically significant positive association with teacher commitment (rₛ = .995, p < .001), with the separate simpleregression model reporting R² = .968. For Objective Two, shared decision-making was implemented at a fair/moderate level (M = 4.42, SD = 1.959) and was positively associated with teacher commitment (rₛ = .995, p < .001), with R² = .975. For Objective Three, collaborative leadership was implemented at a fair/moderate level (M = 4.36, SD = 2.022) and showed the strongest reported association (rₛ = .996, p < .001), with R² = .978 in the separate simple-regression model. Perceived behavioral manifestations of teacher commitment recorded an overall mean of 3.95 (SD = 1.995). Administrator interviews explained the quantitative patterns through trust, autonomy, ownership, consultation and teamwork, while also identifying inconsistent participation, limited autonomy and responsibility without equivalent decision-making authority. The study concludes that participatory-management practices were positively associated with perceived behavioral manifestations of teacher commitment in the selected schools. The evidence suggests that participation is more meaningful when teachers receive genuine voice, appropriate autonomy, trust and shared responsibility rather than merely additional duties or symbolic consultation. The study recommends that school leaders strengthen delegation by matching responsibility with decision-making authority and support; institutionalize timely and transparent teacher participation in major decisions; and strengthen collaborative leadership through joint planning, professional dialogue, trust-building, clear roles and feedback. Because the study was cross-sectional and the questionnaire did not separately measure affective, continuance and normative commitment, the findings should be interpreted as associations involving perceived behavioral manifestations of commitment rather than definitive causal effects or dimension specific psychological commitment.Item Digital marketing leadership practices and student enrolment in secondary schools in Tororo district, Uganda.(Busitema University, 2026) Muholi, DanielThe study investigated the influence of digital marketing leadership practices on student enrolment in secondary schools in Tororo District, Uganda. Specifically, the study examined the influence of strategic planning for digital marketing, resource allocation and support, and capacity building and staff empowerment in digital marketing on student enrolment. The study was prompted by persistent challenges of student enrolment in secondary schools in the district. A cross-sectional research design employing quantitative and qualitative approaches was adopted. The study targeted 274 respondents comprising 86 teachers, 92 students, 92 parents, three head teachers, and one District Education Officer. A total of 250 respondents participated in the study. Data were collected using self-administered questionnaires and interview guides. Simple random sampling, purposive sampling, focus group discussions, and census inquiry techniques were employed. The validity and reliability of the research instruments were established using the Content Validity Index (CVI = 87.5%) and Cronbach’s Alpha coefficient (α = 0.817), respectively. Quantitative data were analyzed using SPSS version 23 through descriptive statistics, Pearson correlation, simple linear regression, and multiple regression analysis, while qualitative data were analyzed thematically using relevant verbatim quotations. The findings revealed strong, positive, and statistically significant relationships between strategic planning for digital marketing and student enrolment (r = 0.750, p < 0.05), resource allocation and support for digital marketing and student enrolment (r = 0.675, p < 0.05), and capacity building and staff empowerment in digital marketing and student enrolment (r = 0.755, p < 0.05). Simple regression analysis further indicated that strategic planning for digital marketing significantly influenced student enrolment (β = 0.716, t = 10.196, p < 0.05); resource allocation and support significantly influenced student enrolment (β = 0.622, t = 8.240, p < 0.05); and capacity building and staff empowerment significantly influenced student enrolment (β = 0.816, t = 10.348, p < 0.05). The study concludes that digital marketing leadership practices are significantly associated with student enrolment in secondary schools in Tororo District. It recommends that school administrators institutionalize strategic digital marketing within school development planning, allocate adequate resources to digital marketing activities, and provide continuous capacity building and empowerment for staff to effectively use digital platforms for student recruitment and enrolment.Item The impact of sugarcane growing on learners' academic performance in primary schools of Iwemba sub-county, Bugiri district, Uganda.(Busitema University, 2026) Bogere, HassanThe study sought to ascertain the “The impact of sugarcane growing on learners' academic performance in primary schools of Iwemba Sub-county, Bugiri District, Uganda.” The study was guided by the following specific objectives: i) to examine the influence of learners' involvement in sugarcane farming activities on their academic performance in primary schools of Iwemba Sub-county, ii) determine the effect of parental involvement in sugarcane growing on learners' academic performance and iii) establish the relationship between time spent on sugarcane related activities and learners' academic performance. The study adopted a cross-sectional research design employing both quantitative and qualitative approaches that targeted a population of 380 respondents comprising of ; parents, teachers and learners who were expected to provide