Lira University Institutional Repository

Preserving and sharing the scholarly, academic, research, and institutional output of Lira University for local and global access.

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The Lira University Institutional Repository is a digital platform for collecting, preserving, and disseminating the intellectual and scholarly output of the University.

It provides access to theses, dissertations, journal articles, conference papers, learning materials, reports, university publications, and other research outputs produced by the Lira University community.

Through this repository, Lira University strengthens visibility, knowledge sharing, long-term preservation, and worldwide access to its academic contributions.

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Recent Submissions

Faculty Readiness and Institutional Capacity for Implementing Competence-Based and Innovation-Driven Teaching Approaches for Students with Visual Impairment in Public Universities: A Systematic Review of Uganda. NCHE
(NCHE, 2026) Odong, David Newton; Bika, Shankar Lal; Mukhwana, Michael; Singh, Jaswinder
Competence-based and innovation-driven teaching approaches are increasingly prioritized in higher education systems worldwide, particularly to enhance inclusive learning for students with visual impairment (SwVI). In Uganda, public universities are expected to align their instructional practices with the national competence-based curriculum reforms and equity commitments. This systematic review examined faculty readiness and institutional capacity to implement competence-based and innovation-driven pedagogical approaches for SwVI in Ugandan public universities. The review addressed four objectives: assessing faculty knowledge and preparedness; determining faculty attitudes towards inclusive, innovation-driven teaching; examining institutional resources and technologies for competence-based learning; and exploring institutional support systems and policy structures that influence inclusive teaching for SwVI. Following the PRISMA guidelines, 24 peer-reviewed studies in Uganda, government policy documents, disability-inclusion frameworks, and accessibility standards, published in the last six years (2020-2025), were analyzed. Findings indicate that while faculty demonstrate general awareness of Competence-Based teaching principles, most lack specialized training in inclusive pedagogies and accessible technology. Attitudes towards innovation-driven teaching are moderately positive; however, perceived workload, insufficient incentives, and inadequate institutional guidelines limit their implementation. Institutional capacity remains constrained by limited access to assistive technology, inaccessible digital platforms, and inconsistent implementation of inclusive policies. The review concludes that the successful adoption of competence-based, innovation-driven teaching for SwVI requires strengthened professional development, investment in assistive technologies, accessible digital ecosystems, and robust institutional governance frameworks. The study recommends mandatory faculty training, harmonization of policies across universities, integration of World Wide Web Consortium (W3C)/World Wide Accessibility Initiative (WAI) accessibility standards, and the establishment of comprehensive disability support centers.
Exploring community perceptions of gender roles as a predisposing factor in schistosomiasis infection in southwestern Uganda
(Informa UK Limited, 2026) Mugabi, Faith; Anyolitho, Maxson Kenneth; Huyse, Tine; Kemigisha, Elizabeth; Nyakato, Viola Nilah
Schistosomiasis, a neglected tropical disease, affects people of all genders and ages. However, few studies have examined how communities in endemic areas perceive gender roles as factors influencing infection and control. This study explored the perceptions of farming (Kyaterekera) and fishing (Ndaiga) communities along Lake Albert in Uganda's Kagadi District regarding gender roles and their role in schistosomiasis infection. Using an ethnographic design, we conducted 10 key informant interviews and 18 focus group discussions with 150 participants. Data were analysed thematically. Participants from both settings recognised that gender roles influence infection risk differently for men and women. Societal expectations and gender stereotypes were seen as contributing factors. Farming men often perceived bilharzia as a lake-side issue. Drug side effects were a shared concern, but women in fishing communities preferred using herbs and prayers, while men favoured hospital visits. Gender roles and perceptions of schistosomiasis risk vary by gender and location. Common themes include societal expectations, stereotypes, and concerns about treatment. Gender-specific interventions, such as gender-sensitive campaigns and inclusive decision-making, could help effectively control the disease.
The Registrar's Stewardship in Contemporary Higher Education in Uganda: Navigating Policy, Politics, Challenges, and Success
(East African Journal of Education Studies, 2026) Angela, Geoffrey; Akullu, Brenda
