African Multidisciplinary Journal of Research

Anglican Responses to Western Secularism in Ugandan Urban Dioceses of Kampala and Namirembe

2026-01-12T15:14:23+00:00

This study explores how Anglican congregations in Ugandan urban centres, particularly in Kampala, respond to the influence of Western secularism, characterized by moral relativism, individualism, and the rejection of religious authority. Focusing on urban youth, the research examines the interplay of globalized secular values amplified through media, education, and urbanization with the Anglican Church of Uganda’s (CoU) traditional frameworks. Employing a qualitative content analysis of sermons, church documents, social media, and media reports from 2020–2025, the study identifies three key themes: theological resistance rooted in biblical authority, cultural critiques framing secularism as a neo-colonial threat to Ugandan family values, and institutional strategies like youth programmes and ecumenical efforts. Findings reveal the CoU, particularly through the Namirembe and Kampala Diocese, counters secularism by emphasizing scriptural teachings, rejecting Western liberal influences, and promoting community initiatives to reduce reliance on secular donors. While these strategies reinforce conservative Christian identity, they risk alienating urban youth exposed to global media. The study highlights the need for culturally relevant approaches to engage diverse urban populations and address broader secular challenges like consumerism. Contributing to scholarship on African Christianity, this research offers insights for church leaders to develop adaptive discipleship programmes and informs policy dialogues balancing global influences with local values in Uganda’s rapidly urbanizing context.

Good Governance and Management for a Sustainable Future of the Church: Exploring Ubuntu as a Framework of Necessity

2026-01-12T15:23:03+00:00

This article examines the Ubuntu philosophical framework as a transformative approach to enhancing good governance within churches. Ubuntu, rooted in African philosophy, champions interconnectedness, generosity, and communal responsibility, reinforcing ethical leadership and sustainable governance structures. The research that undergirds this article explored how collective participation and shared accountability contribute to improved church leadership practices, fostering trust and inclusivity among congregants. To achieve its objectives, this article employs a qualitative methodology, focusing on non-numerical data to capture lived experiences. Quantitative elements supplement the analysis, with interviews conducted among key informants from two denominations. Findings reveal that effective governance and management are pivotal to church sustainability, improving leadership standards and ensuring ethical stewardship. Furthermore, biblical perspectives on stewardship and leadership underscore the necessity of strategic planning, financial management, and human resource development within church structures. However, inadequate theological education often leads to poor governance and leadership dependency, hampering institutional resilience. This paper advocates for integrating governance and management principles within church administration, demonstrating how Ubuntu-based leadership models foster empowerment, sustainability, and adaptability in evolving socio-political contexts. Ultimately, an Ubuntu framework provides a compelling governance approach that prioritizes ethical leadership, congregational empowerment, and structured administration, ensuring churches remain resilient and impactful in their communities.

Equipping Pastors for Holistic Ministry: A Contextual Evaluation of Pastoral Training in Tanzanian Anglican Theological Colleges

2026-01-12T15:28:40+00:00

This article examines the extent to which Anglican theological colleges in Tanzania prepare pastors with the practical competencies required for effective and context-responsive ministry. While pastors are expected to address both spiritual and societal challenges—including leadership, advocacy, and social transformation—existing training programmes have remained largely focused on doctrinal content. Drawing on the Five Marks of Mission and social constructivist theory, the study employed a mixed-methods design involving curriculum reviews, surveys, interviews, focus group discussions, and case studies from three theological institutions in Tanzania. The findings revealed a consistent gap between theological instruction and practical pastoral readiness. Although students reported confidence in biblical knowledge, many felt unprepared for the demands of real-life ministry, such as counselling, conflict resolution, or community mobilization. Notably, only one institution demonstrated a structured practicum model integrating field-based learning with academic content. The study recommends curriculum reforms that embed experiential learning, service-based training, and interdisciplinary engagement as core components of pastoral formation. It also highlights the importance of institutional support, faculty development, and sustainable partnerships with local communities and dioceses. The study concludes that a holistic, missionally grounded approach to theological education is necessary to equip pastors who are not only theologically competent but also capable of responding meaningfully to the needs of the Church and society in Tanzania.

