Browsing by Author "Edoru, John Michael"

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    Effects of accessibility and adequacy of technical vocational education and training equipment on acquisition of employable skills in Uganda. A case of Uganda Technical College - Elgon.
    (Kabale University, 2024) Wanda, Herbert; Edoru, John Michael
    The Government of Uganda has continued to establish and equip public Technical Vocational Education and Training (TVET) Institutions in the country. However, despite the initiatives, learners have continued to join the industry and claimed to have inadequate employable skills. This poses the question of whether the equipment utilized is adequate and accessed by learners to acquire employable skills. This paper therefore examined the access and adequacy of TVET equipment in Technical Colleges. A descriptive survey design utilizing quantitative and qualitative approaches of research was conducted, with a sample size of 100 learners and 5 instructors were selected. A simple random sampling technique to choose learners responded to the questionnaires and purposive selection of instructors for focus group discussions. Statistical Package for the Social Sciences was used to run descriptive analyses, ordinal regressions, and frequency distribution. Findings on adequacy show that 77% of the learners are availed of equipment not relevant to their program and spend little time practicing on the equipment. In conclusion, TVET equipment was inadequate with limited time spent on practicum, and recommended that Government institutions should undergo into memorandum of understanding with the industry to enable learners to adequately access practice experience on modern equipment relevant to their training.
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    Professional Development and Science Teacher Effectiveness in Africa: A Study of South Western Uganda.
    (Kabale University, 2024) Sekiwu, Denis; Edoru, John Michael; Mwesigye, Seriano
    Teacher Professional Development (TPD) has long been a factor in revolutionizing the quality of science education in Africa. Although the Ugandan government introduced many TPD initiatives, there have been noticeable failure rates in science subjects nationwide at the Uganda Certificate of Education (UCE) examinations. This study aims to interrogate the level of science teacher engagement in professional development, challenges hindering teacher access to TPD programs, and the correlation between TPD and teacher effectiveness regarding science grades. Using the Mixed method design, a sample size of 100 science teachers was recruited. The major findings revealed glaring gaps relating to inadequate teacher involvement in professional development, lack of planning for professional training of science teachers, limited funding, and negative attitudes towards professional development by science teachers and the school administration. The study proves that engagement in TPD positively correlates (π = 0.473, p < 0.01) with science teacher effectiveness. The study points to a critical argument that to deconstruct the narrative that STEM performance is supposed to be low and historically few students take on these disciplines, there is a need to invest in professional growth for science teachers.
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    Teacher reward challenges and student academic performance in selected secondary schools in Luwero district.
    (International Journal of Research in Education Humanities and Commerce, 2025) Auk, Timothy; Sekiwu, Denis; Edoru, John Michael
    Poor academic performance remains a major challenge in Luwero District, mainly attributed to a disproportionality in teacher reward systems. Thus, this study was intended to explore how teacher reward challenges, affect student academic performance in selected secondary schools in Luwero District. Using the descriptive research design, data was collected from a sample of 108 participants. The findings were that the teachers and administrators enrolled, showed that teacher reward challenges like meager payment 77.3%, rewards not on merit 63.9%, no recognition 66.0%, inadequate funding for teachers reward 85.6, poor management of teacher reward systems 76.3% and salary delay 84.5% influences student academic performance. The current teacher reward systems may indicate that these challenges continues to have a significant impact on student academic performance. Interventions targeting teacher reward systems, particularly on monetary and non-monetary reward, non-delayed salaries, no meager payment, recognition aspects, are vital.
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    The role of the African University in the Continent’s Development
    (International Journal of Research in Education Humanities and Commerce, 2025) Edoru, John Michael; Adebayo, Tajudeen Sanni
    This article deals with the role of African universities and higher education institutions in the development of the continent. Knowledge production is the responsibility of higher education institutions. Knowledge can only be useful it can be used for the wellbeing of humanity. African governments therefore, believe that investing in higher education and producing many university graduates is a gateway to their development. In most cases, these governments forget about the need to churn out the personnel that is crucial for their development and produce them just for the sake of it. The notion of having many university graduates as a means to achieve the country’s development is therefore in balance since the universities produce graduates of all cadre. Some of these may be unemployable and may not meet the current needs of the society. Most of the businesses, government parastatals, educational institutions, and ministries heavily rely on manpower that is a product of a university or a higher institution of learning. Without knowledge production, it is impossible to talk about the achievement of the Millenium Development Goals which many countries are hoping for by the year 2025.In these goals, the emphasis is put on poverty eradication, education for all, health for all, food security for all among others. The important question therefore that this paper attempts to answer is as to whether African universities actually play an important role in providing the required knowledge that Africa and the world badly require for development. The paper will scan through the continent’s major universities and attempt to make an assessment of the impact in terms of knowledge and contributions that these universities are making to Africa’s development. Governments in Africa need to look at their needs in terms of the priorities to bolster their development and gear their curricular towards meeting those priorities.