Faculty of Education (FEDU)

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Open Access
Critical Analysis of the Production of Western Knowledge and Its Implications for Indigenous Knowledge and Decolonization
(Journal of Black Studies, 2012) Francis Akena, Adyanga
There has been a persistent contest among contemporary scholars over what is considered legitimate knowledge. This contest has implications on ways of knowing, organizing society, and responding to environmental challenges. The Western education system is a hybrid of different knowledge, adopted through European global expansion, to enrich our learning in formal educational settings. This article examines the production of Western knowledge and its validation, imposition, and effects on indigenous people and their knowledge. The author argues that there is a relationship between knowledge producers and their motives with the society in which they live. This relationship influences what is considered “legitimate knowledge” in society, politics, and economy in non-Western contexts.
Open Access
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.
Open Access
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.
Open Access
Quality assurance policies and instructors’ planning in vocational training institutions in Lango sub Region Northern Uganda
(International Journal of Multidisciplinary Research and Development, 2018) Eton, Marus; Eton, Rehema; Benard, Patrick Ogwel; Fabian, Mwosi
The quality of the learners from Vocational training institutions have come under scrutiny. This study examined the contribution of quality assurance policies and instructors planning in improving the performance of learners from vocational training institutions. The study design used was descriptive and analytical in nature, using both quantitative and qualitative approaches. A sample of 406 respondents participated in the study. The study found a relationship between quality assurance policies and instructor’s planning of instruction (r = .508; sig. <.05) is moderate and significant. The (Adjusted R Square = .256) indicates that the development and design of quality assurance policies in vocational institutions investigated is capable of improving the instructor’s planning methods of instruction by 25.6%. The study recommends that the organs responsible for designing and developing policies that are aimed at improving the teaching and learning vocational skills should endeavor to engage the input of instructors who are indeed the grassroots implementers of such policies. There is still need for the government to consider revising salaries of instructors in vocational institutions, Salaries should be commensurate to the skills offered by technical instructors at all levels
Open Access
Exam and knowledge-based educations in Uganda: A comparison of concepts. A case of Lango sub region, Northern Uganda
(International Journal of Multidisciplinary Research and Development, 2018) Eton, Rehema; Andrew Peter Yiga; Solomon Asiimwe Muchwa; Fabian, Mwosi; Eton, Marus
The argument that today’s graduates were more theoretical than practical has been dominating the educational sectors in the country. The study sought to investigate the role of Exam and Knowledge-based Education on students’ Professional Competence in tertiary institutions in Lango subregion, Northern Uganda. A sample of 111 respondents was chosen from the respondents and the response rate was 100%. The study found out that Learners and instructors view education as merely passing examinations. In this view, instructors teach only what is related to exams, leaving out the core concepts that would build on knowledge and life skills that are required in the world of work. Giving much attention to exams and the nature of examination has underscored the role of teaching, prompting many education stakeholders to engage in examination malpractice The study recommended that Universities and higher education institutions should collaborate with employers and curriculum developers to ensure that whichever knowledge and skills universities and higher education institutions provide are in direct line with what employers need from employees. National Council for higher Education (NCHE), the organ responsible for accreditation of university and other tertiary institutions’ academic programs should collaborate with stakeholders, particularly employers before approving institutions and university programs. It’s high time that universities and higher education institutions design programs that are demand-driven than academic-driven. National examination boards should stop recycling questions, a practice that has made students and learners to correctly hypothesize what is likely to appear in an external examination. Education institutions should shift from handouts that promote cram work to handouts that promote understanding.