Integrating Missional Priorities into Theological Education: A Qualitative Case Study of Anglican Theological Colleges in Tanzania

2026-01-12T15:35:50+00:00

This study investigates the integration of missional priorities into theological education within Tanzanian Anglican institutions to develop curricula that are both contextually relevant and practically effective. Recognizing the growing need for theological education to engage with local socio-economic, cultural, and environmental realities, this research examines how curricula can be designed to equip future church leaders with the knowledge, skills, and attitudes necessary for effective ministry in diverse community settings. Employing a qualitative research approach, the study combines a comprehensive literature review, semi-structured interviews with educators, students, and church leaders, and case studies from three theological colleges, providing both theoretical insights and empirical evidence. The findings point to several important issues that hinder the successful integration of missional values. Limited financial and material resources, inadequate curriculum contextualization to local socioeconomic realities, and inadequate missional theology training for faculty are major problems. These obstacles make it more difficult for theological schools to give their students useful tools for social change and community involvement. The Anglican Church's Five Marks of Mission—evangelism, teaching, service, justice, and environmental stewardship—are identified in the study as a crucial foundation for coordinating theological education with both spiritual and social goals, despite these challenges. By integrating these missional priorities into curricula, graduates can effectively address urgent community issues like poverty, social injustice, and environmental degradation by bridging the gap between theoretical instruction and practical ministry. The study concludes with actionable recommendations for enhancing theological education in Tanzania. These include comprehensive curriculum reform to integrate missional theology and practical applications, strengthened faculty development programs to improve pedagogical competence in missional training, resource mobilization through partnerships with local churches and community organizations, and the creation of structured opportunities for student engagement in community-oriented projects. By implementing these recommendations, theological institutions can foster mission-oriented education that is both contextually grounded and globally informed. Ultimately, such an approach will prepare church leaders who are theologically knowledgeable, socially aware, and equipped to promote meaningful change in their communities, thereby advancing the broader spiritual and social mission of the Anglican Church.

Human Deified: The Case of Behavioural Relationship between Èṣù and Ìdòwú in Yoruba Beliefs

2026-01-12T15:43:13+00:00

In Yoruba societies, names are associated with family, profession or occupation, religion among others. However, behaviours of an individual have not been established to be influenced by the behaviours of a deity. To date, individual behaviours such as Ìdòwú (a male or female child born after twins) have not been investigated as influenced by the behaviour of a divinity such as Èṣù (the divinity of justice), as undertaken in this study. That is, even though the Yoruba societies believe that Ìdòwú is troublesome, the causes of Ìdòwú’s behaviours have not been investigated or validated. This study fills this gap. The study adopts an empirical approach based on interviews, participant observation, and textual reports: oríkì- panegyrics or praise poetry, proverbs and aphorisms, ọfọ̀- incantations. These methods are tools for accessing the behaviours under examination. Adopting code, a semiotic mode which concentrates on the channel through which sign is communicated. The outcome of the study reveals that there is synergy in the behaviours of Èsù-divinity of justice in Ifá-divinity of wisdom and Ìdòwú. The behavioural relationships evolve as a result of profession, position, and sacrificial order, making Ìdòwú a deity. The work concludes that among the Yoruba, the mysteries surrounding some individuals’ behaviours are influenced by the relationship an individual has with a divinity. This development has increased our knowledge of the scary and hazy behaviours of Ìdòwú and has solved the Yoruba ideological and philosophical problems behind the beliefs about these behaviours. This development has unravelled the reasons behind the scary behaviours of Ìdòwú among the Yoruba.

The Role of Teachers, Cultural Elders, and the Interreligious Council of Uganda in Instituting Learners' Lunch Meals in Christian and Muslim-Founded Public Schools

2026-01-12T15:52:48+00:00

The paper examines the roles that classroom teachers, cultural elders, and the Interreligious Council of Uganda can play to sustainably introduce learners' lunch meals in Christian- and Muslim-founded public schools. To respond to the thesis, a contemporary historical analysis methodology that focuses on examining recent past events to align them with the present circumstances was followed. Study findings indicate that in Uganda, 66 % of the learners do not access school lunch meals, a condition that has resulted in massive school dropouts. Failure of parents to provide school lunch meals is attributed to: a) the life survival of most rural based households in Uganda is below the poverty line, b) education policies in Uganda do not mandate teachers, religious bodies, and cultural leaders to empower learners to demand for their school feeding rights, c) most parents are ignorant of the consequences associated with their negligence to meet the basic life necessities of their children, d) foundation bodies have roles to play in solving the challenges that affect schooling feeding but education policies do not spell out measurable programme outputs that can be progressively executed, monitored, and evaluated using government legislated tools, e) remuneration and punitive lines do not exist that demand religious bodies to play their roles in ensuring that education is treated as a serious project that must be accessed by young people, and f) the programme outputs of Interreligious Council of Uganda in cementing Christian-Muslim relationships, promoting African collective responsibility, and ensuring that such connections support school lunch meals programme, are not visible in the primary and secondary schools. It was recommended that education policies that spell out the roles of teachers, parents, religious bodies, and cultural leaders in supporting cultural context school feeding programmes need to be crafted and implemented by the government of Uganda.

