Browsing by Author "Ssempala, Fredrick"

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    Integration of E-Learning in Higher Education Institutions and Learners’ Engagement Possibilities in Ugandan Universities.
    (Kabale University, 2024) Namazzi, Winnifred Birabwa; Ssempala, Fredrick
    The normalization of e-learning as a common form of teaching in the Covid-19 era, caused a rapid transition in Ugandan universities causing a percentage of physical lectures to be substituted with e-learning sessions. This caused physical separation of instructors from learners during e-learning sessions. The hasty transition created queries about how effectively learners are engaged during e-learning sessions, given the existing ICT infrastructure, stakeholder ICT skills, and inadequate support systems in Ugandan universities. This paper sought to explore e-learning experiences in Ugandan universities, targeting to establish how the model can be effectively utilized to achieve learner engagement. The objectives were; (1) to examine the experiences and perceptions of learner engagement during e-learning in Ugandan universities. (2) to explore the opportunities and challenges learners and instructors face in engaging during e-learning in Ugandan universities and (3) to identify and analyze potential strategies for enhancing learner engagement during online learning in Ugandan universities. A textual narrative synthesis methodology was adopted using secondary data sources and findings revealed that learner engagement strategies are not yet fully embraced. HEIs should expand internet access and provide offline learning resources, train instructors in interactive e-learning strategies, and design learner-centered content, formatively assess holistic engagement strategies and establish digital support systems to assist learners and educators in real time.
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    The Politics of Curriculum Implementation in Africa.
    (Kabale University, 2024) Ssempala, Fredrick; Namazzi, Winnifred Birabwa
    The curriculum decisions made about teaching are not just about educational content, not about whose voices are heard, or whose knowledge is valued, but also how societies envision education. So, understanding the dynamics of curriculum politics is fundamental to understanding the nature of implementation and the success possibilities of any curriculum implementation. This paper therefore found it important to investigate the kind of curriculum politics that prevails in Africa and how it influences curriculum development in schools. The objectives of the study were to explore how politics influences the curriculum implementation process in Africa and establish strategies that can improve the curriculum implementation process amidst the political dynamics. The study adopted an approach of methodological inquiry based on secondary data sources. Findings revealed the politicization of curricula in Africa significantly impacts teacher autonomy, teaching methodologies, and opportunities for professional development along the way through restrictive guidelines, standardized testing pressures, and conflicting pedagogical approaches. The study recommends addressing the politics of implementation through a multifaceted approach, where emphasis on prioritizing transparency, teacher empowerment, flexibility, and ethical inclusivity, can be used to navigate the challenges and create an educational ecosystem that empowers individual educators.