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All Journal Annals of Management and Organization Research Journal of Social, Humanity, and Education International Journal of Islamic Business and Management Review International Journal of Management and Business Applied International Journal of Applied Management and Business
Ocan, Johnson
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Control Environment and Operational Efficiency in SACCOs: a case study of Butuuro Peoples’ SACCO Barigye, Benson; Ocan, Johnson; Akena Adyanga, Francis
International Journal of Islamic Business and Management Review Vol. 4 No. 2 (2024)
Publisher : Asosiasi Dosen Peneliti Ilmu Ekonomi dan Bisnis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54099/ijibmr.v4i2.1150

Abstract

The study assessed the influence of control environment on the operational efficiency in SACCOs using a case study of Butuuro SACCO. The primary data collected from members of the Board, Supervisory Committee, Elders (who served on the Board and retired) and staff of the SACCO was collected using self-administered questionnaires framed on the Likert scale of 1 to 5. The sample of 54 respondents was selected using Yamane formula. Individual respondents in the study were selected using simple random sampling techniques. The reliability of data was achieved using the Cronbach Alpha which was established at 0.851 for the control environment and 0.704 for operational efficiency. Collected data was analyzed using inferential statistics with the aid of Statistical Package for Social Scientists (SPSS) version 20. The results revealed a significant positive relationship between control environment and operational efficiency (r=0.472, P=0.000), control environment explains 22% (R2 =0.22) of variance in operational efficiency, the beta value for control environment from the regression model was 0.472 at p< 0.03. The study concludes that control environment has a significant positive association with operational efficiency. The study recommends a strong and effective environment for improving the operational efficiency of SACCOs.
Experiences and challenges implementing Uganda's revised English Literature curriculum: Problematization of colonization Ocan, Johnson
Journal of Social, Humanity, and Education Vol. 5 No. 1 (2024): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i1.2182

Abstract

Purpose: This study explores teachers' perspectives and challenges in implementing a competency-based English literature curriculum in Uganda after many years of British hegemony. This reflects on the roles and prestige of the English language as it evolved during colonial and postcolonial schools. Research methodology: The method used in this study focuses on secondary literature to refute the claim that the British forced English into Uganda while extinguishing native tongues. Results: According to the major results of the study, students in Uganda had the opportunity to enroll in kindergarten through university-level schooling, where English was the predominant medium of instruction. Limitations: The study's limitations suggest that, although the British gave English education more attention, they were careful to emphasize that national tongues should not be disregarded in favor of English. Following these investigations, the old English language curriculum has always had a tenuous connection with British political and economic interests in Uganda. Contribution: Regarding the contributions of the study, the overhaul of the curriculum was "overdue," according to Hon. Janet Museveni, Minister of Education, Sports and Science who stated in Parliament that the antiquated curriculum was anti-intellectual and opposed to cultural action. However, it is still challenging to put such a change into practice practically. This treatise simply states an ‘implementation gap,’ which is the difference between the intended and actual implementation of the competency-based curriculum.
A Political Patronage and Its Impact on Service Delivery in Uganda: Kabale Municipality, Kabale District Mugabe, Robert; Adyanga, Francis Akena; Ocan, Johnson
International Journal of Management and Business Applied Vol. 4 No. 1 (2025)
Publisher : Asosiasi Dosen Peneliti Ilmu Ekonomi dan Bisnis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54099/ijmba.v4i1.1141

Abstract

abstract This study seeks to undertake a thorough analysis of the effects of political patronage, a pervasive and deeply rooted practice that is prevalent throughout Uganda and has profound implications for governance and service delivery. In this research, Kabale Municipality, located in Kabale District, serves as a crucial case study. This municipality has been selected due to its unique political dynamics and the evident discrepancies in service delivery that reflect broader national trends. By exploring the disparities in service provision between regions that are considered loyal to the government and those that maintain affiliations with opposition parties, this study aims to provide a comprehensive understanding of how political patronage shapes the landscape of service delivery in Uganda. The situation in Kabale is illustrative of the systemic issues prevalent across the country, making it an ideal microcosm for this analysis. The research employs a comparative case study design that is intricately guided by the philosophical framework of critical realism. A diverse range of qualitative methodologies, including in-depth interviews, focus group discussions, and direct observational studies. The expected recommendations may include the introduction of policy reforms that enhance transparency and accountability in the allocation of resources, the establishment of more inclusive and participatory mechanisms for decision-making, and the implementation of strategies designed to empower marginalized communities that have historically been sidelined due to their political affiliations. Key words: political patronage, service delivery, participatory politics, decision making
Experiences and challenges of the integrated development model on job creation Rutarindwa, Alphonse; Akena, Francis; Ocan, Johnson
International Journal of Applied Management and Business Vol. 2 No. 2 (2024)
Publisher : ADPEBI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54099/ijamb.v2i2.1137

