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Education and social change : empirical studies for the improvement of education in Eastern Africa.
(German Foundation for International Development Education, Science and Documentation Centre, 1999) Hess, Juergen
This study investigated the reasons for non-enrolment of children for Universal Primary Education (UPE) in Uganda. The central research question of the study was based on the fact that in Uganda some children who registered for UPE have still not gone to school.
The study's objective was to find out the reasons why some of the children who registered for UPE are not enrolled in school.
The study was carried out in Asuret sub-county in Soroti district. This was a descriptive qualitative study that used interviews, focus group discussions, observation and document analysis for obtaining its information. The data analysis was qualitative.
This study revealed that poverty is the main cause of non-enrolment in UPE in Asuret sub-county. Due to poverty, parents/guardians cannot afford to buy school uniforms and stationery, pay examination fees and other fees usually required by the schools. The parents advocated for an absolutely fee-free UPE programme as one of the ways of increasing enrolment rates in Asuret sub-county. This would particularly support the orphans who usually receive no financial support for school education from their guardians. This would call for the government providing uniforms, examination fees, lunch-time meals, stationery, and other school requirements.
This study recommends that in order for the orphans and children from very poor families to get education, the government should provide completely free primary education to all "its UPE children". They should also continue with its efforts to eradicate poverty in the country and to improve the teaching-learning facilities in the schools, as this would encourage parents to send their children to school. A clear policy must be rnade on the exclusion of uniforms from school requirements, and it must be ensured that schools follow this guideline.
Areas for further research include investigating the extent to which the UPE programme in Uganda has brought orphans access to education and contributed to the enrolment of girls for primary education.
Maternal depression and nutritional status of children, 5-7 years old in selected districts of southwestern Uganda
(Kyambogo University (Unpublished work), 2023-02) Ninsiima, Ruth Baketsigako
Childhood undernutrition is one of the most significant global public health problems of concern especially in developing countries. Overnutrition, however, is also slowly showing up and together with undernutrition, they may exist in the same set/ population. While many studies on undernutrition among the under-five year old children have been performed, undernutrition among children above five years or their nutritional status has received less attention in Uganda.
Diet, environment and health factors though vital to the child's poor nutrition, maternal depression may also be of importance since it reduces mothers'/ key female caregivers' ability to offer responsive child care. This study purposed to establish the extent to which maternal depression related to nutritional status (undernutrition centred on) among children 5-7 years old in Kigezi sub-region, Southwestern Uganda. The study was cross-sectional and conducted from November 2019 to February 2020 in Rukiga, Rubanda, Kabale and Kisoro districts. The 5-7- year-old child and the mother or key female care giver were the units of study. The children had been previously enrolled in the Child Nutrition and Development (CHNUDEV) project. Height for age z-scores (HAZ) and Body mass index for age z-score (BAZ) were calculated using world health organisation-WHO AnthroPlus, 2009. Undernutrition (Stunting and wasting) was determined following the Multicenter Growth Reference curves guidelines. Maternal/ key female caregivers' depression levels were measured with Beck's Depression Inventory-II (BDI-II) tool. Statistical analyses were performed using STATA Corp. 2015 (STATACorpLLC, 2015) and SPSS version 22 at 95% confidence level (p < 0.05). Chi-square tests, correlation coefficients, and linear regression analyses were used to relate background variables, nutritional status indicators, and maternal depression. Of all 364 mothers/key female caregivers who were approached and consented to participating in the study with their children, 362 sets completed the study. Most women were young with a median age of 32 (IQR: 11), were less educated (69.9%). Mean (SD) HAZ and BAZ were -1.58(0.97) and 0.11 (0.80) respectively. Stunting among children was 114(31.4%) with 33 (9.0%) severely stunted. Only 2 (0.6%) were thin while 34 (9.5%) were overweight and 2 (0.6%) obese. Prevalence (P) of maternal depression was worrying, at 42.01 % (above 10 total score clinical cut-off) and about 14 % of the mothers had moderate to extreme depression. Maternal depression was inversely but not significantly associated with child undernutrition (Unadjusted β = 0.001, p=0.805). From for this study unlike in most studies among school going age children, maternal depression showed a non-significant inverse association with nutritional status of children of ages 5-7 years in rural Southwestern Uganda; even on accounting for the family factors. The short period maternal depression and respective nutritional status of dependents could not be conclusively explained. There is need to incorporate screening for and management of maternal depression in health clinics, given the level observed.
Parents' and teachers' perception of the Universal Secondary Education policy implementation in Mukono and Kayunga districts in Uganda
(Kyambogo University(Unpublished work), 2011-12) Ssentongo, James
This study was set out to investigate Parents' and Teachers' perception of Universal Secondary Education (USE) policy implementation in Uganda since this is a new innovation in the education sector whose implementation brought mixed feelings among the key stakeholders (Parents and Teachers).
The study was set out to: find out the benefits of USE to both Parents and Teachers; establish whether Parents and Teachers significantly differ in the way they perceive USE policy implementation; find out whether personal variables of Parents and Teachers such as age, sex and others significantly influence their perception of USE policy implementation; find out whether teachers in government and private schools significantly differ in the way they perceive USE policy implementation; and establish Parents' and Teachers' views on how USE policy implementation could be improved.
The study carried was out in Mukono and Kayunga Districts which involved the use of a descriptive survey design with both quantitative and qualitative approaches. Data was collected from 471 respondents of which 93 were parents, 65 teachers of USE government schools, 75 teachers of USE private secondary schools, 70 teachers of Non - USE government secondary schools, 90 teachers of non - USE private secondary schools and 78 key informats using a structured self – administered questionnaire and an interview guide for key informats. The Data collected from hypothesis one and five were analysed using frequencies and percentages as it was from open-ended questions, while that from hypothesis two, three and four were analysed using Analysis of Variance (ANOV A) to determine the level of significance of personal variables versus parents' and teachers, perception of USE.