the required information. Using the Krejcie and Morgan (1970) table of sample determination, questionnaires and interview guide were sued to 302 respondents whose views were used to collect data. To get quality data, the researcher ensured that the instruments were valid by conducting a preliminary (pilot) survey and SPSS to determine their reliability. In objective one, the findings indicate that the majority of respondents 218 (81.6%) confirmed that pupils participate in sugarcane farming before, during and after school. Objective two found out that sugarcane growing positively contributes to education through increased household income which facilitates; purchase of scholastic materials 206 (77.2 %), payment of school dues224 (83.9%) and improves pupils' welfare both at home and school (74.2%). For objective three, it was clear that absenteeism; leads to frequent missed classes during harvesting periods poor performance scores and dropping out of school. The study concluded that child involvement in sugarcane-growing activities negatively affects learners' academic performance. It also specfed that sugarcane growing contributes positively to household income, thereby facilitating provision of scholastic materials, payment of school dues, and improvement of children's welfare. The study also concluded that school attendance is a critical determinant of learners' academic performance as frequent absenteeism during planting and harvesting seasons contributes to poor examination performance and school dropout County. The study recommended that; parents should minimize children's involvement in sugarcane-related activities during school days and allocate sufficient time for pupils to attend school and revise their work, Schools and teachers should monitor attendance records to identify pupils frequently absent because of sugarcane activities and work with their parents to alleviate the situation The study recommended that future research be done on; the effect of parental attitude towards education on academic performance in sugarcane-growing communities as well as the impact of commercial agriculture on retention and completion rates among primary school learners in Eastern UgandaItem Examining the influence of salary increase for mathematics secondary school teachers in teaching and learning mathematics in selected schools in Kumi district.(Busitema University, 2026) Omoding, DarlingtonThis study examined the influence of salary increase for mathematics secondary school teachers on the teaching and learning of mathematics in selected secondary schools in Kumi District, Uganda. The study was guided by five objectives which focused on establishing the level of teacher performance and student performance before and after salary increase, determining changes in performance, and assessing stakeholders' perceptions regarding the effects of salary enhancement. The study employed a quasi-experimental research design using both quantitative and qualitative approaches. Data were collected from 18 mathematics teachers and 6 school administrators selected from government and private secondary schools in Kumi District. Questionnaires and school records, particularly Uganda Certificate of Education (UCE) mathematics results, were used to collect data. The findings revealed that salary increase positively influenced mathematics teachers' performance. Significant improvements were observed in lesson preparation, punctuality, syllabus coverage, use of instructional materials, student assessment, feedback provision, and commitment to teaching duties. The study further established that students' performance in mathematics improved after the salary increment, as evidenced by improved UCE grades and reduced failure rates. The study also found that the majority of teachers and administrators believed that salary enhancement increased teacher motivation, improved teaching quality, promoted professionalism, and contributed to better student learning outcomes. The study concludes that salary increase is an important factor in improving teacher performance and students' achievement in mathematics. It recommends that government and education stakeholders continue implementing salary enhancement policies while addressing other factors such as provision of teaching resources, teacher professional development, and improvement of working conditionsItem Instructional leadership practices and the implementation of the competence-based curriculum : a case study of selected government-aided secondary schools in Jinja district.(Busitema University, 2026) Mulabbi, BarbraThis study examined the influence of instructional leadership practices on the implementation of the Competence-Based Curriculum (CBC) in three purposively selected government-aided secondary schools in Jinja District, Uganda. Anchored in Hallinger’s Principal Instructional Management Rating Scale (PIMRS) and Fullan’s Theory of Educational Change, the study adopted a sequential explanatory mixed-methods design. Stratified random sampling was used to select 86 teachers for the quantitative strand, while 20 key informants were purposively selected for the qualitative strand until data saturation was reached. Data were collected using a structured questionnaire, semi-structured interviews, non-participant classroom observations, and document analysis. Quantitative data were analysed using descriptive statistics, Pearson correlation (preliminary), and linear and multiple regression analyses in SPSS Version 26, while qualitative data were analysed through reflexive thematic analysis. Findings revealed moderate levels of instructional leadership practices, with composite means of 3.38 for instructional supervision and support, 3.34 for professional development coordination, and 3.38 for utilisation of teaching