School of Education

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Utilizing correspondence study in teacher in service education in East Africa: a comparative analysis of selected teacher correspondence programs conducted by the correspondence units at the University of Nairobi, Kenya and Makerere University, Uganda, between 1967 and 1973
(University of Wisconsin , Madison (unpublished work), 1976-08) Nabwiso-Bulima, Frank.W
The overall purpose of the study was to generate more information about training and retraining primary teachers in East Africa by correspondence. Four primary teacher correspondence programs were studied. (1) Grade I Teachers Upgrading Program (Uganda); (2) Licensed Teachers ' Training Program (Uganda); (3) P3 Teachers' Program (Kenya) ; (4) UQT (Unqualified Teachers ' Program) (Kenya). The firs t two programs were conducted by t he Correspondence Unit at Makerere University, and the last two by the Correspondence Course Unit at the University of Nairobi. The objectives of the study were to indicate the major differences and similarities among t he programs, t o assess the teacher-respondents' evaluations of the programs, and to make suggestions for future primary teacher correspondence programs in East Africa . Data were collected in 197 5 through documentary research, interviews, conversations , letters, and questionnaires sent t o a total of 400 teachers (i . e . 100 teachers in each program). The comparative approach was selected for the purpose of making the study more analytical l than would have been the case if each of the programs was described separately . The Bereday- Rosello comparative approach was used in the analysis and comparison. The programs had much in common . They were. initiated by the Ministries of education in Kenya and Uganda and supported by foreign technical assistance. The broad goals of the programs were to improve the academic
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.
Preliminary surveys of outdoor and indoor aeromycobiota in Uganda
(Springer Link: Mycopathologia, 1999) Ismail, M. A.; Chebon, S. K.; Nakamya, Rebecca
This investigation was conducted during the period of March through June 1998 to trap, enumerate and identify the different airborne fungi in a variety of microhabitats of outdoor and indoor environments in different localities of Uganda. The settle plate method was used and Czapek-Dox agar was the isolation medium. A total of 47 genera and 61 species in addition to some other unidentified airborne fungi were trapped from all exposures at outdoor (39 genera and 52 species) and indoor (35 and 49) environments. The total fungal catches of outdoor airspora obtained from all exposures (and even in most individual exposures) were more than twice (5222 colonies) of that of the indoor ones (4361) when the exposure periods are taken into consideration. It is worth mentioning that the most highly polluted sites were either parks, forests or river banks for outdoor exposures, or teaching laboratory, library, laterines or bathrooms for indoor exposures. The most prevalent fungi from both outdoor and indoor microhabitats being species of Mycosphaerella, Yeasts, Penicillium, Fusarium, Aspergillus,Cochliobolus and Alternaria. However, several others were trapped frequently from either outdoor or indoor environments. On the other hand, several others were trapped only, but not frequently (in low or rare instances) from either outdoor or indoor microhabitats. The implications of these airborne spores are also discussed.
The impact of institutional culture on the management of student affairs in Kyambogo University (former ITEK)
(Kyambogo university (unpublished work), 2005-10) Nerima, Rose Mary
This study about the impact of institutional culture on the management of student affairs was carried out at Kyambogo University (former ITEK). it concentrated on the level of awareness of rules and regulations, their (rules and regulations') impact exerted on the students' collaboration (participation) and communication in management of student affairs. From a target population of 220 respondents, 193 questionnaires were received and for purposes of a correlational study a similar population of 62 respondents for each group was chosen. It was conducted as a descriptive case study based on both qualitative and quantitative methods of data analysis. By means of three research questions and through the use of four major research instruments, namely: questionnaires, interviews, documentary record and observation, data was collected, compiled and processed. The findings of the study included: + The perceptions of students on the level of awareness of rules and regulations and collaboration in management of student affairs were high as compared to those of leaders. + There was no relationship between students' awareness of rules and regulations and collaboration in management of student affairs in Kyambogo University. - The students' low communication to management was contrary to the established institutional culture and therefore has an influence on the management of student affairs. The conclusions made from these findings were: - There was a positive big difference between the perceptions of students and leaders on the level of rules and regulations and collaboration in management of student affairs in Kyambogo University. - The students' awareness of rules and regulations per se has no major impact on the level of collaboration in management of student affairs in Kyambogo University. • The students' low communication to management has an impact on the collaboration in the management of student affairs in Kyambogo University. Thus, the correlational results of
Feasible methods of managing conflict in secondary schools in Rukungiri district.
