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Education Financing And Staff Development In Public Tertiary Institutions In Lira City
(Gulu University, 2026) Okidi Geoffrey
Staff participation in development programs in public tertiary institutions in Lira City is low. On average, only 2 out of 27 staff (7.4%) took part in staff development programs each academic year, against a recommended 9 out of 27 (about 29%) (Ministry of Education and Sports [MoES], 2022). Funding under the Local Government Development Program (LGDPII) also fell from UGX 34,485,569 in FY 2023/24 to UGX 10,440,725 in FY 2024/25 (Lira City Education Committee, 2023). This study therefore examined the relationship between education financing and staff development in public tertiary institutions in Lira City. It used a cross-sectional descriptive and correlational design and combined quantitative and qualitative approaches. The target population was 140 (80 beneficiaries and 60 administrative officers), from which a sample of 103 was drawn. Data were collected using a questionnaire and a documentary review guide. Objectives one and two were analyzed descriptively using content analysis method, while objective three was analyzed using Pearson product-moment correlation. The findings revealed a moderate level of education financing (M = 3.47) and a low level of staff development (M = 2.83), and a strong positive relationship between education financing and staff development (r = .885, p = .034). The study recommended increased and timely funding for staff development, clear accountability for funds released, and greater effort by staff to seek alternative sources of funding and to take up training opportunities. Future research should examine the relationship between education financing and staff performance in public tertiary institutions.
Teacher Motivation and Teachers Performance in Secondary Schools in Oyam District
(Gulu University, 2026) Olobo Patrick
The study investigates the impact of teacher motivation on teacher’s performance in secondary schools in Oyam District. The study was guided by the following specific objectives; to assess the level of teacher’s motivation in secondary schools in Oyam District; to assess the level of teacher’s performance in secondary schools in Oyam District and to determine the relationship between teacher’s motivation and teacher’s performance in secondary schools in Oyam District. The study used mixed method approach and cross-sectional research design. Data was collected from 240 respondents using questionnaire survey. Data was analyzed using SPSS version 25.0 and the findings tabulated for quantitative data and thematic analysis for qualitative data. The study findings for research question one revealed that the level of teacher motivation in secondary schools in Oyam District was low while findings for research question two showed that the level of teachers performance in secondary schools in Oyam District was low and study findings on research question three showed that there was a positive significant relationship between teachers motivation and teachers performance in secondary schools in Oyam District. The study concluded that teacher’s motivation fundamentally impacted positively on teacher’s performance in secondary schools Oyam district and it was recommended that Head teachers adopt better motivation approaches in secondary schools as psycho-educational intervention to improve teacher’s performance.
Climate Change Impacts On Smallholder Cotton Farming: Risks, Vunerability, And Adaptation In Kitgum District, Uganda
(Gulu University, 2026) Aneno Irene Apwoyochan
Climate change presents a significant global problem that greatly affects agriculture, especially in developing countries impacting small-scale farmers. This study focused on assessing the impact of climate change on smallholder cotton farmers’ risks, adaptation strategies, and vulnerability in Kitgum District, Northern Uganda. The study was conducted using a descriptive case study design involving qualitative and quantitative research approaches targeting 291 respondents including smallholder cotton farmers, government officials and Non-Governmental Organization. The study analyzed 188 fully filled household semi-structured questionnaires using SPSS, Pearson correlation coefficient and thematic analysis and (i) determined the perception of farmers to climate change risk, (ii) assessed coping mechanisms and (iii) identified factors that influence their vulnerability. Content analysis was used to analyze data of 7 key informant and 1 focus group discussion. The results indicate that farmers perceive erratic rainfall (70%) and increased temperatures (65%), as significant climate change risks. To adapt, they employ strategies such as crop diversification (60%) and using drought-resistant varieties (50%). Factors influencing vulnerability majorly include limited access to financial resources (75%), lack of climate information (68%). However, the challenges faced by farmers show weaker but still significant correlations with both community impacts (r=.240, p<.01) and adaptation hindrances (r=.226, p<.01), indicating that perceived problems align with actual climate vulnerabilities. In conclusion, smallholder cotton farmers are acutely aware of changing weather patterns, notably rainfall unpredictability, which they perceive regularly. Additionally, climate change is no longer a myth but a reality being experienced by smallholder farmers impacting on their farming activities and livelihood. My study recommends adoption of integrated approaches that advance access to both drought-resistant seed, financial resources and irrigation farming to ensure sustainable agricultural practices to strengthen resilience against climate change impacts.
