This study investigated gender-differentiated patterns of employee attrition and their downstream labor market consequences using a multi-group structural equation modeling (SEM) framework. Drawing on a sample of 860 formally employed men and women who had recently exited employment across public, private, and non-governmental organization (NGO) sectors, the study examined whether the psychosocial drivers of attrition intention — job dissatisfaction, caregiving/family burden, and career advancement barriers — operated differently for men and women, and whether attrition translated into different post-exit labor market outcomes by gender. Data were analyzed using univariate
descriptive statistics, bivariate chi-square and independent-samples t-tests, multivariate binary logistic regression with a sensitivity analysis incorporating a gender-by-caregiving-burden interaction term, and multi-group SEM comparing structural path coefficients between male and female sub-samples. The overall attrition rate was significantly higher among women (63.6%) than men (29.5%) (chi2 = 97.80, p < 0.001). Multi-group SEM results revealed that while job dissatisfaction was a comparatively stronger driver of attrition intention among men (beta = 0.395, p < 0.001 versus beta = 0.253, p < 0.001 for women), caregiving/family burden (beta = 0.465, p < 0.001) and career advancement barriers (beta
= 0.422, p < 0.001) were substantially stronger drivers among women than men (beta = 0.136, p = 0.004 and beta = 0.195, p < 0.001, respectively). Women who attrited experienced significantly longer post-exit unemployment durations and steeper wage losses upon re-employment than men. The multivariate logistic regression confirmed that gender remained a significant predictor of attrition after adjusting for age, tenure, dependents, education, and sector, and the sensitivity analysis indicated that the raw gender effect was substantially attenuated once its interaction with caregiving burden was modeled, suggesting that caregiving responsibilities substantially mediate the gender-attrition relationship. The study
concluded that attrition among women was structurally rooted in unequal caregiving demands and constrained career mobility rather than job dissatisfaction alone, with material and compounding consequences for their labor market reintegration. Targeted workplace flexibility policies, structured caregiving support, and transparent promotion pathways are recommended to narrow the gender attrition gap and mitigate its labor market costs.

This study investigated the relationship between head teacher instructional leadership and Competency-Based Curriculum (CBC) implementation outcomes at the school level in Uganda. A cross-sectional quantitative design was adopted, drawing a sample of 260 schools through stratified random sampling across government and private, and rural and urban strata. Head teacher instructional leadership was measured across three dimensions adapted from the Principal Instructional Management Rating Scale (PIMRS) defining the school mission, managing the instructional program, and promoting a positive school learning climate while CBC implementation outcomes were captured through a composite index reflecting curriculum delivery fidelity, continuous assessment practice, resource utilization, and integration of generic skills. Data were analyzed using univariate, bivariate, and multivariate statistical techniques, complemented by sensitivity analyses. The mean CBC implementation outcome score was 56.3 (SD = 10.4) out of 100, and the mean head teacher instructional leadership composite score was 58.1 (SD = 10.5). All three instructional leadership dimensions were significantly and positively correlated with CBC implementation outcomes (r ranging from 0.43 to 0.51, p < 0.001), and outcomes differed significantly by school type and location. In the multivariate ordinary least squares regression, all three instructional leadership dimensions, the instructional resource index, inservice training hours, school type, and location remained statistically significant independent predictors, with the full model explaining 47.7% of the variance in CBC implementation outcomes (R² = 0.477, F = 27.58, p < 0.001).
Sensitivity analyses — including a reduced composite-score model, a logistic regression on a binarised high-fidelity
implementation outcome, and non-parametric bootstrap resampling with 1,000 replications — confirmed the stability and robustness of the observed leadership-outcome relationship. The findings affirm that head teacher instructional leadership is a central, modifiable driver of CBC implementation success at the school level, and the study concludes with recommendations for targeted leadership capacity building, equitable resource investment, and routine schoollevel monitoring of implementation fidelity.

