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Learning Environment and Inclusion of learners in Secondary Education in Uganda: Analysis of the Moderating role of Self-Efficacy and Disability Status
(East African Journal of Education Studies, 2023-10-16) Opio,George; Ofoyuru,Denis Thaddeus; Odora Hopper Catherine A
The inclusion of learners in secondary education has been fundamentally
associated with the learning environment. However, little is known about the
relationships between types of learning environments and inclusion when
moderated by self-efficacy and mediated by disability status. This study
measured whether different types of learning environments were associated with
inclusion differently and if self-efficacy and disability status mediated the
relationships between learning environment and inclusion. In a cross-sectional
study, 309 learners with and without disabilities were assessed for inclusion in
secondary education, Self-efficacy, Disability status and Learning environment.
Regression Analyses were used to measure the association between different
types of Learning environment and inclusion and the moderating role of
learner’s self-efficacy and disability status in the relationship between learning
environment and inclusion in secondary education. The findings yielded that
physical and social learning environments are the types of learning environments
that significantly and independently predicted inclusion in secondary education.
The physical learning environment was significantly correlated with social
efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<.
001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and
Achievement (B=. 10, P<. 001). While Social environment also had appositive
and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion;
access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<.
001), and achievement (B=. 20, P<. 001). Disability status was found not to relate
significantly to self-efficacy and inclusion, but self-efficacy was positively
associated with inclusion. The direct relation between learning environment and
inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and
disability status did not mediate the relationship between learning environment
and inclusion. Types of learning environments should be considered when
implementing inclusion in secondary education. Psycho-educational
intervention should consider the development of social efficacy as a key
determinant of the inclusion of all learners in secondary education.
Towards a Typology of Activities for Community Transformation: Case Study of Gulu University
(INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH AND KNOWLEDGE, 2018-06) Ofoyuru,Denis Thaddeus; Bisaso,Ronald; Muwagga,Muwagga Anthony
More than ever, pressure is being brought to bear on universities to contribute directly to societal transformation.
However, research about this phenomenon in Africa is rare. The objective of the study was to explore activities
for community transformation by disciplinary fields in Gulu University, in northern Uganda. We sought to
understand how community transformation activities manifest in disciplinary fields in Gulu University through a
qualitative case study. Twelve senior faculty and three top managers constituted the sample. We collected data
using in-depth interviews and documents check; and analysed thematically. Findings reveal inter- and intra
disciplinary asymmetry and variation; and functional asymmetry in activities for community transformation by disciplinary fields.
We conclude that the overall state of community transformation is fragile. A mutli- and inter
disciplinary approach to activities for community transformation is proposed.
Doctoral education and the knowledge triangle:
(Emerald Insight, 2025-03-25) Etomaru, Irene; Ofoyuru, Denis Thaddeus
Purpose– This study aims to explore the dynamics of linking doctoral programs to other sectors constituting future workplaces and fields of public engagement for doctoral graduates in Uganda. This is in
light of the current global pressures for universities to contribute more directly to society, and changes instudent demographics and career aspirations. In a number of jurisdictions, intentional linkage to other
sectors is being pursued to better prepare doctoral graduates for work beyond academia. However, not much is known about the dynamics involved. Guided by the knowledge triangle framework, this paper
posits that creating sufficient links between education, research and innovation through linkage to other sectors can offer a window of opportunities for attaining relevant doctoral outcomes for both students and
wider society. Design/methodology/approach– Qualitative multiple case study design was used to explore mechanisms of linking doctoral programs to other sectors in Uganda. Data was collected through in-depth interviews with 45 participants selected across all institutions providing doctoral education in Uganda. Thematic analysis was used to make sense of the data.Findings– The study found no formal mechanisms for linking doctoral programs to other sectors. Lack of iInstitutionalization, narrow focus in program design, cultural mismatch and resource limitations were major systemic constraints to effective linkage to other sectors in doctoral education. Institutionalization of integrated learning in collaborative university-other sector settings in doctoral education in Uganda is recommended.Research limitations/implications– The research data is exclusively from higher education institutions, the possibility of not comprehensively reflecting the broader perspectives from other sectors cannot be overlooked. A more comprehensive study of the dynamics of innovating doctoral education in Uganda through coherent collaboration between higher education institutions and other sectors to ensure the success of linking education, research and innovation is recommended.Practical implications– Promoting the knowledge triangle approach in doctoral education by creation of synergies between education, research and innovation through linkages to the other sectors would enhance the attainment of relevant doctoral outcomes for students and the wider society
Perceptions of resilience to climate-induced disasters in Mbale municipality in Uganda
(Taylor and francis group, 2020-01-29) Oriangi,George; Albrecht,Frederike; Bamutaze,Yazidhi; Mukwaya,Paul Isolo; Nakileza,Bob; Pilesjo,Petter
Resilience has been raised as a core task within disaster risk reduction frameworks, yet it remains difficult to implement these global ideas in local communities. This study used Community Based Resilience Analysis Approach to investigate the components that are perceived as important in resilience and the extent to which these components have been achieved. It explored the trend of resilience and beneficial interventions for building resilience as perceived by interviewed participants in Mbale Municipality in Eastern Uganda. The study results indicate that access to education, healthcare, employment, peace and
security were the most important components of resilience. Respondents perceived to have progressed in accessing credit, building productive farms and sustaining peace and security byJuly 2017. However, they assessed a lack of diverse income-generating activities, access to insurance, food security,employment and health care. Moreover, the study showed that respondents from marginalised parts of the municipality experienced decreasing resilience while respondents in other divisions had increased resilience. These results provide context-specific components of resilience by the local people. This can inform the formulation of resilience indices and bear relevance for policy-makers and practitioners to understand areas to invest more resources to achieve resilience.
Exploring the Influence of Organisational Culture on Employee Adaptation to Change in Educational Institutions
(East African Journal of Education Studies, 2025-12-23) Gloria Lamaro1*, Adini Alex1, Lubangakene Job1, Mugisa Donald Okurulal1, Omony Dickens1 & Rwot Omiyo Victor1
Organisational culture plays a pivotal role in shaping how employees perceive, respond to, and adapt to change within educational institutions. This study explored the influence of organisational culture on employee adaptation to reforms in selected secondary schools and Gulu University in Northern Uganda. Guided by Schein’s Organisational Culture Model and Kotter’s Change Management Theory, the research adopted a qualitative phenomenological approach, utilising semi-structured interviews, nonparticipant observations, and document reviews. Findings reveal that collaborative, student-centred, and values-driven cultures facilitate positive perceptions, engagement, and successful adaptation to reforms such as the Competency-Based Curriculum and ICT integration. Conversely, rigid hierarchies, limited resources, and insufficient socialisation hinder change adoption. Leadership modelling, mentorship programs, and structured professional development emerged as critical mechanisms mediating adaptation. The study contributes context-specific insights into the interplay between culture, leadership, and change, offering practical recommendations or policymakers, administrators, and educators to enhance reform
implementation and institutional effectiveness.