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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.
Level of Students’ Achievements in Co-Curricular Activities in Schools
(East African Journal of Arts and Social Sciences, 2025-07-03) Jussy Hakiigaba Okello1*, Gloria Lamaro1 & Jerry Bagaya1
This research focused on examining students' achievement in co-curricular activities (CCAs) in secondary schools in Gulu City. The objective of this study was to establish the level of students’ achievements in co-curricular activities in secondary schools in Gulu City. The number of medals won, number of trophies won, number of excelling students representing the school, City, Country, number of certificates obtained, number of scholarships awarded and number of records set at competitions denoted the level of students’ achievements in co-curricular activities. The study was conducted using a correlational design. Data was
collected using questionnaires featuring closed-ended questions categorised into sections. Section A focused on background information, requiring respondents to select the most relevant option. Section B addressed the level of students’ achievements in CCAs, with respondents indicating their agreement or disagreement using a five-point Likert Scale, interviews; a structured guide was employed, encompassing background information in part A and questions on students' achievements in part B and observation surveys from 218 respondents. Interview data was analysed using descriptive and inferential statistics, data from observation was analysed narratively and descriptive statistics analysis was used to determine the level of students’ achievements in secondary schools. Ordinal regression was used to analyse the data. The findings were presented in the form of tables and narratives from interviews. The results of the findings indicated that the majority (55.6%) of respondents agreed that the level of students’ achievements in co-curricular activities was high. The status of excelling students in CCAs in the city at all levels was high. The study recommended that the government should prioritise funding for co-curricular activities from grassroots
to national levels, focusing on talent identification and development. City leaders
should lobby development partners and the central government for adequate
funding. School head teachers should strategise for promoting co-curricular
activities and talent development.
Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
(East African Journal of Education Studies, 2025-11-07) Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru1
Gulu University implemented community engagement in its agricultural, medical, and business education curricula through Joint Advisory Groups JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for
employment but also strengthened their sense of social responsibility and innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa.
Relationship between Headteachers’ Gender and Financial Management in Schools
(East African Journal of Interdisciplinary Studies, 2025-11-19) Alfred Azim Okello1 & Gloria Lamaro2*
The study was on the relationship between headteachers’ gender and financial management in schools, by managers to monitor an organisation's assets, debts, and inventory usage. In modern management, financial control is increasingly important in schools. However, head teachers in primary schools often lack financial management skills, leading to potential financial risks such as poor staffing, accounts receivable, credit, collections, accounts payable/purchasing, asset acquisition and maintenance, financial reporting, and inventory management. This study explored whether gender, i.e., male or female, could explain the low level of financial management in primary schools in Kitgum District. The study determined the relationship between head teachers' gender and financial management in primary schools in Kitgum District. Data was
collected from 300 respondents using questionnaires, interviews, and document analysis. The results showed that gender disparities in financial management skills assessments were negligible or unimportant across different aspects. Both male and female head teachers received comparable assessments in most areas, indicating a consistent perception of their financial management practices. The study concluded that there is no significant correlation between financial discipline, as measured by Financial Planning, Financial Requisition, Financial Records, and Financial Reports, and gender within this dataset of 150
individuals. The correlation coefficients indicate extremely weak or negligible associations between gender and various aspects of financial discipline.