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Challenges and Emerging Issues to The Legitimacy of International Law: A Case Study of Eastern Democratic Republic of Congo
(2026) Rwamo Paradis Vanessa
This study appraised the legitimacy of international law focussing on its challenges and emerging issues. The aim of this study was predicated on the general and specific objectives which included, examining how it has brought about global peace, examining the legal and international framework, identifying challenges and emerging issues to the legitimacy of international law, focusing on armed conflicts in eastern Democratic Republic of Congo. This study adopted a purely doctrinal research methodology, utilizing literature review, analysing legal frameworks, and international norms related to international law. The methodology consisted of collection of data from both primary and secondary sources. This study found that
different aspects citing formal principles of legitimacy; the respect of state sovereignty, and substantive principles that require international law to produce outcomes respecting fundamental rights and reasonableness have affected the legitimacy of international law. This study revealed that lack of enforcement, influence of powerful states, growing influences of non-state actors, and soft law mechanisms have caused the dragging of the effectiveness of international law. This study recommended that there should be an effort on strengthening institutional frameworks to reinforce the perception of legitimacy. It recommended an increase on equality, transparency, and accountability to address power imbalances for a more just and equitable global order; addressing challenges and emerging issues to enhance the efficacity of international law, promoting inclusivity and representation, and encouraging compliance to illustrate the significance and effectiveness of international law. This study concluded by stating that the legitimacy of international law remains a pivotal yet contested issue in global governance.
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A Legal Review of The National Policy on Refugee Returnees and Internally Displaced Persons (IDPS) In Somalia
(2025) Mariam Abdullahi Abdirahman
This study critically reviewed the National Policy on Refugee Returnees and Internally Displaced Persons (IDPs) in Somalia, aiming to assess its key provisions, implementation challenges, and areas for improvement in line with international standards. Employing a doctrinal legal analysis complemented by qualitative data from government reports, international organizations, and stakeholder interviews, the research focused on Somalia’s displaced populations, including refugee returnees and IDPs across various regions. The findings revealed that, despite the policy’s comprehensive framework and alignment with international norms, its implementation was uneven and hampered by weak institutional capacity, limited funding, security concerns, land tenure issues, and sociopolitical complexities such as clan and gender disparities. The study concluded that addressing these systemic challenges was essential for realizing durable solutions and enhancing policy effectiveness. It recommended strengthening institutional frameworks, fostering inclusive community participation, improving coordination among stakeholders, and securing sustainable domestic resources to facilitate successful reintegration and protection of displaced persons in Somalia.
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Appraisal of Anti-Money Laundering Legislation as A Control Against Terrorism Financing in Uganda
(2026) Nakaddu Sumayiah
This study critically appraises the effectiveness of Uganda’s Anti-Money Laundering legislation as a mechanism for controlling terrorism financing. Despite the enactment of the Anti-Money Laundering Act Cap 118 and the Anti-Terrorism Act Cap 120, Uganda continues to experience challenges associated with illicit financial flows that can be exploited by terrorist organizations such as the Allied Democratic Forces (ADF). Using a doctrinal research methodology, the study analyses the theoretical foundations of money laundering, international and domestic legal frameworks, and the institutional roles of enforcement bodies including the Financial Intelligence Authority, Bank of Uganda and Uganda Police Force. In addition, the study incorporates empirical qualitative methods, where primary data was collected through questionnaires administered to selected stakeholders, including officials from the Bank of Uganda, Uganda Police Force, commercial banks, forex bureaus, and mobile money operators, to complement the doctrinal analysis. The findings reveal that although Uganda has adopted global standards such as the FATF Recommendations, the legal regime remains fragmented, with overlapping mandates, limited prosecutions, low inter-agency coordination, and significant compliance gaps among accountable entities. Empirical illustrations highlight weaknesses in beneficial ownership transparency, cross-border supervision, and recovery of proceeds of crime, which undermine effective disruption of terrorist financing networks. The study recommends harmonization of AML/CTF legal frameworks, enhanced institutional capacity, improved intelligence-sharing mechanisms, and greater alignment with regional best practices in East Africa. Strengthening these reforms will promote national security, protect the integrity of Uganda’s financial system, and improve the country’s global AML/CTF compliance standing.
