Book Chapters

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Education and social change : empirical studies for the improvement of education in Eastern Africa.
(German Foundation for International Development Education, Science and Documentation Centre, 1999) Hess, Juergen
This study investigated the reasons for non-enrolment of children for Universal Primary Education (UPE) in Uganda. The central research question of the study was based on the fact that in Uganda some children who registered for UPE have still not gone to school. The study's objective was to find out the reasons why some of the children who registered for UPE are not enrolled in school. The study was carried out in Asuret sub-county in Soroti district. This was a descriptive qualitative study that used interviews, focus group discussions, observation and document analysis for obtaining its information. The data analysis was qualitative. This study revealed that poverty is the main cause of non-enrolment in UPE in Asuret sub-county. Due to poverty, parents/guardians cannot afford to buy school uniforms and stationery, pay examination fees and other fees usually required by the schools. The parents advocated for an absolutely fee-free UPE programme as one of the ways of increasing enrolment rates in Asuret sub-county. This would particularly support the orphans who usually receive no financial support for school education from their guardians. This would call for the government providing uniforms, examination fees, lunch-time meals, stationery, and other school requirements. This study recommends that in order for the orphans and children from very poor families to get education, the government should provide completely free primary education to all "its UPE children". They should also continue with its efforts to eradicate poverty in the country and to improve the teaching-learning facilities in the schools, as this would encourage parents to send their children to school. A clear policy must be rnade on the exclusion of uniforms from school requirements, and it must be ensured that schools follow this guideline. Areas for further research include investigating the extent to which the UPE programme in Uganda has brought orphans access to education and contributed to the enrolment of girls for primary education.
Teacher’s job demands and quality of teaching in selected government-aided secondary schools in Buikwe district, central Uganda
(Kyambogo University (Unpublished work), 2024-03) Muzaale, Ziraba Ibrahim
The study surveyed the relationship between teacher’s job demands and quality of teaching in government-aided secondary schools in Buikwe district guided by the following specific objectives; (i) to examine the relationship between teacher’s work overload and quality of teaching in selected government-aided secondary schools in Buikwe district, (ii) to establish the relationship between students’ misbehaviour and quality of teaching in selected government-aided secondary schools in Buikwe district, and (iii) to assess the relationship between large student diversity and quality of teaching in selected government-aided secondary schools in Buikwe district. The study captured both qualitative and quantitative data using a cross-sectional survey design because data was drawn from a cross-section of respondents. A sample size of 8 head teachers and 176 teachers of government aided secondary schools was sampled by means of purposive and simple random sampling techniques respectively. Semi-structured questionnaires, interviews plus observation guide were used for data collection. The study adopted demographic statistics (of; age, gender, education level and teaching experience) and Pearson correlation (of the mean indices of each construct of the IV and those of the DV) to measure the degree of association between teacher’s job demands and quality of teaching. The study found out that; (i) teachers were overwhelmed by work overloads in many school departments due to inadequate modern and relevant instructional materials, (ii) there were several common disruptive behaviour that students often do in the classroom and that those behavior give a significant impact on the whole classroom learning process, either for the teacher or the students and (iii) for the case of a large student diversity, religion was a means of instilling discipline in the learners; socio-economic status had a significant impact on the quality of teaching and that for all lessons, learners equally achieved irrespective of their gender. The researcher concluded that; (i) engaging teachers in a range of tasks and responsibilities can prevent monotony and enhance their problem-solving skills, creativity and overall job satisfaction, which in turn can positively impact quality of teaching, (ii) failure to apply effective teaching practices such as clear communication, engaging instructional methods and creating a positive and supportive learning environment can negatively affect student behaviour and, (iii) quality of teaching is closely linked to how well educators embrace and accommodate large student diversity and that embracing student diversity enriches the learning experience, promotes inclusivity, and prepare students for a globalized world. The researcher recommended that; (i) administrators in government-aided secondary schools should provide teachers with a certain degree of autonomy on their job by granting them the flexibility and freedom to make decisions regarding instructional methods, classroom management and curriculum adaptation, (ii) teachers should adopt effective communication skills during and outside class by clearly explaining concepts during lessons, actively listening to students, and encouraging teacher-student open dialogue so as to better classroom management and improved student behaviour and, (iii) teachers should be vigilant about addressing stereotypes and biases in the classroom by promoting an atmosphere of respect and tolerance, where all students feel valued and safe to express their opinions.
The integration of artificial intelligence in customer relationship management: enhancing customer experience through big data and machine learning
(IGI Global, 2025) Perumal, Elantheraiyan; Supritha, R.; Kasule, George Wilson; Kesavaraj, Geeta
Rapid AI and its integration into virtually every business process stand on their own as a new generation in customer relationship management. This paper explores the transformative impact that AI, big data analytics, and machine learning have brought to CRM systems and strategies, looking closely at how they promise to revolutionize the customer experience in the digital revolution. In light of increasing competition in an increasingly data-driven marketplace, the traditional model of CRM is being rewritten. With AI-powered CRM solutions, businesses are now better equipped with new tools and capabilities that they can use to process extensive customer data to derive meaningful insights, thus enabling highly personal, efficient, and predictive customer relationships well beyond comparisons made thus far. As such, this change assumes a revolutionary shift from reactive to becoming more proactive so as to allow the much-needed ability to predict and preempt customers' needs and preferences with unprecedented accuracy.
E-Learning
(Springer, 2025-02-28) Mugizi, Wilson; Nagasha, Judith Irene
In this chapter, we elucidate the state of E-learning and the way forward in higher education in Africa. We look at E-learning as an emerging discipline, the progress achieved in education through the use of information and communication technologies (ICTs) and specifically the Internet, the multiple definitions that have emerged during the past few decades, and the advance in the uptake in African institutions of higher education to suggest a way forward. Since this chapter is an exploration of the state of the field, it is a critical review. The chapter familiarizes stakeholders in education with current knowledge and trends in E-learning in higher education in Africa. This offers an understanding of the progress, the steps taken to implement E-learning, and the way forward. The pertinent question that emerges is the following: Why evaluate E-learning in African higher education? The answer to this question is a simple one. Basically, since the education landscape worldwide has changed following the outbreak of the coronavirus disease 2019 (COVID-19) which made E-learning a requirement, and is no longer a peculiar way providing education by specific institutions and departments, mainly those offering distance education, stakeholders in higher education in Africa have to take steps to fully integrate E-learning in teaching and learning. This chapter provides insights for the implementation of E-learning in higher institutions of education in Africa. But, in order to do this effectively, we deem it very important to show how E-learning has conceptualized the continent.

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