Persistent regional and urban–rural disparities in the transition of higher education students from enrolment to graduate employment have remained a central concern for education planners in Uganda and comparable Sub-Saharan African settings. This study investigated regional and urban–rural disparities in pipeline attrition and graduate employability, and quantified the extent to which variation in employability outcomes was attributable to individual, institutional, and regional levels of influence. A cross-sectional, multilevel quantitative design was adopted, drawing on a simulated but contextually grounded dataset of 1,200 students nested within 60 higher education institutions, which were in turn nested within four administrative regions of Uganda (Central, Eastern, Northern, and Western). Data were analysed using univariate descriptive statistics, bivariate techniques (independent-samples t-tests, one-way analysis of variance, chi-square tests of association, and Pearson correlation), and a three-level mixed-effects linear regression model estimated by restricted maximum likelihood, complemented by sensitivity analyses comparing alternative clustering specifications and cluster-robust standard errors. The results revealed marked regional disparities in employability scores and pipeline completion, with the Central region recording the highest mean employability score and the lowest attrition, while the Northern region recorded the lowest employability and the highest attrition. Urban residence, pipeline stage completion, socioeconomic status, prior academic performance, and gender were significant predictors of employability, while variance partitioning indicated that approximately 30 percent of total variance in employability was attributable to institutional and regional clustering rather than individual characteristics alone. Sensitivity analyses confirmed the stability of individual-level effects but revealed that ignoring clustering substantially understated standard errors for institution- and region-level variables. The study concluded that regional and urban–rural disparities in pipeline attrition and employability were structurally embedded in the institutional and regional architecture of Uganda's higher education system, rather than being reducible to individual student characteristics, and

This study investigated resource disparities and their effect on the implementation of the Competency-Based Curriculum (CBC) in refugee-hosting districts of Uganda, namely Yumbe, Adjumani, Kiryandongo, and Isingiro. The rollout of CBC across Uganda's lower secondary education system assumed a fairly uniform distribution of teaching and learning materials, adequately trained teaching staff, and functional physical infrastructure; however, districts that hosted large refugee populations experienced disproportionate strain on these resources due to rapid enrolment growth, underfunding, and logistical constraints associated with humanitarian settings. Guided by three specific objectives, the study examined the influence of disparities in teaching and learning materials, teacher staffing and training, and physical infrastructure on the depth and fidelity of CBC implementation. A quantitative cross-sectional survey design was adopted, targeting teachers and head teachers drawn from a stratified random sample of 320 respondents across the four districts. Data were collected using a structured, pre-tested questionnaire anchored on a five-point Likert scale and were analysed using univariate, bivariate, and multivariate statistical techniques, complemented by a bootstrap- based sensitivity analysis to test the robustness of the regression estimates. The findings revealed statistically significant disparities in resource availability across the four districts, with Yumbe and Adjumani recording markedly lower mean scores on all three resource domains compared to Kiryandongo and Isingiro. Bivariate analysis established strong, positive, and statistically significant correlations between each resource domain and CBC implementation, while multivariate regression confirmed that teaching and learning materials, teacher staffing and training, and infrastructure jointly explained approximately forty-six percent of the variance in CBC implementation scores, with all three predictors remaining significant after controlling for district-level and funding effects. The bootstrap sensitivity analysis corroborated the stability of these coefficients. The study concluded that resource disparities substantially undermine the uniform and effective implementation of CBC in refugee-hosting districts and

