Metropolitan Journal of Academic and Applied Research

Metropolitan Journal of Academic and Applied Research (MJAAR)

The Metropolitan Journal of Academic and Applied Research (MJAAR) is a peer-reviewed online journal published monthly. The ISSN for the MJAAR Digital Library is ISSN: 3006-6417 (Online). MJAAR is a highly selective journal that covers a wide range of topics, catering to a broad audience interested in academic and applied research across various fields. MJAAR offers numerous advantages designed to enhance research skills and advance academic careers. Publishing in scholarly journals plays a critical role in career progression within academia. Author Benefits Specific to MJAAR Publications: Fast and Efficient Paper Publishing Process: Authors can expect a smooth and timely publication process. Indexing in Prominent Databases: MJAAR is listed in notable platforms such as Google Scholar, ResearchGate, Scirus, get CITED, and others. Expert Peer Review Panel: We are honoured to have a highly respected team of academic reviewers from leading universities around the world. Open Access Journal: This ensures wide visibility and promotion of your published work. MJAAR is managed by a distinguished Board of Editors and is supported by an international review board comprised of prominent academics and professionals from renowned universities, colleges, and institutions across Africa, the Middle East, and beyond. To ensure the highest quality standards, all manuscripts submitted to MJAAR undergo a stringent review process, which includes blind reviews by one or more members of the international editorial review board, followed by an in-depth evaluation by MJAAR editors. We are committed to supporting our authors in excelling across all areas of academic and applied research.

Latest Articles

Browse the latest peer-reviewed publications from Metropolitan International University Journals.

Financial Freedom as a Function of Control: An Imperative for Uganda's Youth

Authors: Dr. Arinaitwe Julius1 , Asiimwe Isaac Kazaara2 1,2 Metropolitan International University

Published on 01 Jan 1970

Background: Uganda's youth, constituting 78% of the population, face persistent financial insecurity despite expanding economic opportunities and financial inclusion initiatives. While various interventions have targeted youth financial empowerment, limited research has examined how control mechanisms influence the pathway to financial freedom in the Ugandan context. Objective: This study examined the relationship between financial control and financial freedom among Uganda's youth, specifically assessing how financial literacy, access to financial services, and entrepreneurial engagement influenced young people's capacity to achieve financial independence.

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The Master Resource: Cultivating a Productive Mindset as the Foundational Element for Youth Development in Uganda

Authors: Asiimwe Isaac Kazaara1 , Musiimenta Nancy2 1,2 Metropolitan International University

Published on 01 Jan 1970

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.

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The Competence-Based Curriculum in Africa: A Critical Analysis of Systemic Failure and Its Socioeconomic Implications

Authors: Dr. Arinaitwe Julius1 , Dr. Ariyo Gracious Kazaara2 1,2 Metropolitan International University

Published on 01 Jan 1970

Background: Between 2000-2024, over 35 African nations implemented competence-based curriculum (CBC) reforms promising enhanced 21st-century skills, employability, and educational quality, investing over $5 billion collectively amid strong advocacy from international development agencies. However, accumulating evidence suggests severe systemic implementation failures with troubling socioeconomic implications. Objective: This study critically analyzed CBC implementation systemic failures across African education systems and assessed socioeconomic implications for learning outcomes, educational equity, and development outcomes.

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The Competence-Based Curriculum in Uganda: Decolonization or a New Face of Neo-Colonialism

Authors: Ahumuza Audrey1 , Musiimenta Nancy2 1,2 Metropolitan International University

Published on 01 Jan 1970

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.

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The Interplay of Co-Curricular Activities, Student Age, and School Rules on Student Discipline in Ugandan Secondary Schools: A Proposed Linear Model

Authors: Musiimenta Nancy1 , Asiimwe Isaac Kazaara2

Published on 01 Jan 1970

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.

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Forged in the Fire: The Productive Struggle of Uganda's CBC Implementation as a Catalyst for a Brighter Educational Future

Authors: Dr. Arinaitwe Julius1 , Ahumuza Audrey2

Published on 01 Jan 1970

This mixed-methods study examined the implementation challenges of Uganda's Competency-Based Curriculum (CBC) as productive struggles that could catalyze educational transformation. Employing a convergent parallel design, the research was conducted across 45 purposively selected primary schools in five districts representing diverse geographical regions, with a sample of 450 participants comprising 270 teachers, 45 head teachers, 90 education officials, and 45 Parent-Teacher Association representatives, providing 80% statistical power to detect medium effect sizes. Quantitative data were collected using validated questionnaires measuring implementation challenges, adaptive strategies, teacher competence, and implementation effectiveness, while qualitative data were gathered through focus group discussions, semi-structured interviews, classroom observations, and document analysis.

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Navigating the Implementation Labyrinth: A Critical Analysis of the Competency-Based Curriculum in Uganda's Lower Secondary Education

Authors: Ahumuza Audrey1 , Asiimwe Isaac Kazaara2

Published on 01 Jan 1970

This study critically analyzed the implementation of the Competency-Based Curriculum (CBC) in Uganda's lower secondary education system, focusing on teacher preparedness, resource adequacy, and assessment alignment as key determinants of implementation success. Employing a mixed-methods research design, the study collected data from 385 teachers, 60 head teachers, 30 curriculum developers and education officers, and 800 students across 45 randomly selected secondary schools in five districts representing urban, peri-urban, and rural settings. Sample size determination using G*Power software with 80% statistical power, 0.

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The Elusive Quest for Quality: A Historical Analysis of Education Reforms in Uganda (1922-2025)

Authors: Dr. Ariyo Gracious Kazaara1 , Dr. Arinaitwe Julius2

Published on 01 Jan 1970

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.

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Bridging the Gap or Building on Sand? A Critical Analysis of Skill Identification in Uganda's CompetencyBased Curriculum

Authors: Musiimenta Nancy1 , Ahumuza Audrey2

Published on 01 Jan 1970

This study critically analyzed skill identification processes in Uganda's Competency-Based Curriculum to determine whether the reform genuinely bridged gaps between education and labor market demands or merely built impressive structures on unstable conceptual foundations. Employing a convergent parallel mixed-methods design, the study surveyed 385 stakeholders including teachers, employers, curriculum developers, and education officials, conducted 24 key informant interviews, facilitated four focus group discussions, and analyzed curriculum documents. The research examined three core objectives: methodologies and stakeholder engagement in skill identification, alignment between identified skills and socio-economic demands, and clarity and implementability of skills.

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Beyond Brick and Mortar: Addressing the Agricultural Skills Gap in Uganda's Youth Employment Strategy

Authors: Musiimenta Nancy1 , Ahumuza Audrey2

Published on 01 Jan 1970

Background: Uganda's youth employment strategy has predominantly emphasized urban-based formal sector jobs, overlooking agriculture's potential to absorb the growing youth population despite the sector's contribution of 24% to GDP and employment of 70% of the workforce, creating a significant agricultural skills gap that perpetuates youth unemployment and rural-urban migration. Objective: This study assessed the agricultural skills gap among Ugandan youth and developed recommendations for integrating agricultural competency development into the national youth employment strategy. Methods: A convergent parallel mixed-methods design was employed across six districts (Kampala, Wakiso, Mbale, Gulu, Mbarara, and Lira) involving 420 youth aged 18-35 years selected through multistage cluster sampling.

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