The influence of user participation attributes on e-government implementation success in developing countries: a study of Uganda

This paper examined the influence of user participation attributes on e-government implementation success in Uganda. The quantitative data were collected through a survey of 277 employees from three Ministries (ICT, Finance and Works) in Uganda and was analysed using PLS-SEM aided by Smart PLS3. Using Stakeholder theory as a primary theory for addressing user participation who are key stakeholders and UTAUT to capture the technology usage of egovernment users. Findings revealed that user participation attributes have a significant positive influence on e-government implementation success in Ugandan context. Findings from the Smart PLS assessment measurement model portended that user participation attributes have a statistical positive relationship on e-government implementation success in Uganda. Therefore, policy makers, managers, Information System developers, electronic service providers, and egovernment implementers should consider involving end-users in active e-government implementation process. This ensures accountability, transparency, trust in electronic-services and online-information from the central government to the users, among other benefits. These findings contribute to sparse literature of user participation in e-government implementation success in developing nations hence providing empirical foundation for future academia. More so, all stakeholders of e- government implementation work towards curbing the factors affecting and hindering end-users from active participation in e-government implementation in Uganda

Comparative Performance of Science, Arts and Business Subject Combinations in Tanzanian Advanced Certificate of Secondary Education Results: 2004 to 2010

Science knowledge is acknowledged to be one of the key economic development indicators in a country. Performance in science subjects has been one of the challenges in many developing countries. The objective of this is to explore the performance in science subject combinations in relation to the arts and business subjects. The paper used the performance of students in advanced secondary education in Tanzania. It shows that performance in science subject combinations is poorer than that in arts and business, and performance has deteriorated over time. This is based on the Tanzanian Advanced Certificate of Secondary Education (ACSE) results from 2004 to 2010. Science subject combination was defined as any subject combination that contained physics, chemistry or biology. Arts was defined as any subject combination that contained at least one language, while business was defined as subject combination that contained economics as one of the subjects. The study recommends a critical look at the syllabus as well as the way examinations are set and marked. The paper identifies areas for further studies