Background Assessing factors associated with mortality among COVID-19 patients could guide in developing context relevant interventions to mitigate the risk. The study aimed to describe mortality and associated factors among COVID-19 patients admitted at six health facilities in Uganda. Methods We reviewed medical records of patients admitted with COVID-19 between January 1st 2021 and December 31st 2021 in six hospitals in Uganda. Using Stata version 17.0, Kaplan Meier and Cox regression analyses were performed to describe the time to death and estimate associations between various exposures and time to death. Finally, accelerated failure time (AFT) models with a lognormal distribution were used to estimate corresponding survival time ratios. Results Out of the 1040 study participants, 234 (22.5%: 95%CI 12.9 to 36.2%) died. The mortality rate was 30.7 deaths per 1000 person days, 95% CI (26.9 to 35.0). The median survival time was 33 days, IQR (9–82). Factors associated with time to COVID-19 death included; age ≥ 60 years [adjusted hazard ratio (aHR) = 2.4, 95% CI: [1.7, 3.4]], having malaria test at admission [aHR = 2.0, 95% CI:[1.0, 3.9]], a COVID-19 severity score of severe/critical [aHR = 6.7, 95% CI:[1.5, 29.1]] and admission to a public hospital [aHR = 0.4, 95% CI:[0.3, 0.6]]. The survival time of patients aged 60 years or more is estimated to be 63% shorter than that of patients aged less than 60 years [adjusted time ratio (aTR) 0.37, 95% CI 0.24, 0.56]. The survival time of patients admitted in public hospitals was 2.5 times that of patients admitted in private hospitals [aTR 2.5 to 95%CI 1.6, 3.9]. Finally, patients with a severe or critical COVID-19 severity score had 87% shorter survival time than those with a mild score [aTR 0.13, 95% CI 0.03, 0.56]. Conclusion In-hospital mortality among COVID-19 patients was high. Factors associated with shorter survival; age ≥ 60 years, a COVID-19 severity score of severe or critical, and having malaria at admission. We therefore recommend close monitoring of COVID-19 patients that are elderly and also screening for malaria in COVID-19 admitted patients.

Privately provided accommodation is a growing service in Uganda's higher education sector due to education liberalization and demand for education. This research took a case study of Nsamizi Training Institute of Social Development (NTISD) to determine the relationship between privately provided accommodation service quality and customer satisfaction. Specifically, the objectives of the study were (a) to find out the relationship between security and NTISD students' satisfaction with privately provided accommodation, and (b) to find out the hierarchical level of importance of NTISD student satisfaction of the three service quality dimensions (reliability, security, and tangibles) with privately provided accommodation. Using quantitative and qualitative modes of data analysis and a sample of 300 students from 20 private hostels, this study established a strong positive significant relationship between security and satisfaction regarding privately provided accommodation. This implies that accommodation service providers should increase the quality of security so as to increase the satisfaction of students regarding privately provided accommodation. The study established the hierarchical order of importance from the most important service quality dimension, respectively, as follows: reliability, security, and tangibles. Therefore, private accommodation service managers should pay extra attention to the dimensions in the same order.

Gender equality, and its resultant empowerment of women, is a recent phenomenon in Africa. This study examined two questions; 1) To what extent do the elites in Institutions of Higher Education practise gender equality to women empowerment? 2) What are the inhibitions of the contribution of higher education towards women empowerment? The study was qualitative and cross-sectional. Data was obtained from reports and semi-structured interviews, as well as 5 focus group discussions. Semi-structured interviews respondents included 20 academic and 20 support staff. Findings showed that there is still a gap to enable women participate on the same footing as men. Women empowerment in Education takes leadership interest, networks, meritocracy as well as women assertiveness. Limitations to gender equality policy implementation among elites in higher education are individual, social-cultural and economic. Higher education is characterised by stereotypes and retrogressive cultural beliefs which are subtly reproduced throughout the education system. The gender equality policy (2009) has been implemented in favour of men; therefore, the situation has to be improved with concerted efforts by the various stakeholders. Gender disaggregated data should be used in Higher Education to assess women empowerment as well as tracking both quantitative and qualitative women empowerment outcomes in higher education.

Gender equality, and its resultant empowerment of women, is a recent phenomenon in Africa. This study examined two questions; 1) To what extent do the elites in Institutions of Higher Education practise gender equality to women empowerment? 2) What are the inhibitions of the contribution of higher education towards women empowerment? The study was qualitative and cross-sectional. Data was obtained from reports and semi-structured interviews, as well as 5 focus group discussions. Semi-structured interviews respondents included 20 academic and 20 support staff. Findings showed that there is still a gap to enable women participate on the same footing as men. Women empowerment in Education takes leadership interest, networks, meritocracy as well as women assertiveness. Limitations to gender equality policy implementation among elites in higher education are individual, social-cultural and economic. Higher education is characterised by stereotypes and retrogressive cultural beliefs which are subtly reproduced throughout the education system. The gender equality policy (2009) has been implemented in favour of men; therefore, the situation has to be improved with concerted efforts by the various stakeholders. Gender disaggregated data should be used in Higher Education to assess women empowerment as well as tracking both quantitative and qualitative women empowerment outcomes in higher education.