Skills mismatch between the output of Technical and Vocational Education and Training (TVET) institutions and universities and the actual demands of the labor market remains a persistent challenge to human capital utilization and youth employment outcomes in Uganda and across sub-Saharan Africa. This study examined the institutional, curricular, and individual-level determinants of the severity of skills mismatch among 450 TVET and university graduates who had transitioned into the labor market, treating mismatch severity as an ordered categorical outcome comprising no/low, moderate, and severe mismatch. Data were analyzed in three sequential stages: univariate description of sociodemographic and institutional characteristics; bivariate analysis using Pearson chi-square tests for categorical predictors and Kruskal-Wallis H tests for continuous predictors; and multivariable analysis using a proportional-odds ordinal logistic regression model, with robustness assessed through 1,000-replicate bootstrap resampling and a trimmed-sample re-estimation excluding high-leverage observations. The results showed that 57.6% of graduates experienced moderate or severe mismatch, with TVET graduates disproportionately represented among those reporting severe mismatch. In the multivariable model, TVET status significantly increased the odds of higher mismatch severity (adjusted OR = 1.958, 95% CI: 1.342-2.856, p < 0.001), while internship completion (adjusted OR = 0.660, p = 0.033), curriculum-industry linkage score (adjusted OR = 0.404 per SD, p < 0.001), digital skills score (adjusted OR = 0.620 per SD, p < 0.001), soft skills score (adjusted OR = 0.734 per SD, p = 0.001), and work experience (adjusted OR = 0.736 per SD, p = 0.002) were each significantly protective, whereas sex was not a significant predictor (p = 0.605). Sensitivity analyses confirmed the stability of these estimates across bootstrap resampling and after exclusion of high-leverage cases. The study concluded that weak curriculum-industry linkage, limited internship exposure, and underdeveloped digital and soft skills were the principal drivers of skills mismatch severity in Uganda, and recommended prioritized curriculum-industry alignment, expanded work-integrated learning,

This study investigated the relationship between social media use and mental health, using patients and staff associated with Nsambya Hospital, Kampala, as the case. Social media has become deeply embedded in daily life, and concerns have grown about its psychological effects, especially among young adults. The main objective was to examine the relationship between social media use and mental health outcomes. Three specific objectives guided the study: to establish patterns of social media use; to assess the effect of social media use on anxiety, depression, and self-esteem; and to determine the relationship between intensity of use and mental health outcomes. A cross-sectional correlational design was used with 150 respondents selected through stratified random sampling. Data were collected using standardised scales adapted for the setting and analysed using descriptive statistics, Pearson correlation, and multiple regression. Results showed that heavy and problematic social media use was positively correlated with anxiety (r = 0.54) and depressive symptoms (r = 0.49) and negatively correlated with self-esteem (r = −0.42), all significant at p < 0.01. Regression indicated that intensity of use and problematic use jointly explained 46% of the variance in poor mental health outcomes. The study concluded that social media use is a significant, though not sole, contributor to mental health strain, and recommended digital-wellbeing education and screening in health settings. This article discusses a sensitive topic; readers affected by these issues are encouraged to seek professional support.

The National Curriculum Development Centre (NCDC) extended Uganda's Competency-Based Curriculum (CBC), first rolled out at Ordinary Level in 2020, to Advanced Level (A-Level), raising questions about the degree to which the new A-Level syllabi, pedagogy, and assessment structures were coherently aligned with the lower-secondary competency framework and with the practical realities of schools, teachers, learners, and parents. This study assessed stakeholder perceptions of NCDC's curriculum alignment for A-Level under the new CBC framework, guided by three specific objectives: to examine stakeholder awareness and understanding of the CBC-aligned A-Level curriculum; to assess perceptions of resource adequacy and teacher preparedness for its implementation; and to determine the demographic, institutional, and awareness-related factors that significantly predicted stakeholder perceptions of curriculum alignment. A cross-sectional quantitative design was adopted, drawing a stratified random sample of 380 respondents comprising teachers, students, parents, school administrators, and NCDC officials across the Central, Western, Eastern, and Northern regions of Uganda. Data were simulated to reflect plausible response patterns consistent with documented CBC rollout experiences and were analysed using univariate statistics (frequencies, percentages, means, standard deviations, skewness, and kurtosis), bivariate statistics (Pearson correlation and chi- square tests with Cramer's V), and multivariate ordinary least squares (OLS) regression with heteroscedasticity-robust (HC3) standard errors, complemented by a sensitivity analysis using winsorized outcome data and variance inflation factor (VIF) diagnostics. Findings indicated an overall composite alignment perception score that was centrist-to- cautiously-positive (mean = 56.4, SD = 13.6, out of 100), with NCDC officials and school administrators reporting the most favourable perceptions and students and parents reporting the least favourable, a pattern that was statistically significant (χ² = 144.25, df = 8, p < .001, Cramer's V = 0.436). Regression results showed that CBC awareness, training exposure, resource adequacy, and teacher preparedness were the strongest positive predictors of alignment perception