(Kyambogo university (unpublished work), 2008-02) Kiiza, Rukooko Chris
The study aimed at examining feasible methods of managing conflict/ students' strikes in schools m Rukungiri District before and after its occurrence as well as other methods to create harmonious school environment. The respondents of the study included; students, teachers, headteachers, BOG, PTA, Foundation Body, DEO, security, local council s and opinion leaders. Both open- ended and close- ended questionnaires were used as well as face to face interviews in order to capture the data. The study findings showed that there is no significant difference in the perception of school stakeholders about practical methods of managing conflict before occurrence. PTA and BOG strongly believe that con ciliation is an effective method of managing conflict after it has occurred. Most students thought that a ll methods were not at a ll effective. There is no statistical significant difference in stakeholders' pe rception of these methods of managing conflict except between PTA, BOG and Foundation Body members. A summary of the findings clearly showed that most of the teachers rated conciliation to be most effective before occurrence of the conflict and for other methods to create harmonious school environment, the respondents cited methods like listening to students problems, providing balanced diet to students, keeping students busy , and flexible rules and regulations among others.
The role of pre-service and in-service teacher training (PITT) programmes in preparing teachers for HIV curriculum integration
(Spriner Link: PROSPECTS, 2009) Mugimu, Christopher B.; Nabadda, Rosemary
Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race. It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers with the knowledge and skills they need to take on these new and changing roles. This article explores the role of current pre-service and in-service teacher training (PITT) programmes and offers evidence that teachers need more and better training to integrate HIV education into the mainstream curriculum in Africa. We argue that the success of HIV interventions in the sector depends on the quality and relevance of the PITT programmes being offered.
Effect of charcoal earth kilns construction and firing on soil chemical characteristics
(Jurnal Manajemen: Hutan Tropika, 2009) Senelwa, Kingiri; Ekakoro, Emmanuel; Kirongo, Balozi B.; Etiégni, Lazare; Orori, Benard; Lipwoni, Volga; Katigo, Jokshan K.; Mboma, Lucy M.
Assessments of localized ecological and environmental impacts of charcoal production including effects on soils at kiln sites is seldom undertaken, with more emphasis being placed on the global effects of the practice such as forest degradation and deforestation. A study was undertaken in Narok, Eldoret, Moiben, and Turbo in Kenya on known charcoaling sites to investigate the impact of charcoal production on the soil chemical characteristics. Composite soil samples from 12 sampling points for all study sites were taken randomly at a depth of 0–15 cm. The samples were conditioned and analyzed for pH, particle size, Cation Exchange Capacity (CEC), extractable phosphorus, organic carbon, nitrogen, and exchangeable bases. A comparison of the soil properties between undisturbed sites and charcoaling sites showed significant differences for all chemical properties except CEC, Mg, and K. For the Moiben site, only the pH showed no significant difference (p < 0.05). The observed high carbon content reduced with time for the one year following charcoaling activity and was attributed to soil erosion since charcoal production activities reduced the sites vegetation cover. Most chemical changes positively enhanced the nutrients content and availability, but were short lived probably due to soil erosion. These results demonstrate the need to adopt technologies with minimum impact on the soil, or a shift to centralized production sites outside forest ecosystems or farmlands.
