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The role of older persons in Uganda: Assessing socio-demographic determinants of older persons’ valueExtensive research has been conducted on diverse socio-demographic issues such as child and maternal mortality in Uganda but the contribution of older persons to their households and communities has been comparatively under-investigated. This article bridges the gap by discussing prevalence and determinants of the value of persons aged sixty and above in the country. Four rural districts were randomly selected while one urban area was purposively chosen in a cross-sectional study conducted from March to April 2012. An interviewer-administered questionnaire was used to collect data on 605 older persons. Engagement in income-generating activities, possession of indigenous knowledge, advice on behaviour norms, role played in social organizations, propagation of cultural norms, dispensing local medicine and providing childcare were all aspects of value studied. Using scaling technique, these eight variables were aggregated into a single total indicator of value, operationally defined as aggregate value. The variable was then dichotomized into low aggregate value and high aggregate value. Binary logistic regression was used to analyse socio-demographic factors predicting high aggregate value. Findings indicate that nearly four in ten older persons had high aggregate value. In comparison with persons of no education, those having primary and secondary or higher education were more likely to have high aggregate value. In comparison with persons who did not own land, those who owned land were more likely to have high aggregate value. Results further indicate that having out-migrated children predicted high aggregate value. In comparison with the Central region of the country, older persons living in the Western, Northern and Kampala regions were more likely to have high aggregate value. The findings have several implications including for the design of later-life socio-economic programmes, establishment of a special old age fund and increasing learner access and retention rates in the national education system.
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Technology and older faculty: A descriptive study of older Florida community college facultyInstitutions of higher learning across the United States are experiencing an aging faculty population. A significant proportion of college and university faculty are over 55, a growth expected to continue in future years. Parallel to this growth and change has been an expanding use of technology in higher education. Despite this trend and potential implications, few studies have provided in-depth insight into older faculty and technology. The study used a quantitative descriptive design to provide a comprehensive look at older community college faculty and various aspects of technology. Areas examined included older faculty's perceptions of technology, their attitudes toward institutional technology support and professional development, and their self-reported use of technology. Further, the study determined if older faculty reported existence of barriers preventing technology use and explored perceived technology and technology related needs. A 120-item questionnaire and cover letter was mailed to full-time faculty at five Florida community colleges. Respondents included 246 full-time faculty members; older faculty (age 55 and over) comprised 40.7% of the population sample. Descriptive and inferential statistical procedures were employed for data analysis. Overall technology use among older faculty was slightly less than younger faculty; older faculty were no less likely than younger respondents to use technology. Both age groups used similar technologies and reported equivalent degrees of perceived skill with those technologies. Despite similarities in perceived technology use, older faculty considered technology a minor source of stress. Younger and older faculty were positive about their institution's support services and expressed similar technology related needs, including additional professional development and classrooms equipped with Internet/network access, audio/visual technologies, instructor computer stations, and multi-media projection capabilities. Principally, the technological divide between younger and older faculty seems less striking than some have previously contended. Technology use and proficiency appear to vary widely across age groups. Older and younger respondents also had positive perceptions of technology. Findings suggest community colleges are serving adequately the technology needs of faculty. Recommendations for future research include broadening the population of community college faculty and exploring technology use among older four-year and university faculty.