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Recent Submissions

Knowledge of Pre-Eclampsia and Its Risk Factors Among Pregnant Women Attending Antenatal Care in Lango Sub-Region, Northern Uganda
(International Journal of Women’s Health, 2026) Nanyonga, Joan Kirabo; Nakaziba, Rebecca
Background and Aim: Pre-eclampsia, while poorly understood, is a major public health concern in Africa and one of the leading causes of maternal morbidity and mortality. Its prevention and treatment depend on early detection. Sadly, many mothers globally have limited knowledge of the same. The present study evaluated the level of knowledge of Pre-eclampsia and its risk factors among pregnant mothers attending antenatal care in Lango sub-region, northern Uganda. Methods: A descriptive cross-sectional study was conducted among 250 pregnant women attending antenatal care at Lira regional referral hospital using a consecutive sampling technique to recruit study participants who met the inclusion criteria. Data was collected using a validated well-structured questionnaire and analyzed at univariate and bivariate levels employing binary logistic regression using Statistical Package for Social Sciences (SPSS) version 23. Results: 71.2% of the study participants had never heard of pre-eclampsia while 71.6 had no idea when one is most likely to experience preeclampsia. Only 26% of the participants had received health education talks regarding pre-eclampsia whereas 16.8% had adequate knowledge of pre-eclampsia and its risk factors. The level of knowledge of pre-eclampsia and its risk factors was associated with the participants’ level of education, and age (P-values ≤ 0.05). Conclusion: The knowledge level of pre-eclampsia and its risk factors among pregnant women attending antenatal care was very low in Lango sub-region, Northern Uganda based on education level and age. More efforts are needed to educate mothers on the danger of pre-eclampsia and its risk factors in this particular region and Uganda as a whole.
The Relationship Between Curriculum, Pedagogy, Andragogy, and Assessment in the Competence-Based Education and Training in Ugandan Higher Education Context: An Empirical Review
(British Journal of Contemporary Education, 2026) Angela, Geoffrey; Kansiime, Margaret Lubega; Amongi, Lydia
Introduction: Competence-based education and training (CBET) has been widely embraced in Ugandan higher education to tackle concerns about graduate employability and skills gaps. However, the extent to which curriculum design, pedagogy/andragogy, and assessment are coherently aligned to foster competency development remains uncertain. Methods: An empirical review approach was employed to synthesise findings from qualitative and quantitative studies, policy documents, and institutional reports on CBET in Ugandan higher education and related East African contexts. Evidence was organised across four domains: curriculum, pedagogy/andragogy, assessment, and implementation outcomes, with particular focus on health professions, teacher education, and selected professional programmes. Results: The review reveals significant progress in defining competency frameworks and restructuring curricula around clear outcomes. Practice-oriented pedagogies, such as clinical placements, role-plays, and project-based learning, are increasingly adopted but remain constrained by large class sizes, resource shortages, and insufficient staff training. Assessment reforms include greater utilisation of criterion-referenced, formative, and scenario-based approaches, though high-stakes written examinations still predominate in many programmes. Alignment among curriculum, pedagogy/andragogy, and assessment is strongest where institutions invest in faculty development and structured workplace-based learning and weakest in under-resourced settings and emerging disciplines. Key findings: First, curriculum reform alone does not ensure competency development; its success depends on congruent pedagogical and assessment practices. Second, andragogical principles, feedback, self-monitoring, and authentic tasks are most effective when integrated into systematic assessment frameworks. Third, gaps in teacher/lecturer assessment literacy and unequal resource distribution hinder consistent CBET implementation and aggravate institutional inequalities. Conclusion: CBET in Ugandan higher education has shifted discourse and formal curricula towards competencies, but implementation remains partial and uneven. Misalignment between curriculum goals, teaching practices, and assessment systems hampers the realisation of intended graduate competencies. Recommendations: The study advocates for sustained investment in staff development programmes focused on competency-oriented pedagogy and assessment, the development and refinement of discipline-specific competency frameworks, enhancement of criterion-referenced and workplace-based assessment systems, better resourcing of learning environments, and closer vertical alignment between secondary and higher education to facilitate coherent competence progression.
