Department of Education Planning and Management

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Browsing Department of Education Planning and Management by Subject "Adjumani district"

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    Factors that impede women's participation and headship of primary schools in uganda: a case of adjumani district.
    (Kyambogo University [unpublished work], 2015-12) Vicky, Kareo
    The purpose of this study was to investigate the factors that impede women's participation and headship of primary schools in Adjumani District, Uganda. The research was based on three objectives: examine factors impeding women's participation in the headship of primary schools, establish the challenges women face in becoming leaders in primary school and examine strategies that may improve women's participation in the headship of primary schools. The I researcher used cross sectional survey design. The design was used in describing the social cultural factors and strategies to improve on women participation in primary school headship. Cross sectional survey was also employed in choosing the respondents from where data was collected within few days and research questions were answered. The study revealed that several factors contribute to participation of women to headship positions. Some of these factors include lack support from family, to national level, women being undervalued gender stereotype, split between work and family. The study recommended that establish and strengthen mentorship systems for the young female teachers aspiring to headship; there should be more gender sensitive courses in schools and finally, prospective women heads should be supported as they get socialized into the headship posts.
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    Improved learning outcomes for refugee and host community children through community participation in Adjumani district, Uganda
    (Kyambogo University (Unpublished work), 2024-11) Olima, Martin Mamawi
    The study examined community participation for improved learning outcomes of refugee and host community children in the Adjumani district of Northwestern Uganda. The objectives of the study were to analyze; the current state of community involvement in the education processes during emergencies, the proper involvement of the communities in the development and administration of the school, and the capacity of the communities to assume an increased role in the management of school/learning system and environment. The study employed a phenomenological research design and data collection used an interview guide. The findings revealed that the community participation level was failing as a result of inadequate community participation in the prioritizing and planning of education activities, which goes along with community empowerment for managing the education system. Therefore, inadequate community participation emerged as a key gap in harmonizing national and local education action plans, and community monitoring and evaluation processes were not effective. It was highly recommended to: improve all the emergency educational programs to include active community participation or involvement in the designing and planning of the school education programs in the district, effective inclusive community education committees should be guided by legitimate agreement among all important stakeholders regarding their specific duty, responsibilities, and relationships of all the assorted groups; and improve coordination composition at various level to foster the strength of community education committees (CECs) by establishing or strengthening local community based school education outcome coordination unit at the district education office for inclusive community involvement and management.