Abstract

This study proposes to explore the experiences and challenges of the integrated development program model on job creation in Rwanda’s Gasabo District. The study aims to understand how this model contributes to job opportunities, economic empowerment and community development within the District. In terms of methodology the study adopted a mixed methods approach, the study combined qualitative and quantitative research techniques. Surveys was quantified the extent of job creation, while interviews were explored the perceived social and economic impacts on the local population, including challenges encountered in implementing this model. Results: The results revealed that the implementation of the integrated development model (IDM) in the Gasabo District reveals significant positive outcomes, particularly in healthcare, infrastructure, and financing initiatives for women and youth. High approval ratings were noted for health center establishment (M = 4.90, SD = 0.43) and infrastructure improvements (M = 4.70, SD = 0.71), underscoring their critical roles in economic development. Job creation showed promise, with small-scale business initiation with mean score of 4.66 although challenges in income diversification persisted (Meam = 3.84, St. dev = 1.26). A strong correlation (R = 0.807) was found between various predictors and job creation, with skills development emerging as a significant predictor (B = 0.149, p < .001). The study concluded that Moreover, the R Square value of 0.651 indicates that approximately 65.1% of the variance in job creation can be attributed to Integrated Development Model (IDM) implementation in the Gasabo District. Limitations: the limitations of the study conclude potential biases in self-reported data and the geographical limitation to Gasabo District, which may not fully capture the national context. Contribution: The findings of this study contributed to the understanding of integrated development program models in job creation and provide policy recommendations for enhancing these interventions. By highlighting the role of community-based interventions, this research can provide a scalable model for other districts in Rwanda and beyond. Importantly this research increased insights into how integrated development program models can address unemployment and promote sustainable economic growth.
Post-colonial representation of women's education in African novels Niwabiine, Grace; Ocan, Johnson
Journal of Social, Humanity, and Education Vol. 5 No. 4 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i4.2800

Abstract

Purpose: This study investigates the representation of women’s education in Africa within the postcolonial context. The research aims to assess the portrayal of women’s education as a tool for empowerment and social change, focusing on the socio-political implications of post-colonialism and its impact on women’s educational experiences, considering the ongoing legacies of colonialism. Research methodology: In terms of Methodology, a comparative literary analysis was employed, to analyze thematic and narrative elements of women's education. A purposive sampling method was used to select five significant African novels. Data was further scrutinized through secondary literature that relates to themes of post-colonialism and women's education in African contexts. This analysis will deploy close reading and qualitative literary analysis and most of the data obtained were analyzed thematically. Results: The findings reveal that themes such as the tension between modern education and traditional expectations were recurrent in the five novels. Conclusions: , this study affirms that African post-colonial novels do not only serve as literary expressions but are critical sites for investigating gender roles, education and colonial legacies reinforcing the idea that education as portrayed in the selected novels is a key avenue for women empowerment and societal transformation Limitations: The research was limited by focusing on few authors, which may not fully capture the experiences of other authors in another culture or locality. Contribution: This article illustrates how education empowers women, to challenge oppressive systems and redefine their identities and offers insights into the impact of women’s education, focusing on its portrayal in post-colonial novels.
Unraveling communication effects on small-scale vendors’ businesses in Kigali’s Ejoheza Modern Market Manirakiza, Jean Baptiste; Majariwa, David; Ocan, Johnson
Annals of Management and Organization Research Vol. 7 No. 2 (2025): November
Publisher : goodwood publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/amor.v7i2.2691