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Examination of The Principle of Sale Under Private Treaty in Mortgage Transactions in Uganda
(2025) Mugarura Edward
This study critically examines the legal framework governing mortgage transactions in Uganda, with a particular focus on the sale of mortgaged property under private treaty. The research is anchored on the need to balance the rights and obligations of both mortgagors and mortgagees while ensuring fairness, transparency, and efficiency in credit markets. The background highlights the increasing reliance on mortgages as a source of credit in Uganda and the challenges arising from enforcement through private treaty sales, which, while less formal and quicker than public auctions, raise significant concerns of fairness, accountability, and protection of vulnerable borrowers. The study identifies gaps such as weak procedural safeguards, inadequate oversight of mortgagees’ duties, and ambiguities within the Mortgage Act, 2009 and related statutes. Guided by the doctrines of equity and legal realism, the research employs a doctrinal methodology, analysing primary sources such as the Constitution of Uganda, statutory provisions, and judicial precedents, alongside secondary literature. Data collection was library-based, focusing on statutory interpretation, case law, and scholarly commentary. The findings reveal that while Uganda’s legal framework provides a foundation for regulating mortgage enforcement, several challenges persist. These include limited protection for mortgagors in private treaty sales, inconsistencies in judicial interpretation, and inadequate enforcement of mortgagee duties such as acting in good faith, obtaining a fair price, and providing timely notice. Comparative perspectives show that stronger procedural safeguards in other jurisdictions could offer useful reforms. The study concludes that the adequacy of Uganda’s legal framework remains questionable, with fairness often undermined in practice and the effectiveness of mortgage enforcement in supporting credit markets weakened by legal and institutional gaps. Recommendations include strengthening statutory safeguards for mortgagors, enhancing judicial oversight, ensuring transparency in private treaty sales, and harmonizing judicial interpretation to provide certainty in mortgage transactions. This research contributes to ongoing debates on mortgage law reform in Uganda, with implications for the protection of borrowers, stability of credit markets, and the promotion of equitable financial practices.
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Teachers’ Professional Development Practices and Teaching of Mathematics in Private Secondary Schools in Mbale City, Uganda.
(2026) Abdiaziz Ahmed Dualle
This study examined teachers’ professional development practices and their influence on the teaching of mathematics in private secondary schools in Mbale City, Uganda, addressing the problem of inadequate and inconsistently implemented teachers’ professional development practices, which has affected the effectiveness of mathematics instruction. The study was guided by three objectives: to determine the effect of teachers’ training practices, assess the impact of mentorship practices, and examine the influence of collaborative practices on mathematics instruction. The study was anchored on Constructivist Learning Theory, which emphasizes reflective and interactive learning as essential for improving instructional effectiveness. A descriptive correlational design was employed within a mixed-methods approach. The study population comprised 148 respondents, including 90 mathematics teachers, 29 head teachers, and 29 heads of mathematics departments from 29 private secondary schools in Mbale City. A sample of 108 respondents was determined using Slovin’s formula and selected through purposive sampling to ensure relevant experience and knowledge. Quantitative data were collected from 79 respondents using structured questionnaires and analyzed using descriptive statistics and Pearson correlation in SPSS Version 25. Qualitative data were obtained from 29 key informants through semi-structured interviews and analyzed thematically. The findings revealed that teachers’ training practices had a strong positive and statistically significant effect on mathematics teaching (r = 0.769, p < 0.05). Mentorship practices showed a very strong positive and significant influence (r = 0.856, p < 0.05), while collaborative practices also demonstrated a strong positive and significant relationship (r = 0.732, p < 0.05). These results indicate that professional development enhances instructional quality through improved content delivery, pedagogical skills, and collaborative learning. The study concluded that professional development practices significantly influence mathematics teaching, with mentorship having the strongest effect. It is recommended that schools strengthen structured mentorship programs, promote continuous training, and support collaborative practices to improve teaching effectiveness and student outcomes