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This paper discusses hopeful futures for higher education and the use of technology in realising those futures through the lens of refugee education in Uganda. Through an analysis of qualitative research done with refugee students and teachers participating in a blended bridging programme designed to prepare students for entry and success in higher education, this paper explores the interplay between contingency and positions of hope for refugee students in relation to higher education and further assimilation into civic society. Two themes emerged from the analysis that suggested a prioritarian orientation for higher education to realise a more hopeful future. First, hope renders as an act of cultivation as refugee students become exposed to new concepts and develop confidence in relation to them. Second, digital technologies broaden the cultivation of hope towards greater civic participation, even if access to higher education is not achieved. Third, hope correlates to action not necessarily as a linear progressive trajectory but as a diligent watchfulness for positive possibility. The implications for higher education are that taking a prioritarian lens for refugees in educational design engages with the contingencies that impact all, placing the sector deliberately in search of positive possibility in its orientation and design. [ABSTRACT FROM AUTHOR]

Background: A community of practice (CoP) is defined as a group of people who share a concern, set of problems, or a passion about a topic, and who deepen their knowledge and expertise by interacting on an ongoing basis. The paper presents a case study on the design, implementation and management of a CoP. The objective is to share experiences, opportunities, challenges and lessons learnt in using digital platforms for clinical mentorships to establish a CoP that promotes enhanced service provision of abortion care. Methods: We employed competence-based training and ongoing virtual mentorship for abortion care, employing the abortion harm reduction model, and using several digital platforms to create and nurture community of practice for abortion care. Using the Capability-Opportunity-Motivation for Behavior (COM-B) model and textual data analysis, we evaluated the performance of the CoP as a tool to support abortion care, using data from in-depth interviews and information shared on the platforms. The data was analyzed by thematic analysis using text data analytical approach. Results: CoPs have much unrealized potential for networking to improve abortion care, as they are more inclusive, interactive and equalizing than typical webinars, yet less expensive and can complement (though not replace) physical mentorships. CoPs' focus on sharing best practices and creating new knowledge to advance professional practice, faces challenges of maintaining regular interaction on an ongoing basis. CoP members need to share a passion for their practice and mutual trust is key to success. Conclusion: Though it faced initial challenges of connectivity, and limited interaction, the CoP approach using digital platforms promoted shared experiences, personal connections, communication, collaboration and application of knowledge for improved abortion care. [ABSTRACT FROM AUTHOR]

This research paper investigated the digital competence of students in higher education in Uganda, utilising the Dig-Comp 2.1 framework as the basis for assessment. The study explores potential gender disparities in digital competence levels among students, aiming to identify areas of improvement for educational institutions and policymakers. The research utilised a quantitative approach, incorporating online surveys to collect data (N = 99) from a diverse sample of university students. Descriptive and t-test analyses were performed to analyse the significant differences in digital competencies between genders and found slight but statistically insignificant differences. The study's findings contribute to the growing body of research on gender and digital competency and underscore the need for ongoing efforts to create inclusive and equitable digital education environments. In today's increasingly digital world, possessing adequate digital competence is crucial for personal, academic, and professional success. Higher education institutions are pivotal in equipping students with the necessary digital skills to thrive in the digital age. To enhance digital competence among all students, educators, policymakers, and institutions must focus on gender-sensitive strategies and tailor digital literacy programs to meet the diverse needs of their student population. [ABSTRACT FROM AUTHOR]

This article introduces the Regulatory Framework for the Management of Records, a high level statement of the elements that need to be in place at the national level if governments are to manage records adequately in the hybrid paper / digital environment and in support of FOI regimes. The authors use the framework to analyse the Kenyan, Ugandan and Tanzanian findings of an International Records Management Trust research project, in which both authors were involved. [ABSTRACT FROM AUTHOR]