Minimum requirements for implementing education policies in private primary schools in kira town council in wakiso district
(Kyambogo University (unpublished work), 2009-02) Okia, Henry Stanley
The purpose of this study was to examine the implementation of education policy by private primary schools in Kira Town Council in Wakiso District. It was guided by the following objectives. To establish the extent to which private primary schools meet the minimum requirements for operating; to examine the factors affecting the implementation of education policies; to assess the proprietors' perception about the education policy and to establish community perception about the contribution of private primary schools. Participants were drawn from selected private primary schools and their communities which included 306 pupils out of 1500, 186 teachers out of 350, 44 Headteachers out of 50, 44 school proprietors out of 50, 2 education officials out of 2 and 36 community leaders out of 40. Data was collected using a combination of several instruments, which included questionnaires, interviews, observations and documents. The cross-sectional design which included both qualitative and quantitative methods was used. The major findings include: • The Ministry of Education has clearly stipulated basic requirements and minimum standards which must be followed to establish schools. • Most private primary schools mainly meet pedagogical and resource requirements and very few meet co-curricular requirements. • The mushrooming private primary schools have been due to the need to provide quality education and the increase in the number of pre-primary leavers. • Major factors affecting the implementation of education policy include lack of finance, inadequate incentives and rigidity of school proprietors. • The basic strategies to improve the implementation of the policy would include government facilitation, improved supervision and offering tax incentives.
Performance management of headteachers in the universal primary education programme in mukono district
(Kyambogo University [unpublished work], 2010-01) Kalyango, Harriet
This study examined performance management and management strategies or headteachers in universal primary education schools in mukono district. The study was guided by four objectives namely: (i) to determine common management strategies employed by Headteachers. (ii) to examine the effect of universal primary education on management or head teachers. (iii) to identity the environmental factors that affect school management and (iv) to determine management contributions of' headteachers to UPE schools. The study utilized a cross-sectional survey design to collect data. It was conducted in four counties of Mukono District and these were: Mukono Town council, Nakifuma County, Buikwe County, and Buvuma County. Out of 415 schools in the district, five primary schools from each county were randomly selected (N =20) the samples from the schools were 144 respondents Comprising or twenty Headteachers, four inspectors, 100 teachers and 20 community members. Purposive and random sampling were employed accordingly to select respondents. A composite of' questionnaire and interview guides were used as instruments for data collection. The major findings included (i) Headteachers tended to perceive the use of nomothetic and autocratic strategies as dominant among headteachers while majority of teachers tended to agree that head teachers use transactional strategies (ii) UPE Programme has tended to have an effect on Headteachers’ management in general management most, least on finance, (iii) Headteachers' management has contributed more on managing teachers and least on managing finance, and (iv)the major environmental factors that affect school management include: Lack of and use of funds. Negative attitudes. Political interference. Lack of motivation, transparency, overcrowding, corruption and lack of supervision. The major conclusions from the study were that the most preferred management strategies by headteachers include nomothetic and autocratic strategies while teachers prefer democratic to idiographic and charismatic strategies or school management. The effect of UPE policy on school management has been positive and negative, the greatest being on school management and its operations such as supervision of teaching staff and control of school finances and promoting infrastructure development such as building classrooms and purchase of classroom desks. The management effectiveness or headteachers has been negatively affected in universal primary education policy as manifested in poor academic performance of pupils and decline in discipline of teachers. The least effect has been on failure to control finance which has affected the general performance of headteachers in managing UPE schools.
The perception of teachers towards headteachers' Management of the teachers' scheme of service In government primary schools in Nakasongola district
(Kyambogo University [unpublished work], 2010-01) Atto, James
The study was designed to investigate the perception of teachers on management of Teachers' Scheme of Service in the selected government primary schools in Nakasongola district. Three objectives were generated; to examine the correlation between teachers' perception of head teachers' management, level of awareness and appraisal of teachers; to determine the difference in teachers' perception of head teachers' management, level of awareness and appraisal of teachers, to establish the difference among head teachers' management, level of awareness and appraisal of teachers for confirmation. Headteachers and chairmen of the twenty seven sampled schools formed part of the respondents. One hundred thirty five teachers, five from each of the twenty seven schools formed another set of respondents and five key informants were got from Nakasongola district local government. There were one hundred ninety four (n= 194) respondents, as shown in table 1. Questionnaires were administered to teachers and headteachers. Observation checklists were conducted for records in head teachers' office and interview guide were administered for key informants. The study used cross sectional survey design for quantitative data. Pearson correlation, t-test and ANOVA was used for data analysis and documentary analysis was used for qualitative
Infrastructure and informaldimension learning in secondary schools Kampala district
(Kyambogo University [unpublished work], 2010-01) Aligumikiriza, Joyce
The study aimed at finding out the impact of the school Infrastructure on Informal Dimension in Secondary Schools of Kampala. It categorized the schools into affluent, middle and working, depending on the level of infrastructure used by the schools. This was used to make correlation easy. The categories were borrowed from K.C.C (2004) report on schools. Observation and the rating scale type of questionnaire in focus groups were used to collect data. The study emphasized that infrastructure in schools make significant contribution to informal dimension of learning, but the type of infrastructure used in the school, affects the grade of informal dimension learning. The rush to provide academics has tended to lower the standard of infrastructure provided in Secondary Schools. Save affluent schools, middle and working schools had temporary, congested and have adjusted infrastructure from what the M.O.E and K.C.C recommended for the schools at the beginning. The study was conducted in 12 Secondary Schools, and had targeted to use 360 respondents, but the questionnaires returned were 281. Therefore, the data analysis and discussions, the conclusions and recommendations have been made basing on 281 respondents from 12 schools.