Accessibility of Higher Education, Local Revenue Mobilisation, and Financial Sustainability: The Case of LivingStone International University Academic Programmes in Uganda

2026-01-12T15:56:17+00:00

Philosophers observe education as a tool that, if contextually well implemented, can influence socioeconomic transformation, leading to the attainment of vibrant pluralistic societies. However, in Uganda, school completion rates are alarming, and access to higher education for young people is a challenging journey. To this effect, the study investigated the accessibility trends of education in Uganda. Relying on contemporary research methodology, the strategies that Livingstone International University can utilise to influence communities to get involved in the education process of children, and at the same time, to raise local revenues towards the support of the institution's academic programmes were examined. Results reveal that due to high illiteracy levels that were registered in Uganda in the 1990s, the government launched Education for All in 1997 and in 2007. The initial years witnessed massive enrolments in primary schools as compared to young people who later joined post-primary education. Nonetheless, eight years down the road, 80 % of the young people who had enrolled to benefit from free primary education dropped out of school. As a result of several factors that affected the normal schooling of children, 20 % of the children joined post-primary education. Astonishingly, even those who joined secondary education only 40 % completed secondary school. Between 2019 and 2020, due to household economic poverty, 69 % of those who completed high school were unable to access higher education. Only eight % joined higher education. The trend recorded in 2024 indicated that post-secondary transition to higher education stood at 18 %. Under such circumstances, it was recommended that if Livingstone International University engages in community dialogues, then such endeavours are most likely to influence local communities to get involved in the education process of their children until they attain professional skills that can position them to offer monetised services to society.

The Digital Doorway: Technology Access and Digital Literacy as Determinants of Youth Participation in the Gig Economy in Embakasi Sub- County, Nairobi County, Kenya

2026-01-12T16:00:57+00:00

This study investigated how technology access and digital literacy determine youth participation in the gig economy in Embakasi Sub-County, Nairobi City County, Kenya. Employing a cross-sectional mixed-methods research design, the study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) as its theoretical framework. Quantitative data were collected from 315 randomly selected respondents, supplemented by qualitative insights from nine key informants. A combination of cluster sampling and simple random sampling was used to select survey participants. Four constituencies within Embakasi Sub-County (Embakasi East, Embakasi West, Embakasi Central, and Embakasi South) served as primary clusters, further grouped into nineteen wards. Key findings revealed that while 92.1% of gig workers reported reliable internet access, primarily via mobile data (48.6%), a significant portion (52.1%) perceived their current technology as limiting. Technical difficulties frequently impacted gig opportunities (64.4%), and 79.7% believed better technology would increase earnings, leading 71.1% to invest in gig-specific technology. Bivariate analysis indicated significant associations between gig participation and education level, marital status, age, training, and specific skills (managerial, creative, technical). Interestingly, perceived freedom and flexibility were not statistically significant motivators for sustained participation. The study recommends subsidized internet, accessible device financing, and comprehensive digital literacy programs integrated into education. Furthermore, it suggests tailored skills training focusing on high-demand areas and life skills, improved digital infrastructure, and awareness campaigns on technology investment to enhance earnings. Collaborative efforts for accessible technical support are also advised to reduce missed opportunities.

