Tag: Higher Education
Fee Payment Modalities and Students’ Participation in University Education in Public Universities in Kenya: A Case of the University of Nairobi, Kenya

Fee Payment Modalities and Students’ Participation in University Education in Public Universities in Kenya: A Case of the University of Nairobi, Kenya

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Lotukon Joel Loritee, Dorothy Kyalo & John Ouru NyaegahSchool of Education, University of Nairobi, KenyaEmail: lotukonj@gmail.com Abstract: Higher education policies have been rated as determinants of students’ participation in public universities. These policies often shape the financial obligations imposed on students, thereby influencing their ability to access and sustain university education. Rigid or poorly structured…

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Reciprocal Centric Pedagogy as Ontological Reorientation: Restructuring Power and Epistemic Relations in Ugandan Universities

Reciprocal Centric Pedagogy as Ontological Reorientation: Restructuring Power and Epistemic Relations in Ugandan Universities

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Nicholas Isaac Mukwana – Department of Teacher Education and Extension, School of Education, Kyambogo University Paul Muyinda Birevu – Institute of Open Distance and eLearning, College of Education and External Studies, Makerere University Ghislain Maurice N. Isabwe – Department of Information and Communication Technology (ICT), University of Agder (UiA) Norway Abstract: Reciprocal centric pedagogy (RCP)…

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Quality Performance Assessement, Evaluation and Percieived Service Delivery in Private Universities in Central Region in Uganda

Quality Performance Assessement, Evaluation and Percieived Service Delivery in Private Universities in Central Region in Uganda

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Francis Sengendo, Micheal Mawa & Frank Pio KiyinjiNkumba University, UgandaEmail: sengendofrancis2016@gmail.com Abstract: This study examined the influence of quality performance assessment and evaluation on perceived service delivery in private universities in Uganda’s Central Region. Grounded on Stakeholder, Expectancy, and Institutional theories, the research adopted a cross-sectional survey design involving 190 respondents from four purposively selected…

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The Employability Landscape of Female TVET Graduates in Tanzania: A Case of Arusha Technical College

The Employability Landscape of Female TVET Graduates in Tanzania: A Case of Arusha Technical College

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Victor Ngaai & Naisujaki Sephania LyimoArusha Technical CollegeEmails: ngaaivictor@gmail.com/ naiviebe@gmail.com Abstract: This study investigates the employment outcomes, training relevance, and satisfaction levels among graduates of Arusha Technical College (ATC), Tanzania, with a specific focus on the employability of female graduates. Utilizing a descriptive survey design, data were collected from 586 graduates (88% response rate) from…

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Investigating the Utilization of Smartphones in Classroom Instruction among Lecturers in Malawi Adventist University, Central Malawi

Investigating the Utilization of Smartphones in Classroom Instruction among Lecturers in Malawi Adventist University, Central Malawi

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James Isaac Magaleta – Malawi Adventist University Vencie Allida – Northern Caribbean University, Jamaica Petronilla Mwangi – University of Eastern Africa, Baraton Email: magaletai@mau.adventist.org Abstract: The study focused on the lecturer’s perspective in the use of smartphones in educational settings, how smartphones are being used by lecturers in performing their duties and how smartphones can…

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Perceptions of Artificial Intelligence (AI) among College Students: A Case Study of Arusha Technical College

Perceptions of Artificial Intelligence (AI) among College Students: A Case Study of Arusha Technical College

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Barnabas Ndunguru Manyahi – Department of Information and Communication Technology (ICT), Arusha Technical College, P.O. Box 296, Arusha, Tanzania David Philemon Mang’ehe – Department of Electrical Engineering, Arusha Technical College, P.O. Box 296, Arusha, Tanzania Email: barnabas.manyahi@atc.ac.tz Abstract: Artificial intelligence (AI) is increasingly influencing teaching, learning, and assessment practices in higher education. Understanding students’ perceptions…

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Re-thinking Technology-Mediated Learning in Ugandan Universities: A Narrative Review of Policy and Practice

Re-thinking Technology-Mediated Learning in Ugandan Universities: A Narrative Review of Policy and Practice

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Leonidas Natukunda, Florance Kirabo Nampijja, Francis Akena Adyanga & Omare Justine MomanyiFaculty of Education, Kabale University, UgandaOrcid: https://orcid.org/0009-0006-3545-7870Email: natukundaleo@gmail.com Abstract: Technology-mediated learning (TML) has become central to higher education globally, particularly as universities respond to massification, digitalisation, and post-COVID-19 disruptions. In Uganda, national ICT and education policies since 2003 have promoted the integration of digital…

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Artificial Intelligence as a Gender issue in Educational Management. A case of State Universities in Zimbabwe

Artificial Intelligence as a Gender issue in Educational Management. A case of State Universities in Zimbabwe

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Admire Chafa & Anna MoyoDepartment of Educational Policy Studies and LeadershipMidlands State University, ZimbabweEmail: chafaa@staff.msu.ac.zw/ moyon@staff.msu.ac.zw Abstract: This study investigates the gendered dynamics of Artificial Intelligence (AI) integration in educational management at state universities in Zimbabwe. With AI playing an increasingly pivotal role in enhancing administrative and academic functions, it is essential to examine how…

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Why Entrepreneurship Education Implementation Fails to Translate into Entrepreneurial Intentions: The Mediating Role of Entrepreneurial Attitude in Sub-Saharan Africa

Why Entrepreneurship Education Implementation Fails to Translate into Entrepreneurial Intentions: The Mediating Role of Entrepreneurial Attitude in Sub-Saharan Africa

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Emmanuel Ahimbisibwe, Burani Aluonzi, Ezra Francis Munyambonera, Kaaya SirajeKabale University, P.O. Box 317, Kabale, Ugandahttps://orcid.org/0009-0003-9421-771XEmail: ahimbisibweemmanuel@yahoo.com Abstract: Entrepreneurship education has been widely adopted across higher education systems in Sub-Saharan Africa as a response to youth unemployment and constrained wage employment. Despite this expansion, entrepreneurial intentions among graduates remain persistently low, raising concerns about the effectiveness…

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Aligning University Pedagogy to Competency-based Curriculum Reforms: Evidence-Informed Strategies and Implications for Graduate Skills and Employability

Aligning University Pedagogy to Competency-based Curriculum Reforms: Evidence-Informed Strategies and Implications for Graduate Skills and Employability

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Luben Elia Mugarura, Fredrick Ssempala, Denis Sekiwu, Florence Kirabo Nampijja & Athanansio BashaijaKabale University, P.O. Box 317, Kabale, Ugandahttps://orcid.org/0009-0008-9525-0366Email: lubenelia@gmail.com Abstract: Since 2010, competency-based curriculum (CBC) reforms have increasingly influenced education systems worldwide, prompting alignment of university pedagogy to competency-oriented learning to strengthen graduate skills and employability. However, evidence suggests persistent gaps between CBC intentions…

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