This study critically examined Uganda's Competence-Based Curriculum (CBC) through decolonization and neocolonialism theoretical frameworks to determine whether the curriculum represented genuine educational sovereignty or perpetuated external control over Uganda's educational system. Employing a convergent parallel mixed-methods design, the study recruited 450 participants across six stakeholder groups (curriculum developers, Ministry officials, development agency representatives, teacher training instructors, practicing teachers, and education scholars) from 12 purposively selected districts representing Uganda's four geographical regions. Quantitative data collected through validated questionnaires were analyzed using descriptive statistics, Pearson correlations, one-way ANOVA, and
multiple regression analysis, while qualitative data from key informant interviews, focus group discussions, and document analysis underwent thematic analysis and critical discourse analysis. The findings revealed that international development agencies played a dominant role in CBC conceptualization, design, and financing, with stakeholders perceiving high levels of external influence (M=4.12, SD=0.68) and strong alignment with Western educational frameworks (M=3.98, SD=0.74). External influence demonstrated significant positive correlation with Western framework alignment (r=.687, p

This study conducted a comprehensive historical analysis of education reforms in Uganda from 1922 to 2025 to examine why quality improvement remained elusive despite sustained reform efforts spanning over a century.
Employing a mixed-methods convergent parallel design, the research collected quantitative data from 384 key informants including policymakers, teachers, and education officers selected through stratified random sampling, and qualitative data from 45 in-depth interviews and 8 focus group discussions with education stakeholders selected through purposive sampling, complemented by documentary analysis of 156 policy documents, education acts, and commission reports. Data analysis utilized descriptive statistics, one-way ANOVA with post-hoc Tukey tests, multiple regression analysis, chi-square tests, and thematic analysis to address three specific objectives: identifying major reform initiatives across political periods, assessing reform outcomes on quality indicators, and examining systemic challenges hindering effectiveness. The findings revealed statistically significant differences in quality indicators across historical periods, with learning achievement scores declining from 58.3 during the colonial period to 48.4 during the NRM early period before recovering to 51.6 in the contemporary era (F = 12.47, p < 0.001), while educational equity improved consistently from 0.32 to 0.67 (F = 64.38, p < 0.001), representing the equity-quality trade-off that characterized post-independence reforms. Multiple regression analysis demonstrated that political stability (β = 0.412, p < 0.001) and stakeholder involvement (β = 0.328, p < 0.001) were stronger predictors of quality outcomes than financial investment (β = 0.284, p < 0.001), while curriculum reform intensity showed no significant
relationship (p = 0.104), with the overall model explaining 64.7% of quality variance (R² = 0.647, p < 0.001). Chisquare analysis revealed that access expansion reforms achieved stated objectives 72.3% of the time compared to only 18.6% for curriculum reforms and 14.6% for quality assurance mechanisms (χ² = 127.36, p < 0.001, Cramér's V = 0.389), confirming that Uganda succeeded in expanding reach but failed proportionately in improving quality.
Stakeholder perception analysis exposed significant divergence between policymakers and implementers regarding consultation (policymakers M = 3.12 vs. teachers M = 4.29, F = 92.15, p < 0.001, η² = 0.326) and political interference (policymakers M = 2.94 vs. teachers M = 4.15, F = 76.42, p < 0.001, η² = 0.287), revealing disconnect between policy design and implementation realities. The study concluded that quality remained elusive due to top-down reform processes excluding frontline implementers, political instability during critical periods, inadequate long-term commitment favoring frequent policy changes over sustained implementation, insufficient capacity at implementation levels, and resource constraints exacerbated by rapid access expansion without proportionate quality investments. The research recommended adopting participatory bottom-up reform design with mandatory 12-18 month consultation periods, prioritizing long-term political and financial commitment through statutory 10-year strategic plans protected from political interference, and simultaneously addressing resource inequities through weighted funding formulas favoring disadvantaged districts while building implementation capacity through systematic training and technologyenabled monitoring systems. This study contributed original insights into the historical patterns, contextual factors, and systemic challenges that shaped reform outcomes across Uganda's century-long educational journey, providing evidence-based guidance for more effective quality improvement strategies.

Hospital Information Systems represent critical infrastructure for modern healthcare delivery, yet their implementation in Ugandan hospitals faced numerous challenges. This study examined the extent of implementation and utilization of Hospital Information Systems in two major healthcare facilities in Entebbe. A cross-sectional study design was employed involving 212 healthcare workers from Entebbe Regional Referral Hospital and Dr Ronald Bata Memorial Hospital. Data was collected through structured questionnaires and analyzed using SPSS version 25.0. Chi-square tests were used to determine associations between variables at a significance level of p

Background: Student discipline remains a persistent challenge in Ugandan secondary schools, affecting academic performance, school climate, and educational quality. While co-curricular activities, student age, and school rules have been independently examined as influences on behavior, their interactive effects remain underexplored in Sub-Saharan African contexts.
Objective: This study examined the interplay of co-curricular activities, student age, and school rules in predicting student discipline among secondary school students in Uganda through development and validation of a comprehensive linear model.
Methods: A cross-sectional survey design was employed with 384 secondary school students (S1-S6) selected through multistage sampling from twelve schools across four regions of Uganda. Data were collected using validated instruments measuring co-curricular participation (α=.82), school rules implementation (α=.85), and student discipline (α=.89). Hierarchical multiple regression analysis was conducted in four blocks, entering demographic controls, main effects, two-way interactions, and a three-way interaction term, with supplementary analyses including correlation,
ANOVA, and simple slopes procedures.
Results: Student discipline demonstrated strong positive correlations with co-curricular participation (r = .523, p

Background: Uganda's youth development sector faces a persistent challenge wherein substantial investments in
skills training, financial access, and entrepreneurship support yield limited productivity outcomes, with youth
unemployment rates around 13.3% and underemployment affecting 40% despite numerous interventions. This
disconnect suggests conventional resource-based approaches may overlook psychological foundations that determine
resource utilization effectiveness.
Objective: This study investigated productive mindset as a foundational element in youth development, examining:
(1) current mindset orientations among Ugandan youth and their association with productivity indicators, (2) whether
productive mindset mediates the relationship between resource access and developmental outcomes, and (3) the
effectiveness of targeted mindset cultivation interventions.
Methods: A mixed-methods convergent parallel design was conducted from March-September 2024 across five
Ugandan districts. The study employed a quasi-experimental design with 420 youth aged 18-30 years (power=80%,
α=0.05) randomized to intervention (n=210) or control (n=210) groups. The intervention group received a 12-week
structured mindset cultivation program combining cognitive-behavioral techniques, entrepreneurial mindset training,
and peer learning, while controls received standard vocational training.
Results: Baseline assessments revealed Ugandan youth exhibited moderate-to-low productive mindset orientations
(self-efficacy: 22.2±5.7/40; locus of control: 11.4±4.2/23; growth mindset: 3.4±1.2/6). Correlation analyses showed
all mindset dimensions significantly predicted productivity outcomes, with self-efficacy demonstrating the strongest
association (r=.61, p