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Item Ethnic Identity and Militarism Historical realities shaping Conflicts in South Sudan(Uganda Martyrs University, 2014) Ngabirano, MaximianoItem AMNESTY AS A PANACEA TO CONFLICT: AN ASSESSMENT OF THE CONTRIBUTION OF AMNESTY TO CONFLICT RESOLUTION AND SUSTAINABLE PEACE IN UGANDA(International Journal of Scientific and Research Publications Year of Publishing: 2019, 2019) MURAMUZI, Innocent; MAWA, Michael; Ngabirano, MaximianoThis paper addresses the inherent powerful nature of Amnesty in ending intractable conflicts. Ceteris paribus, cessation of conflict was expected once the amnesty Act was promulgated. However, since the promulgation of the Amnesty Act (2000), there are insurgents still at large that have not taken advantage of the Amnesty Act.Item The Implementation of Amnesty in Uganda: Limitations And Prospects(International Journal of Scientific and Research Publications, 2019) MURAMUZI, Innocent; MAWA, Michael; NGABIRANO, MaximianoPeacebuilding is a process of trying to restore cordial normal relations between people or groups of people especially after a conflict. It requires the reconciliation of differences, apology and forgiveness of past harm and the establishment of a co-operative relationship between groups after the conflict. Peacebuilding is a foundation for sustainable peace but this foundation needs a lot of resources including time as well as the support of all stakeholders in a country to have a common vision for the future if they are to achieve sustainable peace. This paper aimed to determine the limitations faced by amnesty seekers in Uganda and the prospects thereof to end conflicts and wars peacefully and the attainment of sustainable peace. The paper is based on a larger study that was conducted to assess the contribution of amnesty in ending conflicts and wars. This study was guided by the desire to end conflicts and wars through the use of amnesty. The study adopted both quantitative and qualitative study design. A questionnaire was used to collect data from one thousand respondents spread throughout the five districts in Uganda that were sampled; each district from Uganda’s five regions. In addition, one-on-one interviews were held with several key informants like reporters, Resident District Commissioners of the sampled districts, staff of NGos that were involved in the receiving of reporters, some sections of the security apparatus, lawyers and religious leaders. The results showed that peacebuilding through peaceful means like granting of amnesty can easily encourage peacebuilding and the achievement of sustainable peace in a country. The findings are beneficial to academicians, policy makers, NGO’s, peace negotiators and politicians as far as they will be painting a green picture in the use of peacebuilding mechanisms like amnesty to build peace if conflicts and wars are to end and sustainable peace is acheived. The mission behind this study was to establish the limitations faced by amnesty seekers in Uganda and what could be done to remove such limitations so that amnesty seekers in and outside Uganda can easily access amnesty.Item Academic Collaboration in Africa and Asia: Current Status, Challenges, and Emerging Trends and Strategies(International Journal of African Higher Education, 2022) El Allame, Yamina El Kirat; Dunrong, Bie; Anas, Hajar; Jie, Ma; Amutuhaire, Tibelius; Yifan, Huang; Elghazali, Oumaima; Jingran, YuSouth-South cooperation has garnered much attention in recent times among states, policymakers, and academics and its scope is growing to encompass economic cooperation and health, education, research, and development initiatives. This article examines the current status of academic partnerships between institutions in Asia and Africa, the challenges confronting them, and the emerging trends and strategies. Practical examples are provided to showcase the current practices and challenges in each region. The article also highlights academic cooperation experiences during the COVID-19 pandemic and identifies the emerging trends and challenges in academic collaboration in Asia and Africa in the post-pandemic era. It proposes strategies for future NorthSouth, North-South-South, and South-South academic collaboration. During the pandemic, academic cooperation in teaching, learning, and research across borders has demonstrated resilience and sustainability. Increased opportunities for collaboration within, between, and beyond Asia and Africa are being provided by technology-enhanced collaborative modes. However, the digital divide within and across the two continents will impact the future modalities of academic collaboration.Item IMPROVING ACCESS AND EQUITY IN EAST AFRICAN HIGHER EDUCATION THROUGH INTERNATIONALIZATION(Forum for International Research in Education, 2023) Amutuhaire, TibeliusThe 1998 UNESCO World Conference on Higher Education in Paris recommended that global higher education institutions should internationalize and reduce inequalities between developed and emerging countries. Since then, universities strive to incorporate an international dimension in their service. The aim was initially guided by the 20th century understanding of internationalization being