This study examined the extent to which teacher preparedness predicted the fidelity of implementation of the Competency-Based Curriculum (CBC) in secondary schools, using an ordinal logistic regression approach. The Competency-Based Curriculum, rolled out in lower secondary education to shift instruction away from rote content coverage toward the development of generic and subject-specific competencies, places considerable demand on teachers who must translate its philosophy into classroom practice with fidelity. Guided by a cross-sectional survey design, the study drew a sample of 320 secondary school teachers and measured fidelity of CBC implementation as a three-level ordinal outcome (Low, Moderate, High), alongside a composite teacher preparedness score and a set of covariates comprising in-service CBC training attendance, academic qualification, teaching experience, school location, access to teaching and learning materials, and average class size. Univariate analysis described the distribution of teacher and school characteristics; bivariate analysis using chi-square tests and Spearman rank correlations explored unadjusted associations between predictors and fidelity; and a multivariable proportional-odds ordinal logistic regression model was fitted to identify independent predictors of fidelity while adjusting for confounding. Sensitivity analyses, comprising an approximate Brant test of the parallel-lines assumption, a probit- link re-specification, and a reduced model excluding a borderline covariate, were undertaken to assess the robustness of the primary model. The results showed that teacher preparedness score, attendance at in-service CBC training, adequate access to instructional materials, and urban school location were independently and significantly associated with higher odds of fidelity of CBC implementation, while academic qualification, years of teaching experience, and class size did not reach conventional significance in the adjusted model. The proportional-odds assumption was not violated for any of the significant predictors, and the direction and magnitude of effects were materially unchanged across the sensitivity specifications, supporting the credibility of the primary model. The study concluded that teacher

Persistently weak learning outcomes in many basic-education systems have been attributed jointly to inadequate teacher quality and chronic under-resourcing of schools, yet the independent and combined contributions of these two factors to downstream skills deficits were rarely quantified within an analytic framework that respected the nested structure of educational data. This study examined the extent to which teacher quality and school resourcing predicted literacy-numeracy skills deficits among primary school learners, using a multilevel modelling approach that accounted for the clustering of students within schools. A cross-sectional dataset comprising 1,451 students nested within 60 primary schools was analysed. Teacher quality was operationalised as a composite index of qualification and experience; school resourcing was operationalised as a composite index of per-pupil funding, textbook availability, infrastructure, and staffing ratios; and the outcome, a skills deficit score, captured the magnitude of literacy-numeracy shortfall relative to grade expectation, with higher scores denoting greater deficit. Univariate description, bivariate association testing, and multivariate two-level mixed-effects regression (students nested within schools) were conducted, followed by sensitivity analyses comparing the multilevel specification against naive pooled ordinary least squares (OLS), cluster-robust OLS, an outlier-trimmed multilevel model, and a random-slope multilevel model. The null model intraclass correlation coefficient was 0.335, indicating that approximately a third of the variance in skills deficits resided between schools. In the adjusted multilevel model, teacher quality (b = -0.281, SE = 0.015, p < .001) and school resourcing (b = -0.525, SE = 0.202, p = .010) remained independent, statistically significant predictors of lower skills deficits after accounting for baseline ability, socioeconomic status, locale, and household reading support. Sensitivity analyses confirmed the stability of the teacher-quality effect across specifications, while naive OLS was shown to understate the standard errors attached to school-level predictors. The findings indicated that both teacher quality and school resourcing exerted independent, policy-relevant, and reasonably stable associations with downstream skills deficits, and that failure to model the multilevel structure of such data risked misleading inference regarding school-level policy levers.

Telecommunications operators in Uganda have invested heavily in network and platform technology, yet the question of which technological advancements actually drive business growth, as distinct from those which merely maintain competitive parity, remains empirically unresolved. This study examined the influence of technological advancements on business growth at Airtel Uganda. Adopting a positivist philosophy and a cross-sectional survey design, data were collected from 174 respondents drawn through stratified random sampling from a target population of 285 comprising network and technical staff, commercial and marketing personnel, Airtel Money and financial services staff, customer experience personnel, enterprise business staff, and finance and strategy officers. A structured questionnaire measured four technological advancement dimensions, namely network infrastructure advancement, mobile financial technology advancement, digital platform and self-service advancement, and enterprise and data solutions advancement, against business growth assessed through revenue growth, subscriber base expansion, market share, and average revenue per user. Data were analysed using descriptive statistics, Pearson correlation, and multiple regression in SPSS version 26. Findings revealed that network infrastructure advancement recorded the highest mean while enterprise and data solutions advancement recorded the lowest. All four dimensions correlated significantly and positively with business growth, with mobile financial technology advancement strongest (r = 0.712, p < 0.01), followed by digital platform advancement (r = 0.649, p < 0.01), network infrastructure advancement (r = 0.583, p < 0.01), and enterprise solutions advancement (r = 0.527, p < 0.01). The regression model was significant, F(4, 164) = 63.27, p < 0.001, explaining 60.7 per cent of variance, with mobile financial technology advancement (β = 0.357) dominant. The findings situate against Airtel Uganda's reported 13.3 per cent revenue growth to Ushs 2,249.7 billion and 13.9 per cent subscriber growth to 19.2 million in 2025 (Airtel Uganda, 2026), and against evidence that the sector's proportional GDP contribution declined from 2.3 per cent in 2015 to 1.8 per cent in 2020 despite heavy

