Exam and knowledge-based educations in Uganda: A comparison of concepts. A case of Lango sub region, Northern Uganda
| dc.contributor.author | Eton, Rehema | |
| dc.contributor.author | Andrew Peter Yiga | |
| dc.contributor.author | Solomon Asiimwe Muchwa | |
| dc.contributor.author | Fabian, Mwosi | |
| dc.contributor.author | Eton, Marus | |
| dc.date.accessioned | 2018-09-06T13:16:48Z | |
| dc.date.available | 2018-09-06T13:16:48Z | |
| dc.date.issued | 2018 | |
| dc.description.abstract | 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. | en_US |
| dc.description.sponsorship | Kabale University | en_US |
| dc.identifier.citation | American Association of College of Teacher Education. 21st Century Knowledge and Skills in Educator Preparation. Partnership for 21st Century Skills. American Association of College of Teacher Education, 2010. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12493/106 | |
| dc.publisher | International Journal of Multidisciplinary Research and Development | en_US |
| dc.subject | exam-based education, knowledge-based education | en_US |
| dc.title | Exam and knowledge-based educations in Uganda: A comparison of concepts. A case of Lango sub region, Northern Uganda | en_US |
| dc.type | Article | en_US |