learning resources. Pearson correlation (used as a preliminary test) indicated strong positive relationships with CBC implementation (r = 0.68, 0.62, and 0.59, respectively, p < .001). Regression analyses confirmed that instructional supervision was the strongest predictor (β = 0.412, p < .001); the three dimensions together explained 55.1% of the variance in CBC implementation (R² = 0.551). Qualitative findings corroborated the quantitative results, revealing that supervision was largely compliance-oriented, professional development was disjointed and externally initiated, and chronic resource shortages constrained the practical delivery of CBC. One school demonstrated relatively stronger leadership practices and correspondingly higher CBC implementation. The study concludes that instructional leadership is a critical facilitator of the successful implementation of the Competence-Based Curriculum in resource-constrained settings. It recommends the institutionalisation of developmental supervision, the establishment of sustained school-based professional development programmes, and proactive resource mobilisation by school leaders, district education offices, and the Ministry of Education and Sports. The findings validate and contextualise Hallinger’s PIMRS and Fullan’s Theory of Educational Change within Uganda’s post-2020 curriculum reform landscape and contribute to theory and practice in educational leadership in sub-Saharan Africa.Item The eastern question of Europe (1815 - 1878).(Academia, 2010) Muweesi, CharlesThe term eastern question generally referred to the conflicts or wars that characterized the European continent over the Balkan areas (Eastern Europe) that were under the Sultan of Turkey of the ancient Ottoman Empire. The European great powers of the time namely Britain, Russia, Austria, and France had diverging views over the states of the Turkish (Ottoman Empire) which called for the Global concern hence the term Eastern question. Specifically the term Eastern question has been correctly used to refer to the decline of the Turkish/ Ottoman Empire and the consequences of its decline on the European continent.Item The impact of parental involvement on the academic performance of learners in primary schools in buswale sub county, namayingo district(Busitema University, 2026) Aketi, JanetThis study examined the impact of parental involvement on the academic performance of learners in primary schools in Buswale Sub County, Namayingo District, Uganda. Academic performance among primary school learners remains a major concern despite continued government investment in the education sector. Numerous studies have identified parental involvement as one of the critical determinants of learners' educational success, yet many parents in rural communities remain inadequately engaged in their children's learning due to socioeconomic, educational, and cultural barriers. This study was undertaken to establish the extent to which parental involvement influences learners' academic achievement and to provide evidence-based recommendations for improving collaboration between homes and schools. The study was guided by three specific objectives: to establish the influence of parental supervision of learners' homework on academic performance; to examine the effect of parental participation in school activities on learners' academic performance; and to assess the influence of effective parent-teacher communication on learners' academic performance in primary schools. A descriptive survey research design employing both quantitative and qualitative research approaches was adopted to enable a comprehensive understanding of the phenomenon. The study targeted parents, teachers, head teachers, and learners from selected primary schools in Buswale Sub County. Data were collected using structured questionnaires and semi-structured interview guides. Quantitative data were analyzed using descriptive and inferential statistical techniques, while qualitative data were analyzed thematically to complement and explain the quantitative findings. The findings were expected to demonstrate that active parental involvement, particularly through consistent supervision of homework, regular participation in school activities, and effective communication with teachers, positively influences learners' academic performance. Learners whose parents actively monitored their educational progress and maintained close collaboration with schools were anticipated to exhibit improved academic achievement, higher motivation, better discipline, increased school attendance, and enhanced learning outcomes compared to learners whose parents were less involved. The study concludes that parental involvement is a significant contributor to learners' academic success and should be promoted as a shared responsibility between families, schools, communities, and educational authorities. The study recommends strengthening parent-school partnerships through regular communication, parental education programmes, increased parental participation in school management and academic activities, and the development of policies that encourage meaningful parental engagement. The findings are expected to benefit parents, teachers, school administrators, education officers, policy makers, and researchers by providing practical strategies for enhancing learners' academic performance through strengthened parental involvement.Item Investigation into the barriers of parental engagement in low-income communities into the academic affairs of the pupils in eastern division, Busia municipality(Busitema University, 2026) Mukisa, ZereshParental engagement is essential for improving pupils’ academic performance, yet in low-income communities, various barriers significantly limit parents’ involvement in their