This study examined the relationship between hospitality management and tourism development, using Bwindi
Impenetrable National Park as a case. Bwindi is a globally significant destination famous for mountain-gorilla
trekking, and the quality of hospitality services surrounding it is widely believed to shape the visitor experience
and the growth of tourism. The main objective was to establish the relationship between hospitality management
and tourism development at Bwindi. Three specific objectives guided the study: to assess the standard of
hospitality management around the park; to examine indicators of tourism development; and to determine the
relationship between hospitality management and tourism development. A cross-sectional correlational design
was used with 145 respondents comprising hospitality staff, tourism operators, park officials, and community
members, selected through stratified and purposive sampling. Data were analysed using descriptive statistics,
Pearson correlation, and multiple regression. Results showed that hospitality management dimensions—service quality, staff competence, and facility standards—were positively and significantly correlated with tourism development (overall r = 0.66, p < 0.01). Regression indicated that service quality (β = 0.39) and facility standards (β = 0.31) jointly explained 52% of the variance in tourism development. The study concluded that strong hospitality management is a significant driver of tourism development at Bwindi and recommended investment in staff training, facility upgrades, and community-inclusive tourism.

This study investigated the impact of family background on students' academic performance in selected secondary schools in Kakumiro District, with a focus on St. Joseph S.S. Nkooko. Academic underperformance among secondary school students remains a persistent concern in rural Ugandan districts, and family background factors, including parental education, socio-economic status, and family structure, have been implicated as key determinants. The study was guided by three objectives: to examine the influence of parental education level on students' academic performance, to assess the effect of family socio-economic status on academic performance, and to establish the relationship between family structure and students' academic performance. A descriptive correlational research design was employed, targeting a population of 310 Senior Four students, from which a sample of 175 students was selected using Krejcie and Morgan's (1970) table and stratified random sampling. A
structured questionnaire was used to collect data on family background variables, while students' end-of-term aggregate scores were used as a proxy for academic performance. Data were analysed using SPSS version 26 employing descriptive statistics, Pearson correlation, and multiple linear regression. The findings revealed that parental education (r = 0.487, p < 0.01) and family socio-economic status (r = 0.541, p < 0.01) were significantly and positively correlated with academic performance, while family structure showed a weaker but still significant correlation (r = 0.298, p < 0.01). The regression model showed that the three family background factors jointly explained 41.2% of the variance in academic performance (R² = 0.412, F(3,171) = 39.87, p < 0.001), with socioeconomic status emerging as the strongest predictor (β = 0.372, p < 0.001). The study concludes that family background significantly shapes students' academic performance and recommends targeted interventions,
including bursary schemes and parental sensitisation programmes, to mitigate the effects of disadvantaged family backgrounds.

Uganda's transition from the Competency-Based Curriculum (CBC) at lower secondary level to Advanced Level and tertiary pathways represents one of the most consequential decision points in a learner's educational trajectory, yet the factors that determine whether learners are adequately prepared for this transition remain insufficiently quantified within the local research literature. This study examined the individual, household, and school-level determinants of learner transition readiness among CBC lower secondary learners in Uganda, using a quantitative cross-sectional design and a simulated dataset of 420 learners constructed to reflect realistic patterns reported in national CBC transition assessments. Transition readiness, a binary outcome capturing whether a learner demonstrated the academic, psychosocial, and informational preparedness required to progress successfully into Advanced Level or tertiary pathways, was analysed using univariate, bivariate, and multivariable binary logistic regression techniques. Univariate analysis established that only 21.9% of learners (n = 92) were classified as transition-ready, with the majority (78.1%) falling short of the readiness threshold. Bivariate analysis using chi-square tests and independent-samples t-tests identified socioeconomic status, parental education, access to career guidance, ICT access, distance to school, academic performance, and self-efficacy as significantly associated with readiness (p < 0.05), while sex, school location, school type, and age showed no significant bivariate association. The multivariable logistic regression model, adjusted for thirteen covariates, showed that high socioeconomic status (AOR = 2.30, 95% CI: 1.15–4.61), tertiary parental education (AOR = 3.30, 95% CI: 1.64–6.67), access to career guidance (AOR = 2.16, 95% CI: 1.24–3.78), ICT access at home (AOR = 2.83, 95% CI: 1.64–4.89), higher academic performance (AOR = 1.05, 95% CI: 1.02–1.08), and higher self-efficacy (AOR = 1.06, 95% CI: 1.02–1.11) significantly increased the odds of transition readiness, whereas greater distance to school significantly reduced it (AOR = 0.86, 95% CI: 0.76–0.98). The model demonstrated good discriminatory power (AUC = 0.799) and adequate calibration (Hosmer–Lemeshow p = 0.957), correctly classifying 81.0% of learners. These findings indicate that transition readiness under CBC is shaped less by demographic characteristics than by the interaction of household socioeconomic capital, informational access, psychosocial preparedness, and structural school-access factors. The study concludes that targeted, multi-pronged interventions addressing career guidance provision, digital access, and psychosocial support are needed to raise transition readiness, particularly among learners from disadvantaged households and geographically remote schools.
The study recommends the institutionalization of structured career guidance programmes at lower secondary level, deliberate investment in ICT access for disadvantaged schools, and the integration of self-efficacy-building activities into the CBC lower secondary curriculum.