just, fair, and an equitable process that promotes peace and mutual understanding. However, under the influence of the General Agreement on Trade in Services and competition, internationalization changed focus and became less inclusive. This paper explores inclusive international education in East Africa using narrative review methodology. Findings suggest that rather than promoting access and equity in higher education, internationalization, for example, excludes economically disadvantaged, disabled, and adult learners. Thus, in addition to internationalization at home, inclusive internationalization abroad strategies should be devised. Internationalization of higher education is more valuable if it translates into fair, just, and peaceful social systems.Item Financing Higher Education: Who Pays, Who Benefits, and Who Should Pay for University Education in Uganda(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2022) Amutuhaire, TibeliusThis paper analyses the existing modes of financing a university education in Uganda. Different parties, including the state, the student (household), donors, and the institution itself, are financing university education in Uganda. However, students are the primary source of funds for university education. Over the years, the fees charged to university students have been increasing to the extent that they are now becoming unaffordable to many students considering the current average annual household income. While the government is involved in funding university education, the level of involvement is unsatisfactory besides being discriminative. The existing government sponsorship scheme indirectly favours students from affluent families and denies access to poor students. The existing loan scheme focuses only on STEM courses and ignores students whose potentials are in the arts sector. However, in doing all this, the state uses taxpayers' money. Indirectly, poor households finance the education of students from affluent families while students from low-income families must struggle on their own. Therefore, it is submitted in this paper that the existing funding mechanism for university education in Uganda should be revisited and made fair, sustainable, and inclusive. The paper reviews literature relevant to the topic by adopting a general literature review methodology. It highlights the involvement of different partners that finance university education in Uganda and the benefits of university education. The paper submits that a better funding model for university education should involve the student, the university, and the state should take the leading role.Item Intra-Africa Student Mobility from a Critical Perspective(Critical Internationalization Studies Review, 2025) Amutuhaire, TibeliusItem Higher education and social responsibility: a proposal for internationalization of university—community engagements; perspectives from Uganda(BMC, 2023) Amutuhaire, TibeliusOne of the traditional missions for universities was community service which was updated to entail community engagement. Community engagement is a component of the internationalization of higher education which aspires to improve service delivery within society. Though universities in Uganda have always engaged with communities, they have always done so disregarding the international dimension of higher education. Simultaneously, contemporary approaches to internationalization are primarily concerned with scholarly debate and discussion of societal challenges. However, merging internationalization with community engagement would better serve local and global communities. This is now more relevant considering global challenges such as COVID-19, terrorism, and climate change. Universities should now work more closely with communities to enrich scholarship, contribute to public good aims, and address the current critical social issues. Therefore, university–community engagement should go beyond institutional and disciplinary boundaries that restrict possibilities for fruitful engagement with local and global communities in today’s rapidly changing world. This paper explores the international dimension of community engagement in Uganda’s universities. Using a narrative literature review, the paper highlights how to merge internationalization with community engagement without reproducing inequalities but emphasizing fairness and social justice. The paper holds that community engagement should be integrated into the broader internationalization agenda of universities for better service delivery.Item Intra-Africa Student Mobility and Social Class Reproduction: Implications for Equity and Inclusivity(SAGE, 2025) Amutuhaire, TibeliusAbstract International Student Mobility (ISM) is the most popular activity in the internationalization of higher education, and it has grown over the years in terms of numbers and study destinations. This study examines intra-African student mobility using evidence from East Africa and theoretical orientations of critical internationalization, which holds that internationalization thrives on and propagates inequalities between individuals and social systems. The study investigated the extent to which intra-African ISM reproduces social inequalities using