Digital platforms are restructuring how many companies and industries function, including humanitarian organisations that operate in complex environments and serve vulnerable populations. To date, however, there has been limited study of their use in humanitarian and particularly refugee contexts. This paper seeks to address this gap by drawing on the concept of platformisation to study the opportunities and challenges arising from UNHCR's transition from a closed transactional system to an open innovation platform focusing on core processes of identification, value creation and platform governance that are relevant for refugee management and protection. Our empirical study captures the perspectives of the UNHCR, organisational stakeholders and refugees in the world's largest refugee camp in Northern Uganda with regards to UNHCR's strategy towards platform openness. We find that UNHCR's data transformation strategy introduces the potential for increasing institutional value in the form of more effective service delivery to refugees. However, these technological opportunities do not necessarily translate to greater value if they do not mesh with current work practices, incentives and activities of service provider organisations and refugees. Our study helps identify opportunities to address these constraints, primarily through improving understanding of the emergent governance‐related tensions that exist for digital platforms for development and surfacing existing issues of exclusion and vulnerability. We conclude with insights for the broader theorisation of identification platforms and with recommendations for policies and practices that together might help realise the potential value creation introduced through the platformisation of identification systems. [ABSTRACT FROM AUTHOR]

The study aimed to assess the potential of smartphone applications for strengthening accountability in public agricultural extension services. Therefore, a smartphone application called 'e-diary' was developed and tested in Uganda. A Design Science Research approach was used for the development and assessment of the e-diary. Individual face-to-face interviews and focus group discussions were used for data collection. Data analysis was conducted using the content analysis method. The findings indicate that smartphone applications have the potential to strengthen accountability in the public agricultural extension services by enabling remote supervision in real-time, which reduces the costs and time of supervision. However, the study also indicates that the successful implementation of such tools requires incentives such as awards of recognition. These findings contribute to the understanding of the potential role of ICTs in strengthening the management of public services (such as agricultural extension) in developing economies. [ABSTRACT FROM AUTHOR]

In 2015, the United Nations member states adopted the 2030 Sustainable Development Goals (SDGs). Education, which is the fourth Sustainable Development Goal, has seen some major transformations with the advent of digital technologies. Education is now increasingly being imparted through these digital technologies as well. In the past few years, researchers have paid considerable attention to studying this changing educational landscape. However, there exists two major gaps. First, the existing literature highlights the importance of Information and Communication Technologies (ICTs) in imparting quality education by exploring characteristics of ICTs such as: portability, connectivity and usability but fails to explore learners' perception towards online education. Second, the changing educational landscape resulting from the use of ICTs has often been reported with regard to developed economies, giving little consideration to emerging knowledge economies. The present study overcomes these two gaps by exploring the motivators; de-motivators; as well as potential facilitators of online education, from the perspective of learners in emerging knowledge economies. Further, it attempts to understand individual differences with respect to country, gender, age, employment status and educational qualification towards the enrolment, preference and awareness related to online education. The study presents an in-depth comparative analysis of two emerging knowledge economies: India and Uganda and has been undertaken in two phases. In the first phase in-depth interviews were conducted with 51 learners to explore the motivators, de-motivators, and potential facilitators of online education. Data thus collected was checked for content validity through an extensive literature review. In the second phase, a structured questionnaire was administered to 252 respondents, drawn from a population of participants pursuing or having an intention to pursue online education in both countries. The present work provides better insights for further facilitation and improvement of online education in emerging knowledge economies. Mann-Whitney U-Tests and Kruskal-Wallis tests were undertaken to establish statistical validity. The paper concludes with some suggestions and recommendations on how to overcome barriers and factors which de-motivate learners from pursuing online education in order to achieve the desired Sustainable Development Goals. [ABSTRACT FROM AUTHOR]