Empirical Evidence on Generational Characteristics in Public Universities: Professionalism, Work Life, and Lifestyle in the 21st Century Generational Differences in Professionalism, Work-Life Balance, and Lifestyle in Public Universities in Uganda: A Systematic Review
(British Journal of Contemporary Education, 2026) Angela, Geoffrey; Muweesi, Charles
This narrative review synthesises empirical evidence on generational characteristics within and around public universities, focusing on professionalism, work–life balance, and lifestyle among academic staff and younger graduate employees. Generational cohorts differ in how central work is to their lives, their work values, expectations of work–life balance, and attitudes towards professional identity and careers. Evidence shows that Generation X and, especially, Millennials place less emphasis on work, value leisure more, and endorse a weaker traditional work ethic, while prioritising extrinsic rewards and individualistic orientations. Reviews also indicate that younger generations consistently value flexible working arrangements, work– life balance, and supportive environments, and are more likely to prioritise wellness, autonomy, and rapid professional development than older cohorts. Among Gen Z graduates and early-career employees, professionalism is increasingly linked to lifestyle preferences, including health, meaningful work, mobility, and work-life balance, which drive higher expectations for flexibility and a greater willingness to change employers. Human resource implications include redesigning recruitment, performance management, and promotion systems to reward value-based, collaborative leadership rather than mere positional authority. HR must support a shift from rigid hierarchies and rulebound supervision towards flexible structures that emphasise shared governance, ethical behaviour, and engagement with staff and students. This involves integrating institutional values into job descriptions, leadership development, appraisal, and reward processes; strengthening mechanisms for feedback and voice; and building HR capacities in change management and cultural diagnostics. In public universities, HR policies also need to address intergenerational expectations, work–life balance, and professional identity so that leadership practices consistently model inclusivity, transparency, and accountability across all levels of the organisation.
Mapping Academic Integrity Policies with Student Academic Performance in Public Universities in Uganda: A Scoping Review
(British Journal of Contemporary Education, 2026) Angela, Geoffrey; Muweesi, Charles; Okurut, Christine Margaret Ibore
This scoping review explores how academic integrity policies affect student academic performance in Ugandan public universities, placing the Ugandan experience within a broader African and global context. A systematic search of Scopus, Web of Science, ERIC, and Google Scholar identified N=25 empirical and policy studies on academic integrity, governance, and student outcomes, which were screened and synthesised using predefined inclusion criteria. Empirical studies generally indicate that integrity-related dispositions and behaviours (honesty, fairness, trust, respect, responsibility) are positively linked to grade point averages, often indirectly through motivational and psychological resources, while the direct relationship with grades tends to be small to moderate and sometimes inconsistent. Simultaneously, weak or poorly enforced institutional and research integrity policies, high pressures related to assessment and publishing, and limited ethics training are consistently associated with cheating, plagiarism, and falsification, posing downstream risks to the validity of grades, learning outcomes, and institutional credibility. A continentwide analysis of 283 African universities reveals that only about one-fifth maintain publicly accessible research integrity policies, with considerable regional differences. Policy analyses from Africa and elsewhere show that existing academic integrity frameworks are often punitive, legally complex, difficult to access, and offer limited educational or inclusive support for students and staff. Complementary Ugandan and regional studies suggest that institutional management practices, disciplinary regimes, and quality assurance systems significantly influence student responsibility, discipline, and performance trajectories. Overall, the review advocates that Ugandan public universities should move beyond narrow, punitive approaches towards inclusive, educational, transparent, and well-enforced integrity frameworks embedded within broader governance, assessment, and student support systems, in order to uphold both academic standards and the integrity of performance indicators.
Improving SSA Predictios by Inverse Distance Weighting
(REVSTAT– Statistical Journal, 2013) Awichi, Richard O.; Muller, Werner G.
This paper proposes a method of utilizing spatial information to improve predictions in one dimensional time series analysis using singular spectrum analysis (SSA). It employs inverse distance weighting for spatial averaging and subsequently multivariate singular spectrum analysis (MSSA) for enhanced forecasts. The technique is exemplified on a data set for rainfall recordings from Upper Austria