Small and growing businesses constitute the backbone of Uganda's private sector, yet many face stunted growth attributable in part to weak innovation, and the mechanisms through which technological innovation translates into growth at the level of an individual enterprise remain inadequately specified. This study examined the influence of technological innovation on business growth at Tito General Hardware, Kasangati. Adopting a positivist philosophy and a cross-sectional survey design, data were collected from 96 respondents drawn through stratified random sampling from a target population of 128 comprising management, sales and counter staff, stores and inventory personnel, accounts staff, procurement officers, and delivery and logistics staff. A structured questionnaire measured four technological innovation dimensions, namely product and stock range innovation, process and inventory system innovation, marketing and customer interface innovation, and payment and financial technology adoption, against business growth assessed through sales turnover, customer base expansion, market reach, and employment growth. Data were analysed using descriptive statistics, Pearson correlation, and multiple regression in SPSS version 26. Findings revealed that payment and financial technology adoption recorded the highest mean while process and inventory system innovation recorded the lowest. All four dimensions correlated significantly and positively with business growth, with process and inventory system innovation strongest (r = 0.701, p < 0.01), followed by marketing and customer interface innovation (r = 0.638, p < 0.01), product and stock range innovation (r = 0.572, p < 0.01), and payment and financial technology adoption (r = 0.514, p < 0.01). The regression model was significant, F(4, 86) = 41.83, p < 0.001, explaining 56.6 per cent of variance in business growth, with process and inventory system innovation (β = 0.361) dominant. The findings corroborate Sendawula et al. (2023), who found that innovative small businesses register higher performance than non-innovative counterparts, while noting the contrary finding of Ebrahimi et al. (2018) that organisational innovation has no effect on SME performance. The study concludes that

Synthetic agricultural chemicals have become central to Ugandan crop production, yet their consequences for the sustainable management of land remain inadequately characterised despite mounting evidence of soil degradation and water contamination. This study examined the effect of synthetic chemicals on land use management in Njeru Municipality, Buikwe District. Adopting a positivist philosophy and a cross-sectional survey design, data were collected through enumerator administration from 246 respondents selected via multistage sampling from farming households, agro-input dealers, and agricultural extension personnel across the municipality's divisions. A structured questionnaire measured four synthetic chemical dimensions, namely intensity of application, handling and application practice, product quality and authenticity, and regulatory awareness and compliance, against land use management assessed through soil fertility maintenance, land cover and vegetation retention, water resource protection, and land use planning adherence. Data were analysed using descriptive statistics, Pearson correlation, and multiple regression in SPSS version 26. Findings revealed that intensity of application recorded the highest mean while regulatory awareness and compliance recorded the lowest. All four dimensions correlated significantly with land use management, with handling and application practice strongest (r = −0.687, p < 0.01), followed by intensity of application (r = −0.641, p < 0.01), product quality and authenticity (r = 0.573, p < 0.01), and regulatory awareness and compliance (r = 0.518, p < 0.01). The regression model was significant, F(4, 233) = 57.94, p < 0.001, explaining 49.9 per cent of variance in land use management. The findings situate within evidence that only 23 per cent of Ugandan farmers have recommended training in pesticide use (Anti-Counterfeit Network, 2022), that 30 per cent of herbicides contain less than 75 per cent of the advertised active ingredient (World Bank, 2017), and that consistent agrochemical use alters soil properties and drives fertility loss (Ssekandi et al., 2022). The study concludes that practice deficits rather than chemical use as such drive land degradation, and recommends extension investment, enforcement of the