Uganda’s higher education system is rapidly expanding under increasing regulation and expectations to support national development and global competitiveness. In this evolving context, the Registrar occupies a vital yet under-theorised role at the intersection of governance, quality assurance, and daily academic management. This paper uses a conceptual and integrative review approach, drawing on stewardship, systems, and governance theories and synthesising Ugandan and comparative African evidence on leadership, corporate governance, quality assurance, monitoring and evaluation, and registrar office operations. The analysis identifies four interconnected dimensions of the Registrar’s role. First, Registrars interpret and implement regulatory frameworks, particularly those of the National Council for Higher Education, the Universities and Other Tertiary Institutions Act, and the National Quality Assurance Guidelines into institutional policies, records systems, and assessment procedures. Second, they operate within politicised and hierarchical governance environments shaped by leadership styles, council decisions, and student politics. Third, the Registrar's work is constrained by systemic challenges, including understaffing, weak ICT infrastructure, poor policy enforcement, and shifting policy agendas. Fourth, Registrars contribute directly to student and institutional success through credible admissions, assessments, graduations, learner support, and internal quality assurance systems. The paper concludes that the Registrar is a central institutional actor whose effectiveness is critical to credible governance, regulatory compliance, and student-centred service delivery. It recommends clearer role definition in policy, better alignment between regulatory demands and resources, targeted investment in ICT and human capacity, and participatory, transparent management practices to build resilient institutions capable of advancing Uganda’s higher education and development objectives.
The Registrar's Stewardship in Contemporary Higher Education in Uganda: Navigating Policy, Politics, Challenges, and Success
(East African Journal of Education Studies, 2026) Angela, Geoffrey; Akullu, Brenda
Uganda’s higher education system is rapidly expanding under increasing regulation and expectations to support national development and global competitiveness. In this evolving context, the Registrar occupies a vital yet under-theorised role at the intersection of governance, quality assurance, and daily academic management. This paper uses a conceptual and integrative review approach, drawing on stewardship, systems, and governance theories and synthesising Ugandan and comparative African evidence on leadership, corporate governance, quality assurance, monitoring and evaluation, and registrar office operations. The analysis identifies four interconnected dimensions of the Registrar’s role. First, Registrars interpret and implement regulatory frameworks, particularly those of the National Council for Higher Education, the Universities and Other Tertiary Institutions Act, and the National Quality Assurance Guidelines into institutional policies, records systems, and assessment procedures. Second, they operate within politicised and hierarchical governance environments shaped by leadership styles, council decisions, and student politics. Third, the Registrar's work is constrained by systemic challenges, including understaffing, weak ICT infrastructure, poor policy enforcement, and shifting policy agendas. Fourth, Registrars contribute directly to student and institutional success through credible admissions, assessments, graduations, learner support, and internal quality assurance systems. The paper concludes that the Registrar is a central institutional actor whose effectiveness is critical to credible governance, regulatory compliance, and student-centred service delivery. It recommends clearer role definition in policy, better alignment between regulatory demands and resources, targeted investment in ICT and human capacity, and participatory, transparent management practices to build resilient institutions capable of advancing Uganda’s higher education and development objectives.
The Philosophy of Personal Development: Taking Ultimate Responsibility for Your Destiny
(International Journal of Research And Innovation in Social Science (IJRISS), 2026) Angela, Geoffrey; Akello, Judith Abal; Ejang, Mary; Amongi, Lydia
Humans consistently seek meaning, purpose, and a sense that their lives matter. Across philosophical, psychological, and spiritual traditions, personal development is seen as a dynamic process where individuals move from passivity and external control towards active authorship of their own lives. This manuscript explores the philosophy of personal development as the act of taking ultimate responsibility for one’s destiny. Drawing on existential humanistic philosophy, religious–spiritual thought, and modern personality theory, it examines how freedom, responsibility, self-knowledge, and moral character interact to shape a life course. A conceptual, hermeneutic analysis of key texts and frameworks was undertaken, including existential pedagogy, theories of personality as a creative act, models of self-determination, Islamic and Christian perspectives on character development and vocation, and contemporary discussions on positive thinking and quality of life. The analysis highlights several recurring themes: personality is not a fixed trait but an ongoing task and creative act; responsibility is both a prerequisite and a result of a mature personality; destiny is better understood as a vocation or mission rather than mere fate; and self-development requires active engagement with internal and external “barriers,” meaning, and values. These findings suggest that taking ultimate responsibility for one’s destiny involves assuming authorship of responses to circumstances, nurturing character and self-knowledge, and aligning one’s life with a personally and ethically meaningful sense of calling. This article concludes with practical implications for education, counselling, and spiritual guidance, and proposes research directions to empirically investigate responsibility-centred models of personal development.