This study evaluated the impact of vocational training on job creation among the youths of Mityana Municipality, Uganda, situating the inquiry within Uganda's broader youth unemployment crisis, in which the National Population and Housing Census and subsequent labour force surveys had consistently documented youth unemployment and underemployment rates far exceeding the national average, and within the government's Skilling Uganda strategy, which had positioned vocational and technical education as the primary policy instrument for converting the country's large youth population into a productive workforce capable of self-employment and enterprise creation rather than dependence on an already-saturated formal labour market. Mityana Municipality, a rapidly urbanising district town along the Kampala–Fort Portal corridor, presented a case in which multiple vocational training providers — including the Uganda Technical College extension programmes, private vocational institutes, non-governmental skills programmes, and informal apprenticeship arrangements — operated alongside a youth population whose transition from training into sustainable self-employment or wage employment had not been systematically documented. Drawing on a cross-sectional survey of 312 respondents comprising vocational training graduates across six trade areas, non-graduate youth comparison respondents, vocational institute administrators, local government community development officers, and employer representatives, this study employed descriptive statistics, hierarchy-of-controls analysis of the vocational-training-to-employment pathway, bivariate Pearson correlation and chi-square association, and multilevel mixed-effects logistic regression to examine the determinants of successful job creation outcomes among vocational training graduates. The findings demonstrated that access to start-up capital or credit (β = 0.598, p < .001), practical/hands-on training quality (β = 0.552, p < .001), and post-training mentorship or business support (β = 0.521, p < .001) were the strongest independent predictors of job creation outcomes, while structural factors including trade market demand alignment (OR = 6.12, p < .001), training duration adequacy (OR = 5.28, p < .001), and access to microfinance or SACCO services (OR = 4.74, p < .001) were the strongest institutional predictors. The study calls for demand-driven trade selection aligned to Mityana's local economy, integrated start-up capital and mentorship packages attached to vocational certification, strengthened public-private partnership in apprenticeship placement, and closer monitoring of graduate employment outcomes as the priority policy interventions for converting vocational training investment into sustainable youth job creation in Mityana Municipality and comparable Ugandan municipalities.

This study examined the impact of information and communication technology integration on the teaching and learning of mathematics in selected secondary schools in Kampala District, Uganda, addressing a critical intersection between Uganda's Competency-Based Curriculum reform agenda which explicitly mandated the adoption of technology-supported, inquiry-driven, and collaborative learning approaches and the persistent challenge of low mathematics achievement that characterized Ugandan secondary education outcomes. Mathematics occupied a peculiar position in Uganda's secondary curriculum: it was simultaneously one of the most universally mandated subjects, one of the most consistently poorly performed in national examinations, and one of the subjects in which the pedagogical shift from rote memorization to conceptual understanding demanded by CBE was most consequential and most difficult to achieve without technological support. Drawing on a cross-sectional survey of 324 respondents comprising mathematics teachers, students across four secondary years, school ICT coordinators, and mathematics departmental heads from eight purposively selected secondary schools spanning urban and peri-urban Kampala, supplemented by classroom observation data from 54 mathematics lessons, this study employed descriptive statistics, hierarchy-of-controls ICT-mathematics integration analysis, bivariate Pearson correlation and chi-square association, and multilevel mixed-effects logistic regression to examine the determinants of ICT-enhanced mathematics learning effectiveness and the student outcome consequences of different ICT integration approaches. The findings demonstrated that interactive simulation and visualization tool use (β = 0.587, p < .001), formative digital assessment quality (β = 0.541, p < .001), and mathematics-specific software adoption (β = 0.512, p < .001) were the strongest independent predictors of improved mathematics achievement, while institutional factors including mathematics teacher ICT pedagogical training (OR = 6.84, p < .001), device-to-student ratio adequacy (OR = 5.41, p < .001), and school ICT integration culture (OR = 4.87, p < .001) were the strongest structural predictors. The study extensively benchmarks its infrastructure-capacity complementarity findings against Asiimwe et al. (2026), whose structural equation model demonstrated that digital infrastructure exerted a total effect of β = 0.661 on CBE implementation readiness — with β = 0.244 operating indirectly through teacher digital competence — arguing that the mathematics ICT integration context replicated this structural architecture with near-identical analytical force, and calling for mathematics-specific ICT pedagogical training, dynamic mathematics software investment, formative digital assessment tools, and school ICT leadership development as the priority interventions.

Uganda's education system operated under a fundamental and largely unacknowledged contradiction: it used the English language as the primary medium of instruction and assessment from Primary 4 onwards, while serving a student population whose first, second, and often third languages were not English, and for whom English remains a foreign language throughout their educational careers. The consequence was a system in which students' intellectual capacity, knowledge, and understanding are consistently underrepresented and undervalued by assessments conducted in a language they have not mastered. This study examined this structural paradox and its consequences for learners, teachers, and the broader educational ecosystem through the lived experiences of students, teachers, parents, and educational administrators in Uganda's secondary school system. Drawing on 48 in-depth interviews and 6 focus group discussions conducted across urban and rural schools in Kampala, Mbarara, and Gulu districts, the study employed critical discourse analysis and interpretive phenomenological analysis to illuminate the emotional, cognitive, and social consequences of the English-medium assessment regime for Uganda's learners. Findings revealed that students experience profound shame, cognitive double-loading, selfdoubt, and academic alienation as consequences of being assessed in a language they are simultaneously trying to learn. Teachers described anguish at watching intellectually capable students produce inadequate examination performances because of linguistic rather than conceptual deficits. Parents articulated confusion and frustration at a system whose logic they cannot decipher and whose failures they cannot prevent. The study argued that Uganda's English-medium assessment regime constitutes a structural violence against learners and proposes evidence-based policy reforms oriented toward assessment justice.