children’s education. This study investigated the barriers to parental engagement in the academic affairs of primary school pupils in low-income communities in the Eastern Division of Busia Municipality, Uganda. The study was guided by three objectives: (1) to identify and categorize the main barriers to parental engagement; (2) to assess the extent to which these barriers influence pupils’ academic affairs (attendance, homework completion, and classroom performance); and (3) to explore strategies and interventions to overcome these barriers and enhance engagement. A descriptive cross-sectional research design was employed, utilizing structured questionnaires to collect data from 70 respondents: 25 parents/guardians, 15 teachers, and 30 pupils (P4–P7) from selected government-aided primary schools. The overall response rate was 100%. Data were analyzed using descriptive statistics (frequencies and percentages) on a 4-point Likert scale, with qualitative open-ended responses thematically summarized. The findings revealed that the primary barriers were financial difficulties (76.7%–93.3% agreement), time poverty due to work commitments (76.6%–86.7%), and low parental literacy/education level (64.0%–86.7%). These barriers strongly and negatively affected pupils’ academic affairs, with high agreement on increased absenteeism (73.3%–93.3%), incomplete homework (76.7%–93.3%), and reduced concentration/classroom performance (76.6%–93.3%). Respondents strongly supported interventions including parent training programs (80.0%–93.3%), flexible school meeting schedules (83.3%–93.4%), community sensitization on parental roles (84.0%–93.3%), and provision of free scholastic materials and meals (84.0%–86.7%). The study concludes that socioeconomic and structural barriers in Busia’s low-income border communities severely hinder parental engagement, resulting in poor academic outcomes for pupils. Targeted, context-specific interventions—particularly flexible scheduling, parent capacity-building, and resource support—are urgently needed to strengthen family-school partnerships and improve educational equity under Uganda’s Universal Primary Education (UPE) framework. Recommendations include policy-level subsidies, school-based flexible programs, community awareness campaigns, and adult literacy initiatives. Further research should explore longitudinal impacts of these interventions and gender- disaggregated effects in similar border settings.Item Busitema convocation polls end in chaos.(New Vision, 2017-09-26) Vision PublicationThe election of the first Busitema University convocation executive over the weekend almost resulted in a physical fight.Item Nkumba University reduces hours for evening lectures.(New Vision, 2017-09-26) Vision PublicationAs security operatives continue to hunt for suspected killers of girls and women in Wakiso district, Nkumba University has restricted its evening lectures time, by an hour. The University's evening lectures now end at 8:00pm, from the usual 9:00pm,Item Sensitise parents on school feeding, first lady urges leaders(New Vision, 2018-05-10) Vision, ReporterThe First lady and Minister of Education and Sports, Mrs Janet Museveni, has said the issue of parents not packing food for their school-going children is a mindset problem which requires intensified community sensitisation by all leaders at different levels.Item No stone will be left unturned to ensure children feed at school, says first lady(New Vision, 2018-06-07) Vision, ReporterThe First lady and Minister of Education and Sports. Mrs Janet Museveni, has said she wants to ensure that parents take up their responsibility of providing school meals for their children.Item Campaign against teacher absenteeism bearing fruit(New Vision, 2018-05-01) Vision, ReporterThe drive was in response to the June 2015 directive by President Yoweri Museveni to cabinet.Item Many scholarships for those in science study(New Vision, 2018-05-23) Vision, ReporterKnowing all the right places to go to find scholarships may not be easy, but the fact remains there are plenty of scholarships for top science students. The scholarships are both foreign and provided within the country.Item First lady cautions schools on fees(New Vision, 2018-05-17) Vision, ReporterThe Minister of Education and Sports and also the First Lady, Janet Museveni has warned both public and private schools' management against levying charges that have not been cleared by the ministry's authorities.Item Catholics' beg forgiveness' for violence.(New Vision, 2017-11-01) Vatican CityCatholic and Lutheran leaders issued a joint statement yesterday saying they begged forgiveness for violence waged during a revolution that saw Protestants break away from the Roman Catholic Church. "We begged for forgiveness for our failure and for the ways in which Christians have wounded the Body of the Lord and offended each other during the five hundred years sinceItem UPE needs united effort to thrive.(New Vision, 2017-09-26) Wokuri, SylviaUPE, like a child in a home needs effort of all family members' intervention to grow. I note with heart felt concern when other stakeholders don't care about the survival of UPE, but are there to blame. I think we needItem MTAC holds first graduation in Mbale.(New Vision, 2017-11-06) Sanya, SamuelThere were tears of joy and ululations when the Government-run Management, Training and Advisory Centre (MTAC) held its first graduation in the eastern town of Mbale. A total of 225 students from MTAC centres in Mbale and Pader,Item First lady concludes school feeding campaign(Sunday Vision, 2018-06-03) Bwambale, Taddeo; Businge, ConanAfter a six week tour around the country sensitising parents about feeding their school-going children, the First Lady, Mrs. Janet Museveni, has announced the end of her campaign.