Volume 13 Number 1 November 2017

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12305/378

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Massification and quality of research, publications and community engagement in higher education: A case of Gulu University
(Uganda Management Institute, 2017-11) Lam-Lagoro, James; Ocitti, J.P.; Abooki, Peter Neema
Research, publication and community engagement constitute core functions in a management of research; publication and community engagement in the science based faculties at Gulu University are brought to bear. This research was part of a PhD thesis where data was collected from 294 respondents using structured questionnaires, in-depth interview schedules; direct observation guides, focus group discussion guides and community engagement have not become core University functions in Gulu University. The study recommends that the University should strengthen research and publication by enacting a comprehensive and standard research and publication policy, target adequate funding for the sub-sector and engage the community in scholarly activity as a knowledge-rich partner.
Readiness and implementation of the open performance appraisal in the Uganda Public Service
(Uganda Management Institute, 2017-11) Musubira, Hilda
The Open Performance Appraisal (OPA) was introduced, among other performance service delivery. OPA marked a shift from the closed performance appraisal system. Despite efforts to build capacity for its implementation, the OPA remains inappropriately implemented. Drawing from Weiner’s theory of readiness for change, this article applies a descriptive analysis to explore readiness of the ministries and a regression model to determine its effect on implementation of the OPA. Evidence draws from data collected with a questionnaire from a representative sample of 57 staff, Heads of Human Resource public service.
Accounting for UPE implementation: the contribution of school management committees
(Uganda Management Institute, 2017-11) Wahitu, Fred
The political promise of free primary education but also for the wider reasons of closing the education gap of Access, Quality and Equity. The introduction of UPE coincided with the abolition of Parents Teachers’ Associations (PTAs) which were associated with the collection of fees from especially parents to supplement government grants to schools. The Education Act 2008 introduced School Management Committees (SMCs) to be in charge of public primary schools on behalf of government. Using a multiple case study approach involving four SMCs representing the four regions of Uganda, this article investigated the role of SMCs in Universal Primary Education. The selection of the four that SMCs were involved in the planning, budgeting, mobilization of the community and monitoring of the school activities. What was apparent, though, was that such activities were implemented differently across the SMCs due to differences in technical and the three out of four SMCs. As a way of conclusion, SMCs are very supportive of UPE, but government needs to train and regulate them.
Funding and the quality of primary education in Uganda
(Uganda Management Institute, 2017-11) Balojja, Tom Darlington
Goal four of the 17 UN Sustainable Development Goals aims to achieve quality and inclusive primary and secondary education by 2030. In Uganda, Vision 2040 and the National Development Plan II underscore human resource development too. Accordingly, Government is reviewing the 1992 White Paper on Education and other policy documents in Uganda. The Education and Sports Sector Annual Report of 2015 indicates that over 70 per cent of the candidates produced after primary seven are from public primary schools but they perform poorly. Government allocates 53 per cent of the funds extended to the education sector budget to primary education. This study set out to analyze the effects of prioritization of funding of primary education on the sub-sector’s performance against the established quality indicators. The prioritization of funding considers: wages and salaries, capitation and inspection. This study followed observation that Government progressively funded primary education from 49.4 percent in 2012/13 to 53 percent in 2015/16, translating in enhancement of teachers’ salaries and the capitation funds, but quality of services and the academic performance remained poor. Between 2012 and 2016, the period under study, the number of teachers paid reduced by 812 and the number of learners funded also reduced from 7,100,000 to 6,470,000, showing that the funding did not address the number of teachers as a salient factor in pursuit of quality indicators. The development funds were also decreased. This adversely affected performance of Government-aided primary schools in terms of required infrastructure like classrooms. In this article, the author argues that Government should increase on the share to primary education sub-sector from 53 to 59 percent. Inspection should be carried out twice a term, hence the need to increase the budget to UGX 7.5 billion per annum. Such recommendations are in view of ensuring that the quality of primary education is enhanced.
Uganda’s debt sustainability: Is it a cause of concern?
(Uganda Management Institute, 2017-11) Ngobye, Edward; Guloba, Asumani
This article analyses the debt sustainability exercise undertaken by Uganda in determining whether it provides solutions to Ugandan authorities in the management analysis, it does not seem to guide public debt management; instead, it is used to justify additional public borrowing by use of established public debt thresholds. If Uganda was to use the debt sustainability tool for public debt management, the challenges the country associated risks; poor costing of projects; slow economic growth; low domestic revenue performance in the projection period could be overstated, as the Debt Sustainability Analysis (DSA) tool does not take into account policy/programme implementation; although public institutional strength is taken into account by use of the Country Policy and Institutional Assessment (CPIA) rating. Therefore, the more general lesson from the DSA results is that new borrowing even on concessional terms should be pursued with caution, based on prudent economic projections and in recognition of the country
Balance of payments deficits in Uganda: Should they concern us?
(Uganda Management Institute, 2017-11) Guloba, Asumani
This article uses the International Monetary Fund (IMF) external vulnerability assessment framework to analyze Uganda’s Balance of Payments (BoP) data to ascertain whether BoP is largely sustainable based on external vulnerability assessment, persistent current instead of more sustainable FDI is steadily leading to a build-up of debt. Further, reserves falling below sustainable levels. While addressing persistent current account to improve Uganda’s BoP position. Here, addressing causes of imbalances in the current account will be critical. Towards this end, ensuring value for money in public investments will be crucial in not only reducing build-up of debt but also providing the economy wide decades, it may be necessary for Uganda to take transitory measures to manage the BoP.
Women in governance at Central and Local Government Institutions: Tanzania’s experience
(Uganda Management Institute, 2017-11) Ndyabonaki, Jason
This article provides a descriptive analysis of the state of women’s participation in decision making while occupying political and managerial positions following government of other series of conventions, reports and protocols such as: the Dakar Platform (1994), the African Plan of Action, Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa (2003), the African Union’s Solemn Declaration on Gender Equality in Africa (2004), Association of Consecrated Women in Eastern and Central Africa (1998), UN Security Council Resolution 1325 (2000), Southern African Development Community (2005), African Women’s Report (2009) and the African Peer Review Mechanism (2009). The participation of women has consistently been at the two women’s participation has been made at international level and governments have endeavoured to implement them. It is the author’s intention, through a literature review, to illustrate notable evidence taped from developed and developing countries on women’s engagement on issues spelt out and show deliberate efforts taken by world governments to eradicate the problem. Tanzania is the focal point in this analysis. Despite the premeditated exertion undertaken by responsible institutions, the under-representation of women persists to a large degree. This dilemma needs to be re-addressed by increasing the number of women leaders because women have social skills such as networking, motivation that are crucial in contemporary organizations and development may not be realized if women lag behind.
Accounting for UPE implementation: The contribution of school management committees
(Uganda Management Institute, 2017-11) Wahitu, Fred
The political promise of free primary education but also for the wider reasons of closing the education gap of Access, Quality and Equity. The introduction of UPE coincided with the abolition of Parents Teachers’ Associations (PTAs) which were associated with the collection of fees from especially parents to supplement government grants to schools. The Education Act 2008 introduced School Management Committees (SMCs) to be in charge of public primary schools on behalf of government. Using a multiple case study approach involving four SMCs representing the four regions of Uganda, this article investigated the role of SMCs in Universal Primary Education. The selection of the four that SMCs were involved in the planning, budgeting, mobilization of the community and monitoring of the school activities. What was apparent, though, was that such activities were implemented differently across the SMCs due to differences in technical and the three out of four SMCs. As a way of conclusion, SMCs are very supportive of UPE, but government needs to train and regulate them.

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