Dual,factor motivational theory and its application to the management of teachers in secondary schools in Mbale district, Uganda
(Kyambogo University[unpublished work], 2010-01) Nakasala, John Wamatsembe
This study examined Dual-factor Motivational Theory in analysing job satisfaction among teachers in secondary schools in Mbale district, Uganda. The study was guided by the following objectives: To determine the difference between teachers' facet job satisfaction by gender; to determine the correlation between nature of work, opportunities for advancement and work compensation; To determine school managers' perception about teachers' job satisfaction and; to determine other factors that influence the level of job satisfaction of teachers. Using the quantitative descriptive research design with simple correlational survey, the study included a sample of 14 headteachers and 37 deputy head teachers as human resource managers and 2 7 6 registered classroom teachers of whom 153 were male and 123 were females. Job satisfaction questionnaires and human resource managers' opinion questionnaires with close-ended, open-ended questions and interview guide were constructed and administered in collecting data. Descriptive statistics in the form of arithmetic means and standard deviations for respondents were computed for the facets of job satisfaction. The inferential statistics of t-tests were used to determine the differences in teachers' facet job satisfaction by gender. The Product Moment Correlation Coefficient was computed to determine significance of the correlation between nature of work, opportunities for advancement and work compensation. One way ANOVA was used to determine the significance in differences among the perceptions of head teachers and deputy head teachers about job satisfaction dimensions. Job satisfaction among teachers is generally low with male teachers experiencing a higher facet job satisfaction than female teachers in nature of work and opportunities for advancement. Female teachers experience a higher job satisfaction than male teachers in income. Male headteachers perceive a higher facet job satisfaction than female headteachers but it is not statistically significant. Graduate headteachers perceive a higher facet job for teachers than headteachers with master's degree but the difference is also is not statistically significant. It is concluded that job satisfaction is a multidimensional phenomenon in that it is not easy to apportion one factor as the only determinant of satisfaction/ dissatisfaction with the job. There are no specific factors that distinctly cause satisfaction and dissatisfaction as emphasised by Herzberg's Dual-factor theory. Some factors like job security for teachers are bi-polar thus cause both satisfaction and dissatisfaction .
Head Teachers' Management Styles and Teachers' Performance in Secondary Schools in Rakai District
(Kyambogo University [unpublished work], 2010-01) Kafeero, Paul
The study sought to investigate the management styles of head teachers and how they influence teacher performance in secondary schools in Rakai district. This was in light of the fact that in Rakai district, secondary schools students' performance in the national examinations is still very weak. This caused a wonder whether the management styles used by the head teachers influence teachers who in the long run have to cater for the students' academic standards. The study was guided by three objectives, namely: to find out whether there are differences in management styles of head teachers with reference to their individual characteristics, to find out whether there are differences in management styles of head teachers with reference to school types and to examine how management styles of head teachers influence teacher performance. A cross-sectional survey design was used and data was collected using questionnaire and interview responses from 226 teachers and 22 head teachers and 20 Chairpersons of Boards of Governors. A non-probabilistic purposive sampling technique was used for all the different categories of teachers and head teachers in the study. In the first two objectives, management styles were correlated with individual characteristics of head teachers; and management styles were correlated with school types using the chi square-test. In the third objective head teachers' management styles were correlated to teachers' performance using analysis of variance (ANOVA). The findings from the collected and analysed data revealed that paternalistic is the most used management style while laissez faire is the least used style. It also revealed that management styles of head teachers do not vary with their individual characteristics, and that management styles of head teachers do not vary with school types. The study established that there is a correlation between management styles used by head teachers and teacher performance. The study further confirms Robert House's Path-Goal Theory as applicable to the education sector. The research recommends that workshops and training courses should be conducted for head teachers on how to intensify, articulate, communicate and implement the benefits of paternalistic management style. Head teachers should pay more attention to the management style they use, well knowing that any flaw would adversely affect not only the performance of their teachers but their students too. Head teachers should also consider the option of using democratic management style for more cooperation, involvement and better performance of their teachers.