This study examined the relationship between legislative oversight capacity and perceived corruption levels across district local governments in Uganda, responding to persistent concerns that formal council oversight structures established under the decentralization framework have not translated into commensurate reductions in perceived corruption. A cross-sectional analytical design was adopted, drawing a sample of 653 respondents, comprising district councilors, technical staff, and civil society representatives, nested within 42 purposively and randomly selected districts spanning the Central, Eastern, Northern, and Western regions. A composite Legislative Oversight Capacity Index (LOCI) and a Perceived Corruption Index (PCI) were constructed and analysed using univariate, bivariate, and
multivariate statistical techniques, culminating in a mixed-effects linear regression with a district-level random intercept, and complemented by a battery of sensitivity analyses. The mean LOCI was 61.97 (SD = 11.55) and the mean PCI was 50.92 (SD = 11.57), with substantial variation across regions and between urban and rural districts.
Bivariate analysis revealed a significant negative correlation between oversight capacity and perceived corruption (r = -0.370, p < 0.001). The multivariate mixed-effects model confirmed that legislative oversight capacity remained a significant independent predictor of perceived corruption after adjusting for respondent and district-level covariates (β = -0.297, 95% CI: -0.379 to -0.214, p < 0.001), with civil society presence, urban location, district revenue per capita, distance to the capital, and political competition also emerging as significant correlates. Sensitivity analyses, including cluster-robust ordinary least squares regression, outlier-exclusion re-estimation, and logistic regression on a binarized outcome, produced consistent effect sizes and directions, confirming the robustness of the central finding.
The study concludes that strengthening the practical, resourced capacity of district councils to exercise oversight is a viable and evidence-based entry point for reducing perceived corruption in Uganda's local governance system, and recommends targeted investment in committee capacity, civil society engagement, and support to structurally disadvantaged districts.

This study examined parental and community understanding of the Competency-Based Curriculum (CBC) as a predictor of learner support at home, using a structural equation modeling (SEM) approach. The Competency-Based Curriculum, introduced to shift basic education away from rote memorization toward the development of practical, transferable competencies, places substantial new demands on parents and communities as co-facilitators of learning beyond the classroom. Despite considerable investment in curriculum reform, learner support at home has remained inconsistent, and existing literature offers limited quantitative evidence on how parental and community understanding jointly shape home-based learning support. The study therefore sought to establish the extent to which parental understanding of CBC (PUC) and community understanding of CBC (CUC) predicted learner support at home (LSH) among households with children enrolled in lower and upper primary classes.
A cross-sectional survey design was adopted, and a simulated dataset of 320 parents and guardians, contextually modelled on households in a Ugandan primary-school catchment area, was analysed to demonstrate the proposed statistical pipeline. Data were analysed using univariate descriptive statistics, bivariate Pearson correlation analysis, and hierarchical multivariate ordinary least squares regression, with a battery of sensitivity analyses (robust HC3 standard errors, outlier-trimmed re-estimation, and 1,000-repetition bootstrap resampling) applied to test the stability of the core findings. Descriptive results showed moderate mean levels of parental understanding (M = 2.79, SD ≈ 0.68) and comparatively higher mean levels of community understanding (M = 3.23) and learner support at home (M= 3.59). Bivariate analysis revealed statistically significant positive correlations between PUC, CUC, and LSH (p

Competency-Based Curriculum (CBC) reforms have been adopted across many education systems, particularly in sub-Saharan Africa, as a strategy for shifting instruction away from rote content coverage toward the development of learner competencies, skills, and applied knowledge. Despite the policy appeal of CBC, a persistent gap has emerged between what national curriculum frameworks prescribe and what actually occurs in classrooms. This systematic literature review synthesizes evidence from peer-reviewed studies, government reports, and grey literature published between 2013 and 2025 to examine the institutional and systemic barriers that constrain CBC implementation.
Following PRISMA guidelines, 54 studies met the inclusion criteria after a multi-stage screening process from an initial pool of 412 records identified across four databases. Thematic synthesis of the included studies produced six dominant barrier categories: policy design and communication gaps; institutional capacity and resource constraints; teacher preparedness and continuous professional development deficits; assessment and examination system misalignment; weak leadership, governance, and monitoring systems; and socio-cultural and contextual resistance.
The review finds that policy-to-practice gaps are rarely attributable to a single point of failure but instead emerge from
the cumulative interaction of under-resourced institutions, examination systems that still reward content recall, inadequately supported teachers, and top-down policy processes that exclude implementers from design. The review concludes that sustainable CBC implementation requires coherent alignment between policy intent, institutional capacity, and classroom-level support structures, and proposes a multi-level framework for closing the policy-topractice divide. Implications for policymakers, curriculum developers, teacher training institutions, and future research are discussed.

