Lira University Institutional Repository

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

Search Repository Browse Communities

About the Repository

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.

Quick Links

Communities in DSpace

Select a community to browse its collections.

Now showing 1 - 5 of 6

Recent Submissions

The Influence of Institutional Research Culture on the Research Competence of Lecturers of Kyambogo University
(International Journal of Education, 2025) Atuhaire, Shallon; Mugizi, Wilson; Kato, Joshua Kimata
This study examined the influence of institutional research culture on research competence of lecturers of Kyambogo University. Using a correlational research design to collect data and analyse data from a sample of 192 teaching staff. The data were analysed using SPSS for descriptive statistics and SmartPLS was used to test the hypotheses and structural equation modelling. Descriptive results indicated that the majority of the respondents were males (54.7%). Concerning age range, the majority 66.7% were aged 40 years and above while the rest (33.3%) were below 40 years and the majority (60.9%) were PhD holders. Inferential results revealed that institutional research culture had a positive and significant influence on lecturers’ research competences. It explained 33.6% of the variation in research competence of lecturers. Therefore, institutional research culture is very central in fostering the research competences of lecturers. Institutional managers should nurture a culture that enhances the research competence of lecturers. KEYWORDS Institutional Research Culture, Research, Research Competence
Credit Management Practices and Non-Performing Loans in the Deposit Taking Savings and Credit Cooperative Societies in Apac Municipality
(Lira University, 2024) Agwa, Patrick Isaac; Dr. Etengu, Robert Oguti
ABSTRACT Background There are high rates of neonatal deaths in Northern Uganda, at 20 deaths per 1,000 live births. Data from Lira Regional Referral Hospital (LRRH)indicates that 80 stillbirths occurred between January and April 2024. This study aimed to assess prevalence and factors associated with immediate deaths among neonates at Lira regional referral hospital. Methods This study employed used a cross-sectional design that used quantitative methods of data collection. We consecutively recruited 372 postpartum women were at Lira Regional Referral Hospital using a structured questionnaire. additional data extracted from their medical records. Quantitative data was analyzed at both bivariate and multivariate levels, with a p-value of less than 0.05 considered statistically significant. Results The prevalence of immediate neonatal death was 3.5% (95% CI: 1.9%–5.9%) among 372 newborns. The factors that were significantly associated with higher odds of immediate neonatal deaths included; having rural residence (AOR = 4.7, 95% CI: 1.2–18.0; p = 0.024), having a preterm birth (AOR = 3.6, 95% CI: 1.1–12.15; p = 0.038) and giving birth to a neonate who experienced respiratory distress (AOR = 4.8, 95% CI: 1.32–17.4; p = 0.017). Conclusion Immediate neonatal death at LRRH remains a significant burden, especially among preterm, respiratory- compromised neonates and mothers from rural areas. Addressing health system deficiencies and providing psychosocial support for grieving mothers are crucial for reducing neonatal mortality and improving maternal well-being respectively. Keywords Immediate neonatal deaths, Factors, Maternal Experience
Community-based family planning resources and modern contraceptive use among young women living with HIV in semi-rural northern Uganda: a mixed-method study.
(Article in Press, 2026) Kumakech, Edward; Benyumiza, Deo; Musinguzi, Marvin; Inzama, Wilfred; Ebong, Doryn; Okello, James; Kabiri, Lydia; Ogwal-Okeng, Jasper Watson
Background: Adolescent girls and young women living with HIV (AGYWLHIV) face heightened risks of unintended pregnancy and often encounter barriers to accessing appropriate family planning (FP) services, particularly in Uganda. Village Health Teams (VHTs) are expected to promote the uptake of modern contraceptives (MCs), yet limited evidence exists regarding their effectiveness among AGYWLHIV in semi-rural areas. This study aimed to determine the prevalence, associated factors, and predictors of MC use among AGYWLHIV accessing HIV care in semi-rural northern Uganda, with a focus on the role of VHTs and other individual, sociocultural, and structural influences. Methods: A convergent mixed-methods study was conducted in Lira district and city northern Uganda among a stratified sample of AGYWLHIV aged 15–24 accessing antiretroviral therapy (ART) at public health facilities. Quantitative data were collected using interviewer-administered questionnaires while qualitative data were gathered through individual in-depth