Gender disparity and women empowerment: post-conflict analysis and management of girl-child education in Kasese district
(Kyambogo University [unpublished work], 2010-01) Tibakunirwa, Muhindo Christine
This study examined post conflict education in Kasese District for gender disparity against the girl child and explored possibility of empowerment. It examined the level of community support in education to the girl child in Kasese. It also attempted to identify factors that affect the education of the girl child in Kasese. The data for the study was obtained using the following instruments: focus group discussions, personal interview guide, observations, documentary analysis and a questionnaire. The study examined perception of parents and pupils about the benefits of educating the girl child and their empowerment. Objective one was analysed qualitatively, while a quantitative method involving descriptive statistics was also used to analyse objectives two and three. The study found out that gender disparity and low women empowerment in Kasese District has been caused by low level of parents' education, poor hygiene at school facilities, poor school infrastructure, early marriages, high poverty levels in the district, domestic violence, and tradition and cultural beliefs. The study also established that parents perceive that educating the girl child is beneficial. The benefits are believed to be realised by the husbands and not the parents who actually pay to educate the girl child. In these circumstances, when a family is faced with insufficient funding, boys are given the first priority. This creates gender disparity with the negative effect on women empowerment. The study makes the following recommendations: i) Develop and implement a strategy to mobilize funding that targets education of the vulnerable, including both the girl child and boy child; ii) public sensitization and awareness campaigns especially targeting the parents, teachers and community leaders; iii) establish appropriate measures to address hygiene at school; and working out a partnership with the central government targeting development programs like the universal Primary and Secondary education, and primary health care programs.
Performance management practices and managed performance: the moderating influence of organisational culture and climate
(Makerere University (unpublished work), 2010-10) Kagaari, James R.K.
The study attempted to explore and explain the existence and implementation of performance management practices to facilitate the achievement of managed performance. A mixed method study approach (Qualitative and Quantitative) was adopted. A sample of 900 employees was drawn using a disproportionate stratified purposive sampling approach that yielded a 53 % response rate. Twelve participants were purposively selected from top management members and interviewed using a semi-structured interview guide. Using Nvivo software and Miles and Huber man ( L 994) approaches, interview data was managed and analyses. Qualitative data results revealed that employees in public universities are involved n planning, mobilising resources, problem solving. evaluating performance and adopting lCT to deliver cost-effective quality services/products. The hypotheses were tested and revealed a significant positive relationship between performance management practices and managed performance(r = .25, p < .001 ). A moderating influence of organisational culture and climate on performance management practices and managed performance was also established and confirmed (6R2 = .0 12) significantly above zero (p = .0 15). However, cross sectional studies by their nature are subjected to common method variances; a replication of the study using a longitudinal approach was recommended. Also, further studies should be supplemented with in-depth interviews or case studies where possible to tap salient issues from the respondents. The study called for continuous refinement of theories that explain performance management practices. Public universities should have visionary futuristic managers who can think of new approaches to managing people in a dynamic hyper changing technological environment.
