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.