Open Access
Teacher competence and performance in primary schools in Nwoya District, Northern Uganda
(International Journal of Advanced Educational Research, 2019) Eton, Marus; ; Sammy, Godfrey Poro; Andrew Peter Yiga; Julius, Caesar Enon; Fabian, Mwosi
This study brings to light the fact that the poor performance of pupils in primary schools is a pedagogical issue, which requires pedagogical approaches to improving teacher performance. The study sought to investigate the role of teacher competence in enhancing teacher’s performance in primary schools in Uganda. A sample of 217 respondents was chosen and the findings indicated a correlation coefficient of (r = .575). The study therefore recommended that teachers be encouraged to develop their pedagogical skills for effective delivery in the classroom, Performance appraisals should take care of pedagogical skill development for improved teacher performance. Teachers should pay attention to issues like classroom organization, time management and receiving telephone calls during class time. Teachers who work their best to promote a co-existence between the school and the community should be recognized and rewarded for their effort. Teachers should improve on their approach to absenteeism and should also be encouraged to build and work in teams to bring out the best of themselves and their pupils too.
Open Access
The Kabake Programme: Popular Education to Address Community Challeges in Acholi and Northern Uganda.
(2019) Francis Akena, Adyanga
Open Access
Curriculum Interpretation and Learners’ Attainment of Reading Skills in Uganda a Case of Selected Districts in Acholi Sub-Region
(International Journal of Research and Innovation in Social Science, 2019) Sammy, Godfrey Poro; Eton, Marus; Andrew Peter Yiga; Julius, Caesar Enon; Fabian, Mwosi
The study sought to assess the influence of curriculum interpretation on learners’ attainment of reading skills in Acholi Sub region, Uganda. The finding indicated a significant relationship between curriculum interpretation and attainment of learners’ reading skills. The study recommended a more coordinated approach to language policy implementation so that all learners can have the opportunity to learn to read first in their mother tongue and for reading to be beneficial and meaningful for them. Emphasizing instruction in local languages in government primary schools disadvantages learners when it comes to preparation for Primary Leaving Examinations. The government needs to streamline policy on thematic curriculum implementation so that all learners in Uganda are given equal opportunities when it comes to primary leaving examinations
Open Access
Regional Integration, a Prospect for Development: Lessons from Rwanda's Experience in the East African Community
(Peter Lang AG, 2019) Francis Akena, Adyanga
Open Access
Information and Communication Technology in Ugandan Higher Education.
(Kabale University, 2019) John Michael, Edoru; Adebayo, Sanni T.
This article focuses on the use of Information and Communications Technology (ICT) as a strategy for delivering effective management of educational services in a cross-section of institutions of higher learning. Makerere University in Uganda is taken as a case study where ICT was introduced with the main aim of improving effectiveness in the delivery of educational services. ICT has become a tool of great importance in today’s business in all spheres of life globally. From commerce to aeronautics, medicine and education, the daily use of ICT is vital to the success of business. In the area of higher education management, ICT use is of central significance since universities of the contemporary world cannot afford to ignore the role that ICT plays in the running of their institutions as a business. As a matter of necessity, universities are therefore required to embrace ICT adoption in teaching/learning and administrative activities. This study discusses the concept of ICT, perceptions of stakeholders in the effectiveness of ICT adoption, educational services management and ICT, as well as strategies for effective ICT use in educational services management.
Open Access
Parent Involvement in Child Education as a Correlate of Academic Performance: Analyzing Denominational Secondary Schools in Uganda
(Advances in Social Sciences Research Journal, 2019-06-25) Denis, Sekiwu; Victoria, Tamale Kaggwa
The study examined how parent involvement in child education influences students’ academic performance in secondary schools in Tororo district, Uganda, with parents’ socio-economic status as the control variable. The comparative research design was employed with a sample of 360 students from eight denominational schools. The Parent Involvement Guide (PIG) was used to collect data and quantitative data analysis indicated that parent involvement in child education positively influences students’ academic performance. There are differences in students’ academic performance among different denominational schools with Moslem schools performing least with low parent involvement in child education, and Catholic schools performing highest with high parent involvement in child education. Parent involvement in child education is higher at home than in the school. Thus, parents are encouraged to get involved in child education and there is need to encourage schools to focus their values-orientations on increasing students’ academic performance.