interviews with a purposively selected subsample reporting non-use of MCs. Participants were asked about their awareness and use of FP services, current MC use, and reasons for non-use. Statistical analysis involved descriptive statistics and multivariable modified Poisson regression at a 5% significance level. Manual thematic analysis was used for qualitative data and integration was performed at interpretation to provide a comprehensive understanding. Results: We recruited 423 AGYWLHIV aged 21.6 ±2.5. The study found 62.4% (95% CI 57.8 – 67.0) MC use prevalence. The MC use was significantly associated with the woman being a catholic by religion (p= 0.001, APR 1.262 (95% CI 1.096-1.452), having no fertility desires (p= 0.034, APR 0.728, 95% CI 0.5430.976), being single (P<0.001, APR 0.751, 95% CI 0.651-0.866), alcohol use (p= 0.001, APR 1.288 (95% CI 1.117-1.485), being pregnant (p= 0.004, APR 0.306, 95% CI 0.137-0.684) and having an HIV negative male partner (p= 0.009, APR 1.225, 95% CI 1.052-1.425). Qualitative findings highlighted barriers including male partner disapproval, stigma, misinformation, pregnancy or postpartum status and sociocultural norms. Conclusion: While MC use prevalence among AGYWLHIV in semi-rural northern Uganda exceeds national, East African and SSA averages, uptake is influenced by multifaceted socio-cultural, individual and systemic factors. The lack of significant associations between the women’s awareness of the various community-based FP resources or providers and their use of MCs but religious affiliation, marital status, alcohol use, fertility desires and male partner’s HIV status implies that socio-cultural, individual and systemic barriers to MC use should be addressed alongside awareness creation to improve the MC use in the AGYWLHIV population.
Amongi, Lydia
(British Journal of Education, Learning and Development Psychology, 2026) Angela, Geoffrey; Lubega, Margaret Kansiime
Technical and Vocational Education and Training (TVET) is crucial for skills development and inclusive growth in Sub-Saharan Africa, yet gender inequalities in access, participation, and outcomes remain widespread. This paper systematically reviews empirical and review studies published between 2019 and 2025 on women’s participation in TVET within African contexts. Using databases and grey literature explorations, predefined inclusion criteria, and structured data extraction templates, the review examines how institutional arrangements, socio-economic conditions, and cultural norms influence gendered TVET pathways. Thematic and comparative analysis synthesises evidence across countries, disciplines, and TVET subsectors. Results indicate that, despite global progress in girls’ education, African TVET systems often perpetuate gendered divisions of labour and exclude women from high-value technical fields. Barriers include persistent funding shortages, gender-insensitive institutional environments, socio-cultural norms favouring boys’ technical education, weak links to decent work, and intersecting disadvantages related to poverty, disability, rural residence, and informal settlement living conditions. New evidence highlights the importance of self-efficacy, social justice awareness, and perceptions of fairness in shaping women’s TVET ambitions and perseverance, while highlighting the positive impact of targeted advocacy, bursaries, and industry partnerships in reducing financial and informational barriers. Effective practices include gender-responsive pedagogy, safe and supportive learning environments, structured mentorship, community engagement to challenge stereotypes, and localised, gender-responsive policies addressing regional and sectoral disparities. The review concludes that incremental, isolated interventions are unlikely to close gender gaps; instead, multi-level, gender-transformative reforms are necessary to align TVET financing, curricula, governance, and labour-market linkages with Sustainable Development Goals 4 and 5. It recommends: (1) integrating gender-responsive budgeting and accountability into TVET systems; (2) expanding gender-transformative institutional practices, including safeguarding and leadership development for women; (3) strengthening pathways from TVET into decent work through inclusive industry partnerships; and (4) investing in rigorous, context-sensitive impact evaluations of gender-focused TVET interventions, especially in under-researched regions and sectors. Technical and Vocational Education and Training (TVET) is vital for skills development and inclusive growth in SubSaharan Africa, but gender inequalities in access, participation, and outcomes still persist. Ongoing gendered divisions of labour and women’s under-representation in high-value technical fields restrict the transformative potential of TVET for advancing gender equality and