data collected through mixed methods and analyzed using SPSS and thematic analysis. The study shows that international students in Uganda are mainly from the East African region and are from the wealthiest families. The findings further indicate that these students and their households seek to reproduce their social status by participating in ISM. However, expanding mobility opportunities in favor of students from lower social classes would make internationalization more equitable and inclusive.Item Higher Education Systems and International Student Mobility in East Africa(International Journal of African Higher Education, 2025) Amutuhaire, TibeliusThe internationalization of higher education (IHE) — especially through international student mobility (ISM) — has been widely studied, but most of this scholarship draws on evidence and perspectives from the global North. As a result, research on IHE often overlooks the specifc historical, political, and socioeconomic contexts that shape student mobility within Africa. This paper employs a mixed-methods approach to investigate how students’ perceptions of the quality, governance, and reputation of HE systems in both their home and host countries influence patterns of intra-Africa student mobility, drawing on evidence from East Africa. The fndings suggest that the movement of students within the region is shaped not only by practical considerations, but also by colonial legacies, each country’s history of hosting international students, and the impact of neoliberal reforms in HE. By situating student mobility within these broader structural and historical contexts, this study contributes to a more nuanced understanding of how HE systems shape mobility within Africa and adds to the growing body of critical scholarship on internationalization. Ultimately, this work points to the need for more regionally grounded research on student mobility across the global South.Item Regionalization and Higher Education Student Mobility in East Africa: Examination of Opportunities and Challenges from the Ugandan Context(OJED, 2024) Amutuhaire, TibeliusThere is an increasing trend toward regionalization as higher education adapts to openness and globalization. In response, East African countries formed networks and partnerships that strengthened business, higher education, student and staff mobility, and research. This is because regionalization is embedded in East Africa's economy, politics, culture, and social norms. In addition, regionalization is influenced by internationalization and globalization. It promises development opportunities, although challenges are inevitable. This paper examines the contributions of regional student mobility to East Africa's development. We use neoliberal and world systems theories to illuminate the advantages and disadvantages of regionalizing higher education and explain how partner states can maximize opportunities and minimize challenges. Data was collected through convenience sampling of two hundred international students and two staff members in international students' offices. Data analysis revealed that the regionalization of East African higher education reflects historical power relations; it has benefits though founded on inequalities.Item The Reality of the ‘Publish or Perish’ Concept, Perspectives from the Global South(Springer, 2022) Amutuhaire, TibeliusHistorically, educators in higher education (HE) were expected to educate, generate knowledge, and do community service. With some commentators arguing that an academic must ‘publish or perish’, the expectation to create knowledge through research became overemphasized. The concept is widespread in HE institutions around the world. It aids to keep staff, particularly those in universities, constantly engaged with relevant knowledge works in their fields of expertise. According to this viewpoint, research publications are the most important factor in determining whether an academic or an administrator gets employed, promoted, acknowledged, retained, or not hired. The idea of ‘publish or perish’, on the other hand, is based on the dominant Western knowledge creation realities, which largely misrepresent or ignore African realities. To avoid perpetuating inequalities in academia, it is critical to re-examine how this idea informs knowledge creation in Africa. For example, the enormous number of publications required for one to advance up the academic ladder comes at a hefty cost that is not always feasible to low-paid academics in Africa’s resource-poor countries. This limits promotion of some individuals. Basically, for many Africans, what matters is the information gained, not how many times one’s work is acknowledged in scholarly publications. We need to establish knowledge-creation processes that are tailored to African realities. To that goal, we must strike a balance between having numerous publications with the potential to have an impact on society, given that developing solutions to development concerns appears to be more vital for Africa right now. This paper problematizes the ‘publish or perish’ concept for African academics, especially those intending to make an impact in their society with a purpose of eliminating inequalities in academia.