Faculty of Education (FEDU)

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Browsing Faculty of Education (FEDU) by Author "Alex, Ronald Mwangu"

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    Contribution of secondary school geography assessment strategies in mitigating climate change in Uganda
    (International Journal of Education and Research, 2017) Alex, Ronald Mwangu; Kagoda Alice Merab; Mugimu, Christopher Byalusaago
    Climate change is one of the most pressing challenges of the 21st century. The changing climate affects all aspects of human livelihoods. Effects of climate change are most felt in developing countries due to low awareness and lack of access to information on climate change. Climate change is a major concern to education policy makers and curriculum developers. Education has a role to play in building individual and social capacities for adapting and mitigating climate change. The purpose of education in Uganda is to eradicate illiteracy and to equip the individual with basic skills and knowledge to exploit the environment for self-development as well as national development, for better health, nutrition and family life, and the capability for continued learning. To mitigate climate change, all elements of the education system namely; objectives, content, teaching methods and assessment strategies must lend themselves to building capacities of the learners. This study reveals that the assessment strategies used by geography teachers largely contribute to acquisition of knowledge and hardly develop skills and values/attitudes for mitigating climate change among learners.
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    Impact Of Secondary School Geography Content In Mitigating Climate Change In Uganda
    (IOSR Journal of Environmental Science, Toxicology and Food Technology, 2017-07-15) Alex, Ronald Mwangu; Alice, Merab Kagoda; Mugimu, Christopher Byalusaago
    Climate change is a key concern to the local and global community. Because of its transformative nature, education both formal and informal has been identified as the vehicle for mitigating climate change. Many education systems however have been found lacking content necessary to produce learners that will lead efforts in mitigating climate change. Content is a very important element of the education process. It forms the basis for teaching and learning. Geography as an interdisciplinary subject is most suitable to teach learners about climate change. This study investigates the contribution of secondary school geography content in mitigating climate change in Uganda. Through questionnaires and interviews from geography teachers, this study reveal that content about climate change in the secondary school geography curriculum in Uganda is not explicit. The climate change content lies at the background of other topics and requires expertise of the teachers to retrieve it. Therefore teaching about climate change depends on interest and capacity of individual teachers.