Competency-Based Curriculum (CBC) reforms have been adopted across many education systems, particularly in sub-Saharan Africa, as a strategy for shifting instruction away from rote content coverage toward the development of learner competencies, skills, and applied knowledge. Despite the policy appeal of CBC, a persistent gap has emerged between what national curriculum frameworks prescribe and what actually occurs in classrooms. This systematic literature review synthesizes evidence from peer-reviewed studies, government reports, and grey literature published between 2013 and 2025 to examine the institutional and systemic barriers that constrain CBC implementation.
Following PRISMA guidelines, 54 studies met the inclusion criteria after a multi-stage screening process from an
initial pool of 412 records identified across four databases. Thematic synthesis of the included studies produced six
dominant barrier categories: policy design and communication gaps; institutional capacity and resource constraints;
teacher preparedness and continuous professional development deficits; assessment and examination system
misalignment; weak leadership, governance, and monitoring systems; and socio-cultural and contextual resistance.
The review finds that policy-to-practice gaps are rarely attributable to a single point of failure but instead emerge from
the cumulative interaction of under-resourced institutions, examination systems that still reward content recall,
inadequately supported teachers, and top-down policy processes that exclude implementers from design. The review
concludes that sustainable CBC implementation requires coherent alignment between policy intent, institutional capacity, and classroom-level support structures, and proposes a multi-level framework for closing the policy-topractice divide. Implications for policymakers, curriculum developers, teacher training institutions, and future research are discussed.

This study investigated the structural relationships among political will, institutional independence, and anticorruption enforcement outcomes within Uganda's anti-corruption institutional ecosystem, and further tested whether resource adequacy mediated the pathway between institutional independence and enforcement outcomes. Guided by principal-agent and institutional theories of anti-corruption governance, the study adopted a cross-sectional quantitative design and drew a sample of 384 respondents from six categories of anti-corruption actors, namely the Office of the Inspectorate of Government, the Directorate of Public Prosecutions, the Uganda Police Force's Criminal Investigations and Intelligence Directorate, the Judiciary's Anti-Corruption Division, the Auditor General's Office, and civil society anti-corruption watchdog organisations. Data were collected using a structured, pretested questionnaire employing five-point Likert-type indicators for political will, institutional independence, resource adequacy, and enforcement outcomes, each demonstrating strong internal consistency (Cronbach's alpha ranging from 0.828 to 0.872). Data were analysed at the univariate level using frequencies, percentages, means, and standard deviations; at the bivariate level using Pearson product-moment correlation; at the multivariate level using hierarchical ordinary least squares regression; and at the structural level using maximum-likelihood structural equation modeling (SEM), complemented by bootstrap resampling (500 replications) and outlier-trimmed sensitivity regressions. The hierarchical regression model explained approximately 51.0 percent of the variance in enforcement outcomes (R² = 0.510, ΔR² = 0.505, F = 65.50, p < .001) after political will, institutional independence, and resource adequacy were entered, while socio-demographic covariates were non-significant. The structural model fit the data well (χ²(49) = 68.70, p = .033; CFI = 0.992; TLI = 0.989; RMSEA = 0.032; GFI = 0.973), and revealed that political will (β = 0.438,p < .001) and institutional independence (β = 0.337, p < .001) exerted statistically significant direct effects on enforcement outcomes, while institutional independence additionally exerted a significant indirect effect through
resource adequacy (β = 0.572 on resource adequacy, and β = 0.206 from resource adequacy to enforcement outcomes,
both p < .01). Bootstrap and trimmed-sample sensitivity checks confirmed the stability and robustness of all structural
paths. The study concluded that enforcement outcomes in Uganda's anti-corruption system are jointly and significantly
shaped by the willingness of political leadership to support enforcement and by the extent to which enforcement institutions operate free from undue interference, with adequate resourcing serving as a critical structural conduit
through which independence translates into results.