Open Access
Prevalence and management of common soccer injuries during university games in Uganda
(International Research Journal of Public and Environmental Health, 2020) Olive, Tusiime; Eunice, Kateshumbwa; Frederick, Ssempala
The study sought to establish the common soccer injuries, their causes and management among Busitema University athletes. The study used a cross-sectional survey design involving quantitative and qualitative approaches on a sample of 76 respondents, obtained by simple random and purposive sampling techniques. Data was collected by use of self-administered questionnaires, an observational tool and interview guide. Quantitative data analysis involved generation of descriptive statistics; frequencies, percentages and means. Qualitative data was analysed using content analysis. The study established that the common injuries were ligament sprain or strains (56.6%) and re-injuries (55.1%). Dry and hard grounds, joint instability, bad playing field conditions, inadequate treatment/ rehabilitation from previous injury, exercise overload/ over training, poor skill execution, poor training techniques and player neglect caused the injuries. Sports injuries were majorly managed through taking rest and use of pain killers. It was recommended that quality playing fields and equipment, providing players with adequate attention and advocating for full implementation of fair play rules should be fostered to abate sports injuries.
Open Access
Gender and performance disparity in mathematics: A study of South Western Uganda
(African Educational Research Journal, 2020) Amos, Musimenta; Francis Akena, Adyanga; Denis, Sekiwu
Gender has long been considered a factor contributing to differences in performance for male and female students in diverse educational disciplines and levels. Although male and female students are taught in the same classrooms in most Ugandan schools, there have been noticeable differences in Mathematics performance in national examinations across the country. Thus, the aim of this study was to compare male and female students’ performance in Mathematics and to establish factors accounting for the differences. Using the Mixed method design, a sample size of 222 participants was recruited. The major findings revealed that variation in Mathematics performance cannot be attributable to gender. The study deconstructs the common gender-biased assumption that girls are naturally a ‘weaker sex’ and hence likely to embrace subjects that are considered ‘soft’ such as language, literacy, communication skills, social sciences among others. Such assumptions commonly fronted inadvertently without considering possible negative consequences, are based on societal construction of social differences with no substantive evidence as demonstrated in this study.
Open Access
Investigating the relationship between school attendance and academic performance in universal primary education.
(African Educational Research Journal, 2020) Denis, Sekiwu; Frederick, Ssempala; Frances, Naluwemba
This study investigated the relationship between school attendance and academic performance in UPE schools in Rubanda district of Uganda. Using data from a sample of 104 participants, the researchers established that UPE schools perform poorer in internal examinations but better in national examinations. The regular school attendees perform differently from the chronic absentees. There is also a positive relationship between school attendance and academic performance (R = 0.365), although school attendance explains only 11.8% variations in academic performance while 88.2% is explained by other factors affecting academic performance. School administrators should identify other factors that are likely to influence pupils' academic performance apart from attendance, as well as strengthening community school interaction programmes to help improve attendance in UPE schools.
Open Access
Addressing Curriculum Gaps to Enhance Research Engagement Among Postgraduate Students in Low Resource Settings
(2020) Frederick, Ssempala
For any country to develop, it should be able to conduct research to generate knowledge necessary to solve problems of humanity by producing necessary goods and services. Research is essential for any nation’s success. Most goods and services consumed today are products of research conducted in developed countries by post-graduate students. Unfortunately, most post-graduate students in developing countries face a lot of challenges that limit their ability to engage in original research that should be published in refereed journals and to acquire necessary patents accordingly. Curriculum gaps inhibit most graduate students in low-resource settings from engaging in productive research necessary to transform the developing country’s economy. Hence, the chapter discusses the importance of research engagement and strategies to fill curriculum gaps in the postgraduate programs to enhance research engagement among the post-graduate students in low-resource settings.
Open Access
Philosophical Identities in Market for University Education
(Makerere Journal of higher education, 2020) Denis, Sekiwu; Nicholas, Itaaga; Anthony Mugagga, Muwagga
The study examines the metaphysics and political philosophy behind market competition for Uganda's University Education. using grounded theory to filter the voices of 12 participants, the first phase of study, which was qualitative, revealed that a rival (contestable) market of University education in Uganda.
