Browsing by Author "Lubaale, Grace"

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Gender imbalances in science disciplines at Kyambogo university of uganda and development implications
(Journal of Science & Sustainable Development, 2022-03-18) Lubaale, Grace
Kyambogo University (KyU) is one of Uganda’s nine public universities. Like any other University, KyU is experiencing gender imbalance in science disciplines. This comes with glaring development implications in a country of 34.6 million people, women being the majority. This paper presents results from the study that focused on the nature of gender imbalance in science disciplines at KyU; its causes, development implications, and possible remedies. The study followed a mixed methods approach that combined desk review and in-depth interviews. Documents reviewed produced quantitative data using the checklist while in-depth interviews generated qualitative data that was collected through face-to-face interaction with 42 respondents. Quantitative data was analysed using descriptive statistics while qualitative data was analysed through content analysis. Findings indicate that the nature of gender imbalance in science disciplines is reflected in the admissions and completion; while causes are patriarchy, gender stereotypes, and limited mentorship. The development implications on women and society are in terms of low enrolments, self-esteem, academic staff recruitment, and education returns. The study concludes that gender imbalance in science disciplines at KyU is a reality, socially constructed, and can be deconstructed. In order to enhance gender balance in science disciplines, this study recommends creating science awareness in primary and secondary schools, providing scholarships for females to offer sciences at university, affirmative action through STEM Programme, empower the people at KyU to explore the Gender policy and strengthening the Gender Mainstreaming Directorate while ensuring appropriate gender monitoring and evaluation processes.
Higher educational programmes in the development of Uganda cases of development studies programmes of Uganda martyrs and Makerere universities
(Uganda Martyrs University (unpublished work), 2011-06) Lubaale, Grace
The study is on the Higher Educational programmes in the development of Uganda. This is because in recent years, Higher Education (HE) has received considerable attention from major development agents like the World Bank, governments, public and private sector agents plus families having been widerrated for some time yet vital in the area of training human resource and research. In Uganda, enrolment in HE has increased more than 1000 % in the last three decades with more than 200 programmes in the 28 universities by 2008. The study specifically focuses on the Development Studies (OS) programmes of UMU and MUK whose graduates are meant to propel development in Uganda yet gaps in the development process are still evident. Tben:fore, the study aimed at examining the curriculum, pedagogy, assessment, contributions, challenges and opportunities of OS programmes in the development of Uganda. Both qualitative and quantitative approaches were employed so as to provide the necessary triangulation for getting a more composite data to articulate better the findings. Further, a descriptive research design specifically a case study was adopted in order to secure in-depth data regarding OSprogrammes and graduates. The study used a sample size of 24S respondents using research instruments of a semi-stJUCtured questionnaire, interview guide, discussion guide, and check list. The study found out that graduates are making contributions to the development of Uganda panly because of HE. However, there are still gaps in the development process which graduates have not been able to close because of the limitations in the curriculum, pedagogy and assessment techniques,and the existence of internal and external challenges affecting them. The study identified the following opportunities for OS programmes as; a new area of study, able to attract sponsorship, wide range of employment opportunities, and increased number of applicants. The study made the following recommendations ; improve on the inputs process-outputs of education, scholastic materials, establish a development Think Tank, tighten admission criteria, academic staff, and tutor-students mentoring. The study concludes by recommending for curriculum review which will reflect the cognitive, affective and psychomotor domains in order to produce more competent graduates for the development of Uganda.
The relationship between young children’s influence and violence against children in selected Bugiri primary schools in Uganda
(East African Journal of Education Studies, 2024-04-19) Achan, Jackline Bwire; Maan, John Samson; Lubaale, Grace
This study investigated the relationship between children's influence and violence against children in selected Bugiri schools based on the fact that Bugiri district had reported high rates of violence against children. The study was guided by the following three research objectives: To establish the level of children’s influence in the chosen schools, determining the level of violence against children at the chosen schools, and lastly to determine the relationship between the two factors (children’s influence and violence against children) at the chosen schools. The study used a sequential explanatory mixed method design and was carried out at two government-aided primary schools in the Bugiri district of Uganda. Two hundred thirty-six (236) young children in primary three comprised the sample, out of the 365 children in the accessible population. The data were analysed using regression analysis and Pearson's correlation coefficient index. The results indicated a statistically significant, correlation between children influence and violence against children in schools (self-esteem, role model attachment and decision-making capacity). The study recommends that children should be used to influence violence decisions and planning at school. Programs at school meant to lessen violence have to include children in choosing violence reduction strategies and implementing violence-reduction activities in schools.