The Status of Primary School Libraries in Limuru Sub-County, Kiambu County

2026-01-12T16:08:00+00:00

School libraries contribute significantly to the improvement of students' academic performance by complementing the work of the classroom teacher. Their ultimate goal is ensuring that each student has equitable access to resources, irrespective of home opportunities or constraints. However, school libraries face a number of challenges and in most of the countries, the struggle of establishing and supporting school libraries continues. The study provides a comprehensive analysis on the status of school libraries in Limuru Sub County, Kiambu County. The objectives of the study were to; establish the status of school libraries in Limuru Sub County, Kiambu County and evaluate the challenges affecting primary school libraries in Limuru Sub County, Kiambu County. The study employed mixed methods design which combines the qualitative and quantitative approaches within different phases of the research process. The target population consisted of all teachers in charge of libraries in the 40 primary schools in Limuru Sub-County. Printed questionnaires with both closed and open-ended questions as well as observation schedules were used for data collection. Collected data was processed, analyzed and presented in tables, charts and graphs. The qualitative data obtained from interviews was analyzed using inductive thematic analysis. From the study, it was noted that the schools had some form of libraries and the available resources were organized in a systematic way to ease retrieval. It was also noted that the presence of school libraries had a great impact on the learners as majority of the school’s indicated improvement in mean score, research skills, writing, reading and spoken language. However, the libraries faced various challenges especially lack of sufficient resources, trained personnel, availability of purpose-built school libraries and lack of government policies on to guide on school libraries. The study recommended that St. Paul’s University library train teacher librarians in Limuru Sub County on library skills as part of Corporate Social Responsibility, and that key stakeholders should continue supporting the school libraries with locally published materials that seemed to be more relevant to pupils. In conclusion, the stakeholders concerned with education in primary schools must play their roles to facilitate the establishment and running of school libraries within Limuru Sub-County.

Financial Distress Mechanisms and Corporate Governance in Kenya: An Empirical Analysis of Listed Companies and Regulatory Framework Assessment

2026-01-13T14:41:37+00:00

This study examines the effectiveness of financial distress mechanisms among companies listed on the Nairobi Securities Exchange (NSE) and assesses Kenya's regulatory framework against international standards. The research addresses the critical problem of inadequate early warning systems for corporate financial distress in Kenya, where the 25% default rate significantly exceeds regional benchmarks. Grounded in Financial Distress Theory, Agency Theory, and Institutional Theory, this quantitative study analyses 61 NSE-listed firms from 2018 to 2023 using logistic regression analysis complemented by document review of international regulatory frameworks. The findings reveal systematic disclosure deficiencies: 45% of firms received qualified audit opinions, 72% lacked adequate liquidity risk strategies, and 63% inadequately disclosed contingent liabilities averaging KES 2.3 billion per firm. The logistic regression demonstrates that qualified audit opinions increase default probability by 246% (OR = 3.46, p < 0.001), while undisclosed contingent liabilities raise risk by 14% per KES 1 billion (β = 0.14, p < 0.05). Document analysis of regulatory frameworks reveals that Kenya's voluntary approach contrasts sharply with mandatory systems in South Africa (8% default rate) and the EU (12% default rate). The study proposes evidence-based policy reforms, including mandatory solvency certifications, enhanced auditor liability frameworks, and automated early warning systems, to strengthen corporate financial stability and investor protection.

Lecturers’ Perceptions on the Democratization of Open Science in Kenya: Case of Two Private Christian Universities in Nairobi County, Kenya

2026-01-13T14:53:19+00:00

The purpose of this paper is to investigate university lecturers’ perceptions of democratisation in Open Science (OS) in Kenya, focusing on schools from 2 Private Christian Universities in Nairobi County, Kenya. While embracing the tenets of OS, there is a need for more conversation about how to collectively level the scientific landscape and ensure every emerging scientist from the Global South has an equal opportunity to their counterparts in the Global North. In that regard, the world should be moving towards the establishment of a scientific infrastructure that is openly accessible, inclusive, innovative, reflexive, flexible, and integrative in conducting research and sharing and disseminating knowledge across the globe. Without clear regard and principles to guide scientific internationalisation and collaboration between the Global South and North, the establishment of international research infrastructure may remain a pipe dream. In history, Europe and the United States of America (USA) prioritize their interests above all forms of global cooperation; therefore, they seek to maintain economic, political, cultural and scientific control over other nations of the world. Viewed through neocolonial lenses, OS may be viewed as a neocolonial strategy by the former colonial powers and the new superpowers to establish a new world order by flooding the world with Eurocentric ideas, scientific ‘knowledge’ and innovations to expand their economic, political and cultural interests. The study adopted a descriptive study design; data were collected from senior lecturers in the Department of Social Sciences in the 2 universities using a structured questionnaire. Data was analyzed and presented using tables showing frequencies and percentages. Interpretations and conclusions were drawn from the major findings, and recommendations for further research were made.