Open Access
Utilization of Information Communication Technologies in Effective Administration of Secondary Schools in Mitooma District of Uganda
(African Journal of Teacher Education, 2020) Irene, Aheisibwe; Muramuzi Sprito, Byamukama
The study aimed at assessing the utilization of Information Communication Technologies in effective administration of secondary schools in Mitooma district, Uganda. A cross sectional survey design was employed. Data was collected using a closed ended questionnaire developed by Özdemir et al. (2014) and an interview guide. Statistical Package for Social Scientists software version 23.0 was used to analyze the data. The study revealed lack of knowledge and skills of ICT, limited electricity supply, poor quality computers and limited computer accessories as reasons for non-utilisation of ICT.
Open Access
Facilities management and quality of teaching and learning at a multi- campus public university in Uganda
(International Journal of Educational Policy Research and Review, 2020) Eden, Akategeka; Denis, Sekiwu; Frederick, Ssempala
This is an account of a cross-sectional survey of how facilities management relates to the quality of teaching and learning in Busitema University, a multi campus model public University in Uganda. The study employed a mixed methods approach involving semi-structured questionnaires and interviews with a population of 506 and a sample of 223 participants in the categories of University top managers, deans of faculties, heads of department, academic, administrative, support staff and students’ leaders. The findings are that the quality of teaching and learning was good (M = 47.5 and SD = 7.45). Second, facilities management in the University was also good (M = 40.3 and SD = 6.72). Third, a significant relationship existed between facilities management and the quality of teaching and learning (r = .577, p<0.05) with (R2 =0.333). Fourth, several challenges affected facilities management and these included limited funding, incompetent staff, unaffordable maintenance costs, delayed response to facilities management among other challenges. The argument that facilities management has a significant relationship with the quality of teaching and learning is in consonance with the stage theory of Higher Education development that argues that with massification in higher education, there is stress on facilities hence, affecting the quality of teaching and learning. Recommendations advanced were that Managers of Busitema University should make effort to promote the quality of teaching and learning, improve facilities management and work to solve challenges of facilities management.
Open Access
The “Miss Curvy Uganda” pageant: representation, commodification and exploitation of women’s bodies
(Social Semiotics, 2020) Francis Akena, Adyanga
In early February 2019, Godfrey Kiwanda, a Uganda Junior Minister of Tourism proposed a beauty pageant dubbed, “Miss Curvy Uganda,” to publicly showcase voluptuous Ugandan women as means of attracting foreign tourists to generate more foreign currency earnings. The proposal drew sharp criticisms that appeared in the national media, ecumenical community gatherings, and public forums across the country. Feminists, ecumenical and cultural communities reviled the expressed opinion of the Junior Minister to commodify human bodies in the twenty-first century world. All the critics, motivated by moral and cultural arguments, agree that exploiting human, particularly female bodies, for generating revenue is reprehensible as the practice denigrates and debases humanity. This paper presents the paradox of the pageantry within the politics of patriarchy that exploits showcasing female bodies for generating revenue as well as the transformation of contemporary conscience in a neoliberal post-colonial economy.
Open Access
Ecology of schooling: Enabling school environment for student engagement in Uganda’s Universal Secondary Education
(International Journal of Educational Policy Research and Review, 2020-03) Sylivia, Awori; Denis, Sekiwu; Frederick, Ssempala; Frances, Naluwemba
Using the Mixed method, we examine the relationship between the school environment and student engagement in USE schools in Uganda. Most study participants agree that the environment in USE schools is generally conducive. There isa positive relationship between the school environment and student engagement although this relationship is still low. This means that student engagement in school activities cannot depend on only the school environment. There are a host of other factors that influence student engagement which the school authority needs to know and utilize in order to improve student engagement. Management of USE schools should provide for counseling and guidance services as well as supporting the integration of values in schools. The Government should construct good libraries and provideup-to-date learning materials like textbooks plus any other reading materials. Government shouldalsorecruit experienced and quality teachers into the USE schools, as well as constructing modern science laboratories to support the teaching of science disciplines.