Since its outbreak, Covid-19 has led to upsurge in economic inactivity, leaving many households and firms without access to and use of basic services including financial services. Specifically, with the lockdown and curfew, most traditional bank branches remained closed, leaving households without access to quality, affordable, convenient, and safe financial services. This study aims to establish whether contactless digital financial innovation like mobile money can promote access to and use of financial services in the presence of pandemic positive emotions in low-income countries. SmartPLS 3.0 was used to construct the structural equation mediation model with bootstrap based on 2,737 valid responses. It was found that contactless digital financial innovation such as mobile money significantly promotes access to and use of financial services in low-income countries under pandemic situation. Additionally, the findings showed that the use of contactless digital financial innovation promotes Covid-19 standard operating procedures in low-income countries. Cognizant to the role of human behaviour in technology adoption and usage, the structural equation model with bootstrapping revealed a 4 percentage points improvement in Covid-19 standard operating procedures due to the use of contactless mobile money channel. Accordingly, the findings could be useful in the following ways: governments in low-income countries may use it to promote public health concern under pandemic situations. Mobile money can allow individuals to store, send, and receive money during situation of limited or no movements caused by pandemic health restrictions. Besides, the use of contactless digital financial innovation may promote digital commerce in low-income countries under the pandemic situation. Similarly, mobile money can be used to promote government-to-person, person-to-person, person-to-business, and business-to-person payments under emergency situations. The findings may also help governments in low-income countries to rethink about taxes levied on mobile money. [ABSTRACT FROM AUTHOR]

Purpose This study, carried out at Uganda College of Commerce, Tororo Uganda examined the reading habits of students in the digital era in order to propose strategies for enhanced library and information services provision. Design/methodology/approach This study utilized cross-sectional survey design with mixed-methods approach. Data were collected using questionnaire and interview. Quantitative and qualitative data analysis was performed using the Statistical Package for Social Scientists (SPSS) and thematic analysis respectively. The study population two hundred forty-two students and 15 staff members of Uganda College of Commerce, Tororo. Findings It was established that students at Uganda College of Commerce, Tororo mostly read to pass examinations, and textbooks are the most used information resources. Students prefer print to digital information resources. It also emerged that lack of the Internet was the biggest challenge affecting students' reading. Therefore, the study recommends development of information literacy programmes, institutional repositories and subscription to electronic resources among measures to enhance students' reading habits higher education institutions. Originality This study is a contribution to the scanty literature about reading habits in higher education institutions and the findings inform future planning and development of library and information services in higher education institutions in Uganda and sub Saharan Africa. [ABSTRACT FROM AUTHOR]

Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that art and design (A&D) educators in Uganda encounter when teaching with digital technologies and examines how they cope with these challenges. To address the research question, the study adopts a descriptive case study design that seeks to document the participants' accounts. Semi-structured interviews and non-participant observations were employed to collect data from teacher educators (TEs) and administrators (ADs) in two teacher training institutions (TTIs) in Uganda. The findings indicate that A&D TEs face accessibility challenges relating to motivation and material access. The educators use various strategies to cope with the existing challenges including peer support, continual practice, improvisation, lobbying for technical and financial support, and advocating for Bring Your Own Device (BYOD). [ABSTRACT FROM AUTHOR]

We analyze the competition issues in mobile money in Kenya–where Safaricom is the market leader–and in Uganda: where the market is duopolistic. We evaluate the multi-sided platform characteristics that have underpinned the rapid growth of the lead mobile money platforms and that also imply that the market leaders have substantial market power and can act as gatekeepers. The conduct of the lead firms is assessed along with competition measures and regulatory interventions made in each country. The analysis highlights the importance of–and challenges for–competition enforcement in developing countries to ensure effective rivalry while realizing the gains from innovation in digital platforms. [ABSTRACT FROM AUTHOR]