decent work. Methods This paper systematically reviews empirical and review studies published between 2019 and 2025 on women’s participation in TVET within African contexts. Searches of academic databases and grey literature utilised predefined inclusion and exclusion criteria and employed structured data extraction templates. Thematic and comparative analyses were used to synthesise evidence across countries, disciplines, and TVET subsectors, with attention to the institutional arrangements, socio-economic conditions, and cultural norms that shape gendered TVET pathways. Results Findings show that African TVET systems often reinforce gendered occupational segregation and exclude women from high-value technical fields. Barriers include chronic funding shortages, gender-insensitive institutional environments, socio-cultural norms that prioritise boys’ technical education, weak links to decent work, and intersecting disadvantages such as poverty, disability, rural residence, and informal settlement living conditions. Emerging evidence highlights the roles of self-efficacy, social justice awareness, and perceived fairness in shaping women’s TVET aspirations and perseverance. Targeted advocacy, bursaries, and industry partnerships offer promise in reducing financial and informational barriers. Effective practices include gender-responsive pedagogy, safe and supportive learning environments, structured mentorship, community engagement to challenge stereotypes, and locally adapted gender-responsive policies. Conclusions and Recommendations: Incremental, isolated interventions are unlikely to close gender gaps in African TVET. Multilevel, gender-transformative reforms are needed to align TVET financing, curricula, governance, and labour-market linkages with Sustainable Development Goals 4 and 5. Priorities include integrating gender-responsive budgeting and accountability into TVET systems, expanding gender-transformative institutional practices (including safeguarding and women’s leadership development), strengthening pathways from TVET into decent work through inclusive industry partnerships, and investing in rigorous, context-sensitive impact evaluations of gender-focused TVET interventions, particularly in under-researched regions and sectors.
From Classroom to Career: A Systematic Review of How Ugandan TVET Pathways Shape Youth Employability, Earnings, And Transition to Decent Work.
(Advanced International Journal for Research (AIJFR), 2026) Angela, Geoffrey; Kwizera, Gad
This systematic review synthesises empirical evidence on how Technical and Vocational Education and Training (TVET) pathways in Uganda influence youth employability, earnings, and transitions to decent work, placing Ugandan findings within the wider context of Sub-Saharan Africa and low- and middleincome country (LMIC) evidence. Following PRISMA-style procedures, the review uses data from experimental and quasi-experimental impact evaluations, tracer studies, and qualitative research on TVET, internships, apprenticeships, and skills development. Global and regional systematic reviews indicate that TVET interventions tend to have small but positive average effects on overall paid employment, formal employment, and monthly earnings among young people, though these effects vary and are influenced by study quality and programme design. Evidence consistently shows stronger, more consistent impacts when classroom-based TVET is combined with work-based learning, such as internships and apprenticeships, along with additional support services, including career guidance, entrepreneurship training, and financial aid. Ugandan tracer and system studies report that most TVET diploma graduates find employment within one year and identify teaching quality, entrepreneurial training, and strong academic performance as key factors driving employability, while curriculum– labour market misalignment, weak digital skills, variable internship quality, and reliance on informal hiring networks limit outcomes. Research on informal-sector-focused TVET under the “Skilling Uganda” agenda suggests that skills development can improve informal work and increase incomes in urban areas, though issues such as deficits in decent work, precarious conditions, limited social protection, and limited career progression remain. Qualitative analyses across LMICs highlight that TVET participation affects not only economic outcomes but also young people’s cultural and social capital, aspirations, and well-being, with particularly strong benefits for disadvantaged youth. Overall, the review concludes that Ugandan TVET provides a meaningful pathway from education to employment and can improve job prospects and earnings, but it is not yet a guaranteed route to decent work, emphasising the need for more in-depth system reforms and more rigorous impact evaluations in Uganda.