The findings of the study indicated that both parents and teachers have benefited significantly from USE implementation though differently. They also revealed that parents and teachers significantly differ in their perception of USE implementation.
They indicated that all personal variables of parents and teachers significantly influence their perception of USE implementation, although some variables have more influence than others. On the other hand, teachers of government and private schools differ in their perception of USE policy implementation.
Lastly, the research findings revealed that there were a few differences between Parents' and Teachers' suggestions of how USE implementation could be improved. From the findings of the study, the researcher concluded that;
1. Both parents and teachers have significantly benefited from USE implementation.
2. Parents and teachers do significantly differ in their perception of USE implementation.
3. All personal variables significantly influence the parents' and teachers' perception of USE although some variables such as education level and number of dependants have more significant influence on the parents' and teachers' perception of USE implementation than the rest.
4. Teachers in government and private schools do significantly differ in their perception of USE, but those in government and private USE schools, and those in government and private non-USE schools had no significant perception differences.
5. Both Parents and Teachers have similar suggestions for improving USE policy implementation which can lead to the successful implementation of the policy.
Based on the findings, the researcher recommended that: there should be massive sensitisation of all stakeholders to enable them play their roles adequately; there should be rational increment of teachers' salaries and promptness in payment; there should be adequate and timely release of USE funds, with annual increment in subscription per student to cater for inflation; strengthening the inspection and monitoring of USE school and funds; providing enough infrastructure and instructional resources to match with the increased enrollment; recruitment of more teachers to reduce the student-teacher ratio; and introduction of USE at A-level as well as modifying the secondary school curriculum to impart more technical skills to students for self-reliance.
The researcher recommended the following areas for further research: The impact of USE on teachers' commitment and job satisfaction in government aided USE schools; The contribution of Parents' and Teachers' Associations (P.T.A) and Board of Governors (B.O.G) in the implementation of USE policy; Evaluation of USE policy implementation; and The effect of UPE and USE on the quality of education in Uganda.
Institutional factors and ICT implementation in secondary schools. a case of Mukono municipality, Uganda
(Kyambago University (Unpublished work), 2017-12) Okwaja, John Bosco
The study investigated the institutional factors and ICT implementation in secondary schools in Mukono Municipality, Uganda. The Objectives were. To establish whether secondary schools in Mukono Municipality have ICT School Policies that support ICT and how this affects ICT implementation. To find out whether secondary schools in Mukono Municipality have adequate infrastructure that support ICT and how this affects ICT implementation. To establish whether secondary schools in Mukono Municipality have adequate competent ICT staff and how this affects ICT implementation.
The study employed Cross-sectional survey research design used and both quantitative and qualitative approaches. This study adopted purposive and simple random sampling techniques in selecting the sample. The main data collection tools included questionnaires and an interview guide. Data analysis was handled in Statistical Package for Social Scientists (SPSS) Software package version 21 to generate frequencies, percentages, mean and standard deviation from which description of the findings was derived. The study revealed that most schools in Mukono Municipality have enough ICT policies, well equipped computer laboratories and teachers.
The study concluded that schools have ICT policies, timetables for using ICT laboratories, internet access, ICT laboratory regulations and schools ensure that computers are repaired.
Schools also have equipped computer laboratories, alternative power sources as well as computer prefects to assist in ICT teaching. More still, the study found out that schools have enough competent ICT teachers.
Recommendations of the study were there is need for secondary schools to invest more in computers and related technology as well as maintaining internet connection in the school with more computers connected to internet. The government should train more ICT teachers and technicians as well as Students. The school administration and the government of Uganda should ensure supply of ICT materials to rural schools as well ensuring alternative sources of power.
Empowerment and performance of head teachers in private secondary schools in Nakawa urban council- Kampala capital city authority
(Kyambogo University (Unpublished work), 2016-09) Nsubuga, David James
This study examined the influence of empowerment on the performance of Head Teachers in Private Secondary Schools in Nakawa Urban Council, Kampala Capital City Authority. The study specifically explored the effect of autonomy, knowledge of the school and resources on Head Teacher performance.
The findings revealed that a positive relationship existed between empowerment and Head Teacher performance. Head teacher's empowerment is an indispensable ingredient in the process of building successful private secondary schools. Head Teachers are empowered, when given autonomy to manage schools, have adequate knowledge on all aspects of the institutions they manage and the required resources. School owners do not give sufficient autonomy to Head Teachers due to lack of trust and collaboration. This led to low involvement of Head Teachers in making decisions on financial matters and human resources management.
Head teachers were also not fully involved in formulating school vision, mission and strategic plans, and subsequently there was no ownership and shared understanding of the developed missions and plans. Failure by school heads to buy into the plans lead to poor implementation of the school programs and hence, poor performance. Most owners of private secondary schools in Nakawa Urban Council still believe in the outdated traditional institutional management approach that only school owners are competent enough to make decisions and for the Head Teachers to carry out. School owners were also not aware of the fact that shared leadership and teamwork can help institutions flourish and be more effective.
On the basis of the findings, it was recommended that, there is need for sensitisation workshops to help school owners know the role of empowerment in the performance of Head Teachers. A standard policy on empowerment of Head Teachers by school owners in private schools should be written by the Ministry of Education and enforced in schools. There is need to help Head Teachers in their management training to know how they can build trust from stakeholders of schools. Short management courses for Head Teachers and owners of schools are needed on how to build teams that are effective. It would be interesting to find out if Head Teachers with more experience feel more empowered than new Head Teachers.