Academic submissions (MakLIB)

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http://10.29.1.53:4000/handle/10570/4091

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Browsing Academic submissions (MakLIB) by Author "Nsibirano, Ruth"
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    Economic struggles, resilience and agency: Ageing market women redefining ‘Old’ in Kampala, Uganda
    ( 2020) Nsibirano, Ruth ; Kabonesa, Consolata ; Lutwama-Rukundo, Evelyne ; Mugisha-Baine, Euzobia M.
    This article presents evidence from a qualitative study in which 67 in-depth interviews and a focus group discussion were conducted with ageing and old market women. The study focused on what ‘old’ means and how ageing and old market women redefine the meaning of ‘old’ to gain economic independence. The findings indicate that the meaning is still greatly attached to physical changes; there are differences in how different individuals respond to the changes, as some challenge the gender stereotypes and prejudices attached to old age and show resilience. Indicators of resilience among market women included: an active economic lifestyle, asset ownership, the freedom to socialize, the ability to make decisions about what it is they value, and the ability to earn an income. Indeed, ageing women in market trade are less dependent on others. To these women, seniority in age was no longer a challenge, nor a source of distress; instead, it was a motivator for pushing forward. Based on the findings, the authors recommend extending social security grants to enable even more old persons to start and maintain economically rewarding ventures.
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    Understanding the moderating role of ‘gender’ in students’ acceptance of distance learning: The case of Makerere University
    (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2022) Nsibirano, Ruth ; Kabonesa, Consolata ; Nanyonnga, Betty
    Over the past 25 years, Uganda has implemented universal access in education policy. This has increased the number of male and female learners eligible for university education. Unfortunately, Makerere University is still predominantly an on-campus university, whose physical infrastructure has not developed to match the numbers. As such, some interested applicants’ miss out, often with obvious gender related issues. Distance learning allows for teaching and learning happening remotely, so it can potentially address this mismatch, if gender differences in awareness and preferences are addressed. Thus, a cross sectional study was conducted to establish learners’ awareness and perceptions of distance learning. Qualitative and quantitative data were collected. Findings show that what male and female students know, and their perceptions of distance learning, are influenced by positive and negative views they hold. Potential benefits of distance learning to challenges arising from gender roles did not influence awareness and perceptions. The paper highlights a need for awareness raising about distance learning.