Uganda

Nexus between Menstrual Hygiene Management Facilities and Primary School Girls’ Class Attendance in Uganda

Leave a Comment / Vol 5, Issue 5 /

Authors: Joyce Ayikoru Asiimwe (Kyambogo University, Uganda), Fred Musisi (Muteesa 1 Royal University, Uganda) and Elizabeth Opit (Kyambogo University, Uganda) Abstract: Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management, […]

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Guidelines, Frameworks and Practices of School Guidance and Counselling: A Comparison between Uganda and Germany

Leave a Comment / Vol 3, Issue 2 /

Authors: Tumwebaze Alicon Auf (University of Bosaso Garowe, Somalia) and Juliet Arinaitwe (Gayaza High School, Uganda) Abstract: This study sought to review the school guidance and counselling program in Uganda as an underdeveloped country in comparison with that of Germany as a developed one. The study was prompted by the unending unemployment and the rising

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Nature, Causes and Development Implications of Ecological Injustice in Uganda

Leave a Comment / Vol 3, Issue 1 /

Authors: Grace Lubaale, PhD (Department of Development Studies, Kyambogo University, Uganda) Abstract: Uganda is one of the developing countries in the world that experience ecological injustice emanating from unsustainable use of natural resources. This study attempted to reveal the nature, causes and implications of ecological injustices in Uganda through the descriptive design. The target population

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Test and Item Response Theories and School Environment as Assessment Practice Functions for Science and Mathematics among Secondary Schools in Eastern Uganda

Leave a Comment / Vol 1, Issue 3 /

Authors: Deborah Manyiraho (Busitema University, Uganda), Dennis Zami Atibuni, PhD (University of Johannesburg, Auckland Park Kingsway, South Africa) and David Kani Olema, PhD (Busitema University, Uganda) Abstract: This study sought to establish the effect of knowledge of the Classical Test Theory (CTT) and Item Response Theory (IRT) and school assessment environment on assessment practice among

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