Browsing by Author "Nantongo, Mary"

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Enhancing teacher capacity building: strategies for scaling success in child to child model
(Policy Brief, 2024) Nandera, Miria; Nantongo, Mary; Iga, Charles; Ejuu, Godfrey
The pivotal role of early childhood teachers in shaping children’s learning and development underscores the need for effective teacher capacity building. This policy brief explores the challenges faced in Sub-Saharan Africa, particularly in Uganda, and presents a successful model for scaling teacher capacity building initiatives.
Head teacher competence and financial management in selected secondary schools in Mukono municipality
(Kyambogo University (unpublished work), 2017-12) Nantongo, Mary
This study investigated the Effect of Headteacher Competence on Financial Management in Selected Secondary Schools in Mukono Municipality-Uganda. The study was guided by the following specific objectives to: assess the extent to which budgeting affects financial management, determine how supervision, monitoring and control of expenditures affects financial management and to ascertain the extent to which internal audit system affects financial management in secondary schools of Mukono District. The researcher employed a descriptive cross-sectional survey design covering both qualitative and quantitative research approaches to elicit data. The data collection tools used included interviews and questionnaires. Both simple random sampling technique and purposive technique were used to select respondents that included headteachers and teachers (n = 92). The data was presented in using frequencies, percentages, means and standard deviation. Analysis and interpretations were done using descriptive statistics. The study established that: school headteachers controlled expenditures through coordinated efforts in execution of co-curricular activity, ignoring items not budgeted directed towards achieving good value for money; monitoring and supervision of the budget was only done by the headteachers and to a less extent by school finance management committee and Boards of Governors. Budget information needs to be reported regularly to internal budget holders; the study further revealed that headteachers were accountable for all income and expenditure at school. The systems of controlling and recording funds in the school should be clear as it informs the auditing of finances. The study recommends that, there is need to improve the quality and competence of headteachers, seminars workshops and conferences have to be organized by Ministry of Education and Sports. There is need for headteachers to ensure accurate financial record keeping for proper functioning of the school. This allows a record of financial transactions to easily be traced and for proper control of the funds flow in the school. Further research should be conducted to examine the effect of Internal auditing on fraud detection in Uganda.
Scaling Deep the Child to Child Approach to Ease Transition From Pre-primary to Lower Primary in Uganda, Ethiopia and Malawi
(Journal of Education and Development, 2024-07-30) Ejuu, Godfrey; Rucecerwa, Adela; Mayeso, Lazaro; Missaye, Mulatie Mengstie; Nantongo, Mary; Audo, Jesca; Nandera, Miria
Background: Children benefit more from education if they are helped to transit from one level to another. Different strategies are always suggested and sometimes implemented to novel ideas that can promote transition, but with limited effort at scaling. The Child to Child Approach is one such approach that has been used to support the transition of children from pre-primary to early grade primary school. However, limited efforts have been made to support deep scaling, as most focus on just the interventions. Aim: This paper highlights strategies that were used to scale deep the Child to Child approach to support the transition of children from pre-primary to lower primary in selected districts in Uganda, Malawi and Ethiopia. Setting: This paper is based on the current situation where many interventions are being implemented in specific areas but are never scaled in marginalized communities to leverage impact. Methods: A reflective approach, field reports and a desk review were used to collect data. Results: Different strategies are highlighted including identifying and dealing with scaling deep concerns, engagement of relevant stakeholders at community, district and national levels and working with authorities in the area to endorse the approach worked best to settle the deep cultural uncertainties about scaling. Conclusion: Implementers need to identify scaling deep bottlenecks early and work to solve them before embarking on scaling approach. Contribution: This paper contributes to knowledge on what stakeholders who need to scale child to child programmes have to take into consideration for sustainability of their initiatives. Keywords: scaling deep, child to child, early learning, transition, home based