Faculty of Education (FEDU)

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Now showing 1 - 5 of 36
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    Kansyore Fisher-Hunter-Gatherers Abandoned the Northeastern Lake Victoria Shoreline during an Arid Period in the Middle Holocene: A Reconsideration of Dates from Western Kenya with New Radiometric and Faunal Evidence from the Namundiri A Shell Midden, Eastern Uganda
    (Journal of African Archaeology, 2022) Mica B., Jone; Ruth, Tibesasa
    Kansyore pottery-using groups of the northeastern Lake Victoria Basin represent one of only a few examples of ‘complex’ hunter- gatherers in Africa. Archaeologists link evidence of specialized fishing, a seasonal land-use cycle between lake and riverine sites, and intensive investment in ceramic production to behav- ioral complexity after 9 thousand years ago (ka). However, a gap in the Kansyore radiocarbon record of the region between ~7 and 4.4 cal ka limits explanations of when and why social and economic changes occurred. This study provides the first evidence of lakeshore occupation during this temporal break at the only well-studied Kansyore site in eastern Uganda, Namundiri A. Within the context of other sites in nearby west- ern Kenya, radiometric and faunal data from the site indicate a move from the lake to a greater reliance on riverine habitats with middle Holocene aridity ~5–4 cal ka and the arrival of food producers to the region after ~3 cal ka.
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    Teacher rewards and their performance: a case study of selected secondary schools in southern division, Kabale municipality
    (Kabale University Interdisciplinary Research Journal (KURJ), 2022-12) Agnes, Nyinamasiko; John Michael, Edoru
    Teachers’ performance management is a continuous process for identifying, evaluating and developing the work performance of teachers, so that the goals and objectives of the schools are more effectively achieved, while at the same time benefiting teachers. This study was carried out to establish how teacher rewards influence their performance. A case study of selected secondary schools in Southern Division, Kabale Municipality. The study used cross sectional survey research design. Both quantitative and qualitative approaches were utilized for data collection and analysis Interviews guides were used to collect qualitative data while structured questionnaires instrument was used to collect quantitative data. The study participants were 55 teachers, and 15 head teachers in the selected secondary schools in southern division Kabale municipality. The researcher used systematic analysis method to analyze quantitative data and thematic data analysis to analyze qualitative data. The study established that, teachers’ rewards is highly influenced their performance, and also, financial rewards highly influenced the teachers’ rewards in secondary schools in southern division, Kabale municipality. Finally, it was recommended that the Government of Uganda and the Ministry of Education and sports should provide adequate information and counseling to teachers on creating an environment, inside the classroom and beyond where students can talk openly about their learning, their challenges and what allows them to succeed, teachers’ salaries should be determined according to sector needs as opposed to macro-economic policy requirements if Uganda is to attain the Millennium Development Goals related to Education, there is also a need to continuously engage teachers in the National teachers Union (UNATU) a statutory representative of teachers at all levels in both private and government sectors; this will enable teachers to consult on educational, labor and other relevant issues
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    Mentorship and supervision in Ugandan higher education institutions universities: challenges and prospects
    (Kabale University Interdisciplinary Research Journal (KURJ), 2022-12) John Michael, Edoru; Sanni Tajudeen, Adebayo
    The paper examined the current status of Mentorship and Supervision in Ugandan higher education institutions and universities and considered the ideal model of Mentorship and Supervision for a typical higher education institution and university. The paper then depicted the importance of Mentorship as one way of fostering effective and efficient service delivery at higher education institutions and universities. The ideal higher education institution or university should facilitate personal and professional development enabling individuals and groups to achieve their full potential. Mentoring is a dynamic way of facilitating such development. The higher education institution or university formally requires all its faculties to make arrangements for the mentoring of its newly appointed staff and newly admitted students. Mentoring at a higher education institution or university entails long time passing on of support, guidance and advice. The underlying factor in mentoring in the work place is that the more experienced colleague uses their greater knowledge and understanding of the work or workplace to support the development of a more junior or inexperienced member of staff. The Mentoring and Supervision discussed in this paper has been considered through the three strands of the mandate of the higher education institution which are: teaching, research and community service. Data concerning Mentorship and Supervision was obtained from a meta- analysis of documents such as reports, journals, articles and books concerning Mentorship in the Ugandan higher education institutions and universities. The overall mean score for the influence was 2.5 which indicates a low influence of mentorship and supervision on the career. The paper underscored the status of Mentorship and Supervision at the Ugandan higher education institutions and universities as low. Lastly, pointed out the challenges faced in mentoring staff and students and charted the way forward in the mentoring process at Ugandan higher education institutions and universities. Therefore, the study recommends that supervisors-supervisees relationships be improved to achieve higher graduate study completion rates
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    Resource mobilisation and allocation priorities on knowledge production in universities in Uganda: an empirical study
    (Kabale University Interdisciplinary Research Journal (KURJ), 2022-12) Eva Irene, Tumusiime
    Knowledge production is recognised as one of the core functions of a university, but its effective implementation has eluded many African universities, particularly those in Uganda. This paper analyses whether this situation is explained by these universities’ resource mobilisation and allocation priorities. Using a mixed research design, data was collected from purposively selected respondents and from interviews with top management officials of Universities. In addition, a structured questionnaire to faculty members who were conveniently selected from four of the largest universities in Uganda was used. Data was analysed using qualitative and quantitative methods of analysis. Results indicate that the selected universities’ resource mobilisation and allocation do not give knowledge production the priority it deserves. The priorities focus more on meeting the demands of the teaching, administrative and instructional infrastructure development functions. The research function is largely left out based on a view that it can generate its own resources not only through faculties and departments winning funded research projects and using university industry collaborations but also through research students and faculty members sponsoring their research projects. This view however, does not always hold. Consequently, the paper concludes by urging top management of Uganda’s universities that if they are to produce the knowledge expected of them, they have to give the research function the priority it deserves when mobilising and allocating resources.
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    Epidemiology and Causes of common Soccer injuries During University Games in Uganda
    (Kabale University, 2022) Tusiime, Olive; Kateshumbwa, Eunice; Chebet, Milton
    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 selfadministered 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. 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. Keywords: Sports Injuries, Soccer Injuries, Sports Accidents, University Football