Knowledge and perception of the implementation of the policy against sexual harassment at Makerere University, Uganda

Abstract

Sexual misconduct and harassment are prevalent at higher education institutions. Makerere University introduced a Policy and Regulations against Sexual Harassment in 2006, which was revised in 2018 following institutional investigations and recommendations. However, the extent to which the revised policy has been effectively implemented has not been formally evaluated. This study evaluated the implementation of Makerere University's policy against sexual misconduct and harassment. Data was collected from 300 students and staff across all ten university colleges to examine policy knowledge, perceptions of implementation strategies, perceived impact, and experiences with policy implementation. Of the 300 participants, 48% were students, 20% were non-teaching staff, 16% were teaching staff, and 16% were support staff. The majority (77%) of the participants demonstrated moderate to adequate knowledge of the policy. Only 26% had received sexual harassment training from the University. Only 16% and 11.7% of the participants reported a positive perception of policy implementation and handling of sexual harassment cases, respectively. Training was associated with greater policy knowledge and more positive perceptions of policy implementation and complaint handling. Policy knowledge and perceptions differed across groups: males, professional staff, and older participants had higher policy knowledge; professional staff reported more positive perceptions of case handling; and younger participants expressed more favorable views of policy implementation. These findings indicate significant gaps between policy availability and effective implementation, particularly in training, stakeholder engagement, and confidence in complaint handling. There's a need for strengthened implementation strategies to enhance institutional responses to sexual harassment and improve student and staff safety and wellbeing in higher education settings.