Journal
Metropolitan Journal of Academic and Applied Research
The Metropolitan Journal of Academic and Applied Research (MJAAR) is a peer-reviewed online journal published monthly. The ISSN for the MJAAR Digital Library is ISSN: 3006-6417 (Online). MJAAR is a highly selective journal that covers a wide range of topics, catering to a broad audience interested in academic and applied research across various fields. MJAAR offers numerous advantages designed to enhance research skills and advance academic careers. Publishing in scholarly journals plays a critical role in career progression within academia. Author Benefits Specific to MJAAR Publications: Fast and Efficient Paper Publishing Process: Authors can expect a smooth and timely publication process. Indexing in Prominent Databases: MJAAR is listed in notable platforms such as Google Scholar, ResearchGate, Scirus, get CITED, and others. Expert Peer Review Panel: We are honoured to have a highly respected team of academic reviewers from leading universities around the world. Open Access Journal: This ensures wide visibility and promotion of your published work. MJAAR is managed by a distinguished Board of Editors and is supported by an international review board comprised of prominent academics and professionals from renowned universities, colleges, and institutions across Africa, the Middle East, and beyond. To ensure the highest quality standards, all manuscripts submitted to MJAAR undergo a stringent review process, which includes blind reviews by one or more members of the international editorial review board, followed by an in-depth evaluation by MJAAR editors. We are committed to supporting our authors in excelling across all areas of academic and applied research. Read more →
Latest Articles
218 articlesThe Competence-Based Curriculum in Africa: A Critical Analysis of Systemic Failure and Its Socioeconomic Implications
Background: Between 2000-2024, over 35 African nations implemented competence-based curriculum (CBC) reforms promising enhanced 21st-century skills, employability, and educational quality, investing over $5 billion col…
The Competence-Based Curriculum in Uganda: Decolonization or a New Face of Neo-Colonialism
This study critically examined Uganda's Competence-Based Curriculum (CBC) through decolonization and neocolonialism theoretical frameworks to determine whether the curriculum represented genuine educational sovereig…
The Interplay of Co-Curricular Activities, Student Age, and School Rules on Student Discipline in Ugandan Secondary Schools: A Proposed Linear Model
Background: Student discipline remains a persistent challenge in Ugandan secondary schools, affecting academic performance, school climate, and educational quality. While co-curricular activities, student age, and school…
Forged in the Fire: The Productive Struggle of Uganda's CBC Implementation as a Catalyst for a Brighter Educational Future
This mixed-methods study examined the implementation challenges of Uganda's Competency-Based Curriculum (CBC) as productive struggles that could catalyze educational transformation. Employing a convergent parallel d…
Navigating the Implementation Labyrinth: A Critical Analysis of the Competency-Based Curriculum in Uganda's Lower Secondary Education
This study critically analyzed the implementation of the Competency-Based Curriculum (CBC) in Uganda's lower secondary education system, focusing on teacher preparedness, resource adequacy, and assessment alignment …
The Elusive Quest for Quality: A Historical Analysis of Education Reforms in Uganda (1922-2025)
This study conducted a comprehensive historical analysis of education reforms in Uganda from 1922 to 2025 to examine why quality improvement remained elusive despite sustained reform efforts spanning over a century. Emp…
Bridging the Gap or Building on Sand? A Critical Analysis of Skill Identification in Uganda's CompetencyBased Curriculum
This study critically analyzed skill identification processes in Uganda's Competency-Based Curriculum to determine whether the reform genuinely bridged gaps between education and labor market demands or merely built…
Beyond Brick and Mortar: Addressing the Agricultural Skills Gap in Uganda's Youth Employment Strategy
Background: Uganda's youth employment strategy has predominantly emphasized urban-based formal sector jobs, overlooking agriculture's potential to absorb the growing youth population despite the sector's c…
Research Framework: Aesthetic Veil: Digital Persona, Psychological Distress, and the Looming Social Crisis Among Uganda's Generation Z
Background: Uganda's Generation Z (born 1997-2012), representing 23% of the population, has grown up with unprecedented digital connectivity, creating carefully curated online personas that often mask authentic psyc…
Beyond the Fashion of 'Local': Critiquing the Primacy of Local Materials in Uganda's Competence-Based Curriculum for Secondary Schools
Background: Uganda's competence-based curriculum mandates prioritization of locally available materials in secondary education, premised on assumptions of enhanced contextual relevance, reduced costs, and improved a…