Introduction: Coverage of palliative care in low and middle-income countries is very limited, and global projections suggest large increases in need. Novel approaches are needed to achieve the palliative care goals of Universal Health Coverage. This study aimed to identify stakeholders' data and information needs and the role of digital technologies to improve access to and delivery of palliative care for people with advanced cancer in Nigeria, Uganda and Zimbabwe. Methods: We conducted a multi-country cross-sectional qualitative study in sub-Saharan Africa. In-depth qualitative stakeholder interviews were conducted with N = 195 participants across Nigeria, Uganda and Zimbabwe (advanced cancer patients n = 62, informal caregivers n = 48, health care professionals n = 59, policymakers n = 26). Verbatim transcripts were subjected to deductive and inductive framework analysis to identify stakeholders needs and their preferences for digital technology in supporting the capture, transfer and use of patient-level data to improve delivery of palliative care. Results: Our coding framework identified four main themes: i) acceptability of digital technology; ii) current context of technology use; iii) current vision for digital technology to support health and palliative care, and; iv) digital technologies for the generation, reporting and receipt of data. Digital heath is an acceptable approach, stakeholders support the use of secure data systems, and patients welcome improved communication with providers. There are varying preferences for how and when digital technologies should be utilised as part of palliative cancer care provision, including for increasing timely patient access to trained palliative care providers and the triaging of contact from patients. Conclusion: We identified design and practical challenges to optimise potential for success in developing digital health approaches to improve access to and enhance the delivery of palliative cancer care in Nigeria, Uganda and Zimbabwe. Synthesis of findings identified 15 requirements to guide the development of digital health approaches that can support the attainment of global health palliative care policy goals. [ABSTRACT FROM AUTHOR]

Digital storytelling (DST) is a participatory, arts-based methodology that facilitates the creation of short films called digital stories. Both the DST process and resulting digital stories can be used for education, research, advocacy, and therapeutic purposes in public health. DST is widely used in Europe and North America, and becoming increasingly common in Africa. In East Africa, there is currently limited in-country DST facilitation capacity, which restricts the scope of use. Through a Ugandan-Canadian partnership, six Ugandan faculty and staff from Mbarara University of Science and Technology participated in a pilot DST facilitation training workshop to enhance Ugandan DST capacity. This Participatory Action Research (PAR) study assessed the modification of DST methodology, and identified the future potential of DST in Uganda and other East African settings. In the two-week DST Facilitator Training, trainees created their own stories, learned DST technique and theory, facilitated DST with community health workers, and led a community screening. All trainees were invited to contribute to this study. Data was collected through daily reflection and journaling which informed a final, post-workshop focus group where participants and researchers collaboratively analyzed observations and generated themes. In total, twelve stories were created, six by trainees and six by community health workers. Three key themes emerged from PAR analysis: DST was a culturally appropriate way to modernize oral storytelling traditions and had potential for broad use in Uganda; DST could be modified to address ethical and logistical challenges of working with vulnerable groups in-country; training in-country facilitators was perceived as advantageous in addressing community priorities. This pilot study suggests DST is a promising methodology that can potentially be used for many purposes in an East African setting. Building in-country DST facilitation capacity will accelerate opportunities for addressing community health priorities through amplifying local voices. [ABSTRACT FROM AUTHOR]

In this article, we draw on our research on the digital portable library, eGranary, undertaken in a rural Ugandan village in 2008, to contribute to place-based studies of digital literacy. Our research project investigated the uptake of eGranary by students in the community, focusing on six secondary students who worked as library scholars in the local library. Drawing on Blommaert's construct of scale, we illustrate how both space and time were implicated in the diverse practices associated with eGranary, and their indexical meanings in the wider community. In addition, with reference to Norton's work on identity and investment, we illustrate how students’ identities shifted over time from trainee to tutor, and how the use of eGranary enhanced what was socially imaginable to the library scholars. We demonstrate that Norton's construct of investment thus serves as a useful complement to Blommaert's construct of scale. We also found, however, that students in the wider community who did not have access to eGranary engaged in practices of resistance. We conclude that while eGranary traveled well to Uganda, the limited local resources available in the community compromised its effectiveness, and may well limit the realization of students’ imagined identities for the future. [ABSTRACT FROM AUTHOR]