Abstract

Purpose: The research aimed to understand how small-scale vendors exchange with their customers from various linguistic backgrounds. It particularly sought to explore how language proficiency influences business interactions and customer satisfaction in the Ejoheza Modern Market, Kigali. Methods: Using a qualitative approach, the study investigated the language preferences and communication practices of small-scale vendors. Data were collected through direct observation and interviews with selected vendors to identify the main languages used in daily transactions and coping mechanisms adopted when facing language barriers. Results: The findings revealed that all vendors can easily speak Kinyarwanda, but only a few of them can communicate in English and French. This limitation affects their interaction with non-Kinyarwanda-speaking customers, often leading to communication breakdowns. To address this challenge, vendors rely on translation applications on their phones or seek assistance from interpreters to facilitate exchanges. Conclusion: The study concludes that language proficiency significantly influences vendors’ ability to attract and serve diverse customers, which in turn affects sales and market inclusivity. Limitations: The study was limited to Ejoheza Modern Market and did not include other markets in Kigali, which restricts the generalization of the findings. Contribution: This study highlights the critical role of language skills in enhancing small-scale vendors’ business success. It recommends establishing affordable language training programs to empower vendors, improve customer relations, and promote inclusive economic growth in Rwanda’s urban markets.
Experiences and challenges implementing Uganda's revised English Literature curriculum: Problematization of colonization Ocan, Johnson
Journal of Social, Humanity, and Education Vol. 5 No. 1 (2024): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i1.2182

Abstract

Purpose: This study explores teachers' perspectives and challenges in implementing a competency-based English literature curriculum in Uganda after many years of British hegemony. This reflects on the roles and prestige of the English language as it evolved during colonial and postcolonial schools. Research methodology: The method used in this study focuses on secondary literature to refute the claim that the British forced English into Uganda while extinguishing native tongues. Results: According to the major results of the study, students in Uganda had the opportunity to enroll in kindergarten through university-level schooling, where English was the predominant medium of instruction. Limitations: The study's limitations suggest that, although the British gave English education more attention, they were careful to emphasize that national tongues should not be disregarded in favor of English. Following these investigations, the old English language curriculum has always had a tenuous connection with British political and economic interests in Uganda. Contribution: Regarding the contributions of the study, the overhaul of the curriculum was "overdue," according to Hon. Janet Museveni, Minister of Education, Sports and Science who stated in Parliament that the antiquated curriculum was anti-intellectual and opposed to cultural action. However, it is still challenging to put such a change into practice practically. This treatise simply states an ‘implementation gap,’ which is the difference between the intended and actual implementation of the competency-based curriculum.
Post-colonial representation of women's education in African novels Niwabiine, Grace; Ocan, Johnson
Journal of Social, Humanity, and Education Vol. 5 No. 4 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i4.2800

Abstract

Purpose: This study investigates the representation of women’s education in Africa within the postcolonial context. The research aims to assess the portrayal of women’s education as a tool for empowerment and social change, focusing on the socio-political implications of post-colonialism and its impact on women’s educational experiences, considering the ongoing legacies of colonialism. Research methodology: In terms of Methodology, a comparative literary analysis was employed, to analyze thematic and narrative elements of women's education. A purposive sampling method was used to select five significant African novels. Data was further scrutinized through secondary literature that relates to themes of post-colonialism and women's education in African contexts. This analysis will deploy close reading and qualitative literary analysis and most of the data obtained were analyzed thematically. Results: The findings reveal that themes such as the tension between modern education and traditional expectations were recurrent in the five novels. Conclusions: , this study affirms that African post-colonial novels do not only serve as literary expressions but are critical sites for investigating gender roles, education and colonial legacies reinforcing the idea that education as portrayed in the selected novels is a key avenue for women empowerment and societal transformation Limitations: The research was limited by focusing on few authors, which may not fully capture the experiences of other authors in another culture or locality. Contribution: This article illustrates how education empowers women, to challenge oppressive systems and redefine their identities and offers insights into the impact of women’s education, focusing on its portrayal in post-colonial novels.
Co-Authors Adyanga, Francis Akena Akena Adyanga, Francis Akena, Francis Barigye, Benson Majariwa, David Manirakiza, Jean Baptiste Mugabe, Robert Niwabiine, Grace Rutarindwa, Alphonse