Girl's participation in wildlife training in Uganda : a case study of Uganda wildlife training institute in Kasese district
(Kyambogo University (un published work), 2010-12) Turyamwesimira, John
The purpose of the study was to investigate the girls' participation in Wildlife Training in Uganda with a specific focus on Uganda Wildlife Training Institute. Objectives of the study were; to analyze the academic factors affecting girls' participation in wildlife training activities, to analyze the socio-cultural factors affecting the participation of girls in wildlife training and to assess efforts put in place to improve the participation of girls in wildlife training. The study employed qualitative research methods and established that the main motivation factor of students' present programme of study is their desire for wildlife. A bigger number of students don't get effective career guidance, and gender role models do affect students' participation in learning process. There is no gender bias by teachers/instructors in training programs at Uganda wildlife training institute however there is a large number of boys than girls. The study further found that girls lacked confidence when it comes to practical and science subjects. Girls demonstrate weakness when it comes to activities that require excessive muscle exertion. The disparities in participation between boys and girls in training activities affect the performance of students there are perceived gender roles in societies where students come from. The study concluded that participation in wildlife training programs remains asymmetrical due to the disparities in contribution between boys and girls. The academic factors as well as socio cultural factors do favor the participation of male learners as compared to females in the training programs and therefore affect their final performance and awards. The disparities between boys and girls in wildlife training remain at large despite several efforts put in place by different stakeholders to bridge the gaps.
Analysis of the hospitality training curriculum at university level. a case study of Makerere University business school and Nkumba University
(Kyambogo University (un published work), 2010-12) Mugoya, Arajab
This work entitled: "Analysis of the hospitality training curriculum at university level. A case study of Makerere University Business School and Nkumba University"; is an outcome of an investigative study undertaken with the purpose of assessing how the university hospitality curriculum addresses the industry skills demands. The study was conducted over a period of four months from April 2010 to July 201 0 in two universities and two hotels. A total of 41 respondents, comprizing of 26 students, eight trainers and seven hotel managers participated in the study. A qualitative approach to the problem under investigation was adopted using a descriptive research design. The main methods of data collection included interviews, documentary analysis, focus group discussions and participant observation. The study established that although the documented aims and objectives of the university hospitality curriculum reflected the areas of competence identified as desirable by the employers, in practice there was a mismatch. While hotel managers advocated for graduates with practical skills, universities produced graduates with more of wider knowledge and managerial skills than the hospitality craft skills needed by the employers. In the study findings, contrary to industry expectations, theoretical straight lecture methods took 65% of study time and only 35% study time was allocated to practicals. The industrial attachment period of three months was also found to be too short to provide the learners with meaningful industrial experience. These existing practices were contrary to the arguments put forward by vocational educationists that curriculum should reflect occupation needs. Vocational educationists emphasize pedagogical strategies that address the head, heart and body so as to equip the learner with the necessary knowledge, attitude and skills needed in the world of work. The dominance of straight theoretical lectures as a mode of instruction at universities
Vocational education and training (VET) graduates and the labour market in Uganda: A Case Study of Art and Industrial Design at Kyambogo University
(Kyambogo University [unpublished work], 2010-12) Tusiime, Wycliff Edwin
This study looked into the relevance of knowledge and skills acquired by Vocational Education and Training graduates in the field of Art and Industrial design at Kyambogo University in relation to the changing requirements of the labour market I world of work in Uganda during the last century. A descriptive research design was followed, in which questionnaires; an interview guide, record form and an observation guide were used to collect data from a sample that included lecturers, students in industrial training, employers and recent graduates. The research findings revealed a mismatch between the knowledge and skills acquired by graduates and the knowledge and skills demanded on the labour market. The researcher concluded that practical skills gained by graduates tend to remain on the level of theoretical learning since the methods employed in teaching and learning do not emphasize the hands-on pedagogical approach of learning in relation to the world of work. It is recommended that the Government of Uganda focuses more attention on and equips vocational institutions including Kyambogo University, and the Department of Art and Industrial Design in particular, with materials, equipment and instruction capable of enhancing vocational pedagogical learning needed in working life.
Pedagogical principles, and practices in health training institutions in Uganda
(Kyambogo University (Unpublished work), 2011-01) Aninge, Grace J.