Digital Literacy And Completion Rates Of Graduate Studies At Gulu University
(Gulu University, 2026) Omwony Dickens
Digital literacy is increasingly recognized as a key enabler of academic integration and research productivity in modern higher education. This study examined the relationship between digital literacy skills and the completion of graduate studies at Gulu University, a public institution located in Gulu City, Uganda. The study followed Tinto’s Theory of Student Integration and guided by a pragmatism research philosophy; the study adopted a mixed-methods correlational research design. Quantitative and qualitative data were sequentially collected using structured questionnaires, interview guides, and document reviews. A sample size of n = 180 respondents participated in the study, consisting of 160 graduate students and 20 academic staff members selected through cluster random and purposive sampling techniques. Data analysis was performed using descriptive statistics and the Pearson Product-Moment Correlation coefficient. The findings revealed that Graduate students generally demonstrated moderate to high levels of basic digital operations. The highest-rated competencies included digital communication (Mean = 4.26, SD = 3.14), utilization of platforms like WhatsApp and Google Scholar (Mean= 4.19, SD = 1.00), internet information collection (Mean = 4.15, SD = 0.94), and using AI tools like ChatGPT wisely (Mean = 4.13, SD = 0.95). However, notable technical gaps were found in website design (Mean = 3.44, SD = 1.14) and cybersecurity awareness (Mean = 3.48, SD = 1.25). The results further revealed that Timely completion of graduate studies was
strikingly low. Respondents strongly disagreed that they graduated within the prescribed time (Mean = 1.98, SD = 0.86) or submitted dissertations on schedule (Mean = 2.04, SD = 0.82).m Conversely, they reported significant completion delay (Mean = 3.99, SD = 0.80) heavily driven by external and institutional barriers: financial challenges (Mean = 4.27, SD = 0.52),family obligations (Mean = 4.24, SD = 0.60), work responsibilities (Mean = 4.19, SD = 0.50),limited academic supervision (Mean = 4.19, SD = 0.59), and institutional/administrative hurdles (Mean = 4.15, SD = 0.55). Finally, inferential analysis revealed an almost non-existent and statistically insignificant relationship between digital literacy skills and completion rates (r = -0.002, p = 0.980). The null hypothesis was not rejected, indicating that a student's level of digital literacy does not influence or predict timely graduate completion at the university. The study concluded that while graduate students at Gulu University possess sufficient functional digital skills, these capabilities do not alleviate low completion rates, which are instead bottlenecked by intense socioeconomic, supervisory, and institutional challenges. It is recommended that Gulu University streamline its administrative pathways, build structured academic supervision systems, and offer flexible scheduling to combat delays. Concurrently, the curriculum should be updated to progress from basic technology usage to advanced digital content creation and cybersecurity competencies.
Stakeholders’ Participation and Enrolment in Technical, Vocational Education and Training (TVET) Institutions in Gulu City
(Gulu University, 2025) Ongom Gaudence Latim
This study investigated the relationship between stakeholder participation and enrolment in Technical, Vocational Education and Training (TVET) institutions in Gulu City, Uganda. The research employed a cross-sectional design to assess the status of stakeholder involvement, the rate of student enrolment, and the influence of participation on enrolment outcomes and data collection methods involved both interviews and questionnaires. Findings reveal that stakeholder engagement in monitoring and evaluation significantly enhances institutional enrolment, performance, and program relevance. Coordination among government, industry, and schools moderately aligns curricula with labor market needs, though inconsistencies persist across institutions. Planning emerged as the weakest area, with limited strategic alignment, inadequate data use, and siloed stakeholder efforts. Enrolment is influenced by government policies, economic factors, and community participation, while infrastructure, gender policies, costs, and stigma were less decisive than anticipated. Management practices, including Management by Objectives (MBO) and Result-Oriented Management (ROM), showed mixed effectiveness. While ROM frameworks, particularly monitoring and evaluation, were recognized as functional, gaps in funding staff capacity, and governance limited their full potential. Statistical analysis demonstrated a strong and significant positive relationship (r = 0.624, p < 0.01) between stakeholder participation and student enrolment, indicating that meaningful engagement enhances institutional enrolment attractiveness and responsiveness to skills development and labor market demands. The study concludes that stakeholder participation is a critical driver of program quality, relevance, and enrolment outcomes, but its effectiveness is constrained by ineffective participation through uneven resource allocation, weak planning, and inconsistent policy enforcement. Recommendations include strengthening structured stakeholder engagement frameworks, institutionalizing data driven decision-making, increasing industry representation in governance, developing a centralized labor market information system, for enhancing students’ enrolment in TVET Institutions and the implementation of strategic plans and government policies. Capacity building for institutional managers on MBO practices and participatory governance is also advised to ensure measurable outcomes. These interventions aim to improve enrollment, and overall stakeholders’ performance of TVET institutions in Gulu City.