Browsing by Author "Ssekamatte, David"

Now showing 1 - 2 of 2

The role of the university and institutional support for climate change education interventions at two African Universities
(Higher Education Journal, 2022-02-22) Ssekamatte, David
This paper presents findings on the role of the university and institutional support for climate change education interventions at two universities in East Africa. The findings were part of a larger study on opportunities and challenges for climate change education at universities in the African context: A comparative case study of Makerere University in Uganda and University of Dar es Salaam in Tanzania. A comparative multiple case study design was adopted collecting qualitative data from 58 lecturers, researchers, administrators and students on climate change related programmes at the two universities. Data was collected through semi-structured in-depth interviews and focus group discussions. Analysis was done using thematic analysis based on Braun and Clarke’s (Qualitative Research in Psychology, 3(2), 1–41, 2006) approach with the help of MAXDA software. Findings from the cross-case analysis revealed similarities and differences in perspectives and multiple realities of participants at both universities regarding the role of the university and institutional support for climate change education in the African context. The findings shed light on the context and nature of climate change education interventions and how these are supported at both universities. The study contributes to empirical literature on the role of higher education in addressing climate change and the institutional support to the interventions in the African context.
Using baseline studies as a basis for monitoring and evaluation: A review of the literature
(Uganda Management Institute, 2016-11) Ssekamatte, David; Okello, Samuel Moses
Baseline data is often required by any organization or agency before an intervention as a basis for bench-marking progress; not only when implementation commences, but even prior to starting to gain knowledge of the situation at hand, and as a pillar for mid-term, end-term and impact evaluations. Baseline studies are pivotal as part of the pre-intervention foundational activities, because they help in testing hypotheses and can be a point of reference in the formative stages of a project in case the changes are bigger than what was assumed. Baseline studies have been very useful in project design and are an integral component of Monitoring and Evaluation (M&E) frameworks. In impact evaluations, baseline studies provide a basis for comparing the change observed over time with the situation that existed before the intervention or program. Because of donor preconditions, most implementers carry out baseline studies as a donor requirement and not as part of the standard M&E practice. This paper provides an overview of baseline studies as a valuable tool to inform the M&E processes and how baseline data has been utilized in M&E of different interventions. It concludes that baseline studies, if conducted well and data from them utilized effectively are very handy and useful in informing M&E processes.