BRIDGING THE GAP: EXAMINING THE ROLE OF FUNDING ADEQUACY IN STEM PROGRAMME COMPLETION IN UGANDAN PUBLIC UNIVERSITIES

Authors

  • Tom David Orace School of Education, Kyambogo University, P. O. Box 1, Kampala, Uganda orcid.org/0009-0006-7486-6079
  • Joseph Rwothumio Kyambogo University, P. O. Box 1, Kampala, Uganda
  • Phillip Owino Uganda Martyrs University, P. O. Box 5498, Kampala, Uganda
  • Edith Namutebi Mountains of the Moon University, P. O. Box 837, Fort Portal City, Uganda
  • David Onen Makerere University, P. O. Box 7062, Kampala, Uganda
  • Benard Abola Gulu University, P.O. Box 166, Gulu, Uganda

DOI:

https://doi.org/10.46827/ejes.v12i9.6265

Keywords:

students’ loans, adequacy, STEM, completion, higher Education

Abstract

The persistent under-enrolment of science, technology, engineering, and mathematics (STEM) graduates continues to impede Uganda’s socio-economic development and technological advancement. Despite increased access to the university through programmes like the Higher Education Students Financing Board (HESFB), it is difficult not to wonder whether funding such programmes is sufficient to guarantee timely completion in STEM-based programmes. The study examined the effects of adequate loan financing on programme completion among undergraduate students studying STEM programmes in universities in Uganda. Based on surveys of 430 students and interviews with 12 staff members from four public universities, this research presents the views of students and staff on loan sufficiency, the impact of loans on academic performance, and significant financial issues. It is exposed that although 61.1% of the participants used loans, only 29% agreed that tuition fees and other education expenses were adequately funded (M = 3.13, SD = 0.79), whereas 78.9% did not believe that the loans were enough to meet non-academic costs such as accommodation and food (M = 2.29, SD = 0.88). In addition, only 45.2% of the students perceived that the loans had facilitated finance for unforeseen financial emergencies (M = 2.87, SD = 0.74). Regional cost differences supported inadequacy perceptions (M = 3.01, SD = 0.71). Linear regression analysis also identified programme completion as the most significant predictor, with funding adequacy (β = 0.32, p < .001), accounting for 36% of the variance (Adjusted R² = 0.360). These findings add pressure to policy revision that would increase loan amounts, improve flexibility, and address imbalances in location. This research contributes to the educational equity policy discourse and demonstrates how insufficient funding continues to hinder Uganda’s efforts to build STEM capacity.

 

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Author Biographies

  • Tom David Orace, School of Education, Kyambogo University, P. O. Box 1, Kampala, Uganda orcid.org/0009-0006-7486-6079

    Orace Tom David is a PhD Candidate at Kyambogo University and Head of the Department of Foundations of Education. He holds qualifications including MED-EPMA, BAE, Diploma in Secondary Education, and certificates in HIV/AIDS Counselling and Guidance & Counselling. With six years of teaching experience, he lectures on Economics and Sociology of Education at undergraduate and postgraduate levels. His research focuses on education policy, leadership, sociology, and higher education management. He has supervised numerous research projects, contributed to curriculum design, and published scholarly work.

    ORCID: https://orcid.org/0009-0006-7486-6079.

  • Joseph Rwothumio, Kyambogo University, P. O. Box 1, Kampala, Uganda

    Dr. Joseph Rwothumio is a Lecturer and Head of the Department of Educational Planning and Management at Kyambogo University. He holds a PhD in Education, specialising in planning and policy analysis. His research interests include policy formulation, strategic management, and socio-economic influences on education. He has published extensively, presented at international conferences, and contributed to educational reform in Uganda. In addition to supervising research and mentoring students, he engages in community outreach to expand literacy and access. His commitment to equity and justice in education continues to shape his teaching, leadership, and scholarship.

    ORCID: https://orcid.org/0000-0001-7206-3850.

  • Phillip Owino, Uganda Martyrs University, P. O. Box 5498, Kampala, Uganda

    Dr. Philips Owino is a Senior Lecturer at Uganda Martyrs University, where he coordinates master’s research and teaches Research Methods, Organisational Psychology, and Counselling Techniques. He previously lectured at Kyambogo University for 10 years in educational planning and management. His research spans finance, accounting, quality assurance, governance, organisational psychology, entrepreneurship, and education. He has published widely in education and finance journals, with work frequently cited internationally. A skilled supervisor of postgraduate students, Dr. Owino combines interdisciplinary expertise with practical solutions to institutional challenges, advancing scholarship and professional practice in higher education.

  • Edith Namutebi, Mountains of the Moon University, P. O. Box 837, Fort Portal City, Uganda

    Dr. Edith Namutebi is a Senior Lecturer in the Faculty of Education at Mountains of the Moon University, Fort Portal. She holds a PhD in Education with specialisation in educational planning. Her academic contributions include teaching, mentoring, and supervising research in the field of educational management. Her research focuses on educational policy, institutional planning, and management practices that enhance learning outcomes. She has published and presented nationally and internationally, advancing debates on planning and management. Actively involved in professional networks, she supports innovation and leadership in the education sector. Her work continues to strengthen higher education practice.

    ORCID: https://orcid.org/0009-0006-7858-5805

  • David Onen, Makerere University, P. O. Box 7062, Kampala, Uganda
    Dr. David Onen is a Visiting Professor at SIMAD University and a former Senior Lecturer at Makerere University, with over 20 years of experience in higher education. He holds a PhD, a Master’s, a Bachelor’s, and a Postgraduate Diploma in Education from Makerere University. His research focuses on education policy, leadership, and management. He has supervised over 70 master’s and 18 doctoral theses and served as Editor-in-Chief of the Makerere Journal of Higher Education. Widely published and cited, his scholarship has had a profound influence on educational leadership in East Africa and beyond. ORCID: https://orcid.org/0000-0002-6106-6260.
  • Benard Abola, Gulu University, P.O. Box 166, Gulu, Uganda

    Dr. Bernard Abola is a Senior Lecturer and Head of the Department of Mathematics at Gulu University. He holds a PhD and specialises in mathematics education, with a focus on pedagogy, instructional methods, and learning outcomes in higher education. He has authored and co-authored numerous journal articles and conference papers, earning recognition and citations for his scholarly contributions. In his leadership role, he mentors students, strengthens academic programs, and fosters collaborative research. His work highlights the importance of mathematics education and reflects his dedication to advancing its teaching and practice in Uganda and internationally.

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Published

2025-09-07

Issue

Vol. 12 No. 9 (2025)

Section

Articles

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