This study is a review of the pedagogical principles and practices in the Health Professional's training institutions in Uganda. It was conducted in three representative schools in Kampala. It critically reflects on the Vocational Didactics within these training schools, as well as the link between training and workplace learning also known as industrial training or the work and task aspects of training, and it examines the gender balance among students and staff within the institutions. The work is a descriptive study, conducted with qualitative methods of data collection and analysis. In- depth interviews as well as the activity participant observations were used to collect data. The interview sample for this study was 30 students and 9 staff from the three institutions visited. The health training schools were purposively selected. Systematic sampling technique was used to choose the 10 students from each school, and purposive sampling technique was used to get at least 2 health tutors from each school and one administrator to give in-depth information about the training institutes as well as the teaching and learning processes they employed. Analysis was done qualitatively by comparing and relating the findings from the study to the existing knowledge and experiences from various sources. The study found the following: All the institutions had the three components of vocational didactics:- their learning/teaching activities included vocational theory, practical instruction and learning as well as general education. The practical sessions were performed in real life situations although the length of time spent in practicum sessions varied significantly. Assessment was done at least twice in a semester for in all the institutions, although students were not involved in the assessment of their work. No regular evaluations of the program had been done by the institutions. Most institutions had inadequate materials and tools in the clinical areas; there was no maintenance, and upkeep of the equipment being used in all the institutions. Most of the students worked in groups, and the supervisors during practical at school were few compared to the number of students. Communication was done verbally as well as using written forms, most students found it easy to communicate with their tutors, but found it hard to communicate with their mentors in the practical sites. There were no written manuals or instructions to help with the tasks. Students only received academic rewards for doing the tasks. Most institutions had more males than females in their classes. The study makes the following recommendations: - The institutions should provide adequate time for practical work to help master the tasks. The health training institutions should consider involving students in evaluation of their work. Regular evaluation of institutional programs should be done for effectiveness of training. Government and the training institutions should explore various ways to fund the training programs, ensure proper motivation of tutors and recruit more of them for proper supervision of tasks, and train them in pedagogical practices. The institutions should ensure that students are adequately rewarded for quality performance. Institutional administrators should ensure that mentors in practical sites are continually trained to meet student demands, and finally the institutions should always consider gender balance in the recruitment and training of students as well as tutors.
Fulfilling occupational skills requirements: the case of adult and community education training at Kyambogo University
(Kyambogo University (Unpublished work), 2011-01) Kulabako, Mary
The study was carried out in the Department of Adult and Community Education (ACE) at Kyambogo University to assess the occupational skills training provided by the Department for the graduates working in Kampala district. It was guided by three objectives: to examine the possible competence gaps in respect to practical performance of tasks by the graduates, examine the training curriculum provided by the Department of ACE and analyse the pedagogical approaches employed by the teaching staff during the training. The results from the study should have practical implications for both the department and curriculum developers to improve the curriculum, to produce graduates who might better meet the demands of the workplaces. The inquiry used a descriptive study design taking a qualitative approach based on a sample of 25 respondents comprised of the teaching staff, the graduates already working and undergraduates in their final year. These were selected using simple random and systematic sampling techniques. Data were collected using indepth interviews, observation and documentary analysis. The main findings showed that graduates were not able to perform well during the practical tasks. One important reason to note for this situation is the fact that the training was basically theoretical even on aspects that should have (based on the researchers' well founded meaning) been practical. In terms of content in the curriculum, the department was giving quite an elaborate range of course units and a good number of them were found to be relevant to the work that the graduates were doing. The curriculum had however some shortcomings. The major component lacking in the curriculum was Information Communication Technology (ICT), and the graduates thought it was very vital, if they were to perform their work effectively. The common pedagogical approach used by the teaching staff during the teaching was lecture method. This was reported to be more theoretical even on practical aspects in the curriculum. Other approaches used, but on a small scale, were field placements during the recess terms, group tasks and discussions. The study concluded that ACE training programme at Kyambogo University was relevant to the activities the graduates participated in while at work. Although the content was relevant, the theoretical mode of teaching had its shortcomings in terms of equipping the graduates with relevant skills required by the labour market. The detachment of the theory from the practice cannot equip the graduates with the practical skills required of them to perform practical tasks. The study recommends that the department should adopt a more ''hands-on" approach to teaching which can involve the learners practically so as to help them see the connections between the theory-based and the practice-based learning by moving, as learners, from practice to theory and back again.

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