School of Education

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A tiresome but rewarding task: Teachers’ experiences of assessment within the Uganda Lower Secondary Curriculum
(African Journal of Teacher Education, 2024-12-13) Ahabwe, Monica
The Lower Secondary Curriculum (LSC) in Uganda, launched in February 2020, is a competence-based curriculum that has informed the shift in assessment from a focus on knowledge to competences, including the emphasis on formative rather than summative assessment. Despite efforts by Government of Uganda through the National Curriculum Development Centre (NCDC) to equip teachers with competencies to facilitate assessment under the LSC, there are observations that teachers still have limited knowledge about assessment. Moreover, little is known about how teachers cope with the new assessment modalities. This qualitative study thus explored teachers’ experiences of assessment while using the LSC. It was guided by two research questions: What are the teachers’ experiences of using the Uganda LSC assessment modalities, and how would teachers want to be supported to optimize assessment while using the Uganda LSC assessment modalities?
Academic staffing and school effectiveness in selected primary schools in Apac district
(Kyambogo university [unpublished work], 2014-11) Oneke, Philips
This study was an investigation on academic staffing and school effectiveness in selected primary schools in Apac District. The study was conducted through cross-sectional survey research design. Both qualitative and quantitative methodologies were used. Oral interviews, questionnaires and documentary analysis kit were used as the major instruments of investigation. A total of 99 respondents were selected using stratified random sampling and purposive sampling techniques from a population of 1548 teachers, 120 headteachers and three District officials. Data was collected and analyzed statistically using percentile to answer the three research questions and it was found out that academic staffing significantly affect school effectiveness in primary schools in Apac District. In light of the fore going discussion and conclusion, the researcher recommended the followings: The Ministry of Education and Sports should always review academic staff establishment ceiling in line with the demographic trends in school enrollment. The Ministry of Public Service should consider decentralizing the determination of the number of teachers to be recruited at the district level if human resource gaps in primary schools are to be addressed. The human resource managers at the district should always ensure that teachers in primary schools are deployed according to the academic staff establishment ceiling.
Accelerated learning programme and academic standard of learners in juba county, south Sudan
(Kyambogo University (unpublished work), 2017-11) Mono, Robert
The Accelerated Learning Programs (ALP) was an initiative in South Sudan to address the high demand for education by over aged children who failed to enroll and complete primary education at the right age. This study sought to establish the impact or ALP on the academic standards of the learners in Juba County, South Sudan. The study was guided by four objectives. These were; to compare the academic competence or level four A LP learners with those in primary eight. to identify the institutional challenges in the implementation /\ LP. to identify the learner challenges in attending Al.P and to establish the mitigation measures to the challenges facing the implementation of ALP. A causal comparative research design was adopted and both qualitative and quantitative methodologies used. Data for the study.was collected from a wide range of respondents comprising ALP learners, teachers, head teachers and local education leaders. In addition to the secondary data extracts, a questionnaire and an interview guide was designed to collect primary data. The final examination results for the two groups were compared using T-test for independent groups while descriptive statistics was used to analyse information collected using the questionnaire. The study revealed that. primary eight learners performed better than level four ALP candidates in the fin al primary leaving examinations. Shortage or financial resource to implement infrastructural development, enhance teachers' motivation, and low staff performance capacity were some of the institutional challenges identified to hinder the implementation of the programe . On the other hand, Low household income, competing family needs. responsibilities outside school. insecurity and poor academic performance \Vere the challenges ALP learners faced in attending to the programme for the mitigation measure s. working hand in hand with development partners. building or post primary institutions. construction and revitalisation or county education sectors, and peace building were some of the mitigation measures employed to avert challenges to the program. It was recommended that the government and the development partners increase the funding for accelerated learning programme to improve the human resource, infrastructure and other resources needed for the success of the programme.
Administrative practices of head teachers and teacher performance in Buhimba sub county secondary schools Hoima district, Uganda
(Kyambogo University (un published work), 2019-11) Ajuna, Redeemer
This study was carried out to assess the influence of school administrative practices of head teacherson teacher performance in selected secondary schools in Buhimba Sub-County-Hoima District. Specifically, the study beseeched the influence of teacher selection,time tabling and record keeping on teacher performance. To achieve the study objectives, a cross-sectional study design was applied using both qualitative and quantitative approaches. Purposive and simple random sampling techniques, a sample size of 130 respondents was drawn comprising of teachers, headteachers, Schools’ BOG and PTA members, District Education and MoES Officers. Data was collected using questionnaires, interviews and documentary review. Analysis of the collected data involved computation of descriptive statistics and inferential statistics involving Pearson’s correlation and Linear regression analyses for quantitative data and discourse analysis for qualitative methods were also used in analyzing the data. From the analyses, results revealed a significant influence of teacher selection for supervision on teacher performance (B=0.672, R=0.447,P<.001), timetabling significantly predicted teacher performance (B=0.757, R=0.570,P<.001)and a significant influence of record keeping on teacher performance (B=0.411,R=0.162,P<.001) in Buhimba Sub County. It was concluded that; teacher selection influences teacher performance, time tabling impacts on teacher performance and record keeping influences teacher performance (though to a small extent compared to teacher selection for supervision and time tabling).It is recommended that headteachers should: adopt an appropriate teacher selection criterion when it comes to supervision of class teaching; ensure regular and careful assessment of teachers and provide a clear notation of expectations of records to be reviewed and parameters to be fulfilled in accordance with supervision guidelines; and timetable formulation should involve all teachers to cater for every member’s needs and preferences.
Affordances of Using Educational Technology in Teaching Critical Reading: Insights from an Action Research Study in a Ugandan University
(Researchgate, 2024-05) Namatende-sakwa, Lydia; Kasule, George Wilson; Kasamba, Juliet
The rapid increase in student enrolment and/or massification, also implicated in large class sizes, has been problematised for compromising quality education. Institutions of higher learning in Africa have embraced the use of ICT as one of the approaches to cope with the challenges of massification. The purpose of this study was to provide an examplar on how teachers can use ICTs to optimise learning from higher-order to lower-order thinking skills. The study uses action research methodology, undertaken with undergraduate students in a Ugandan university, to illuminate the researchers’ experiences in using educational technologies to support the teaching of critical reading. Firstly, we demonstrate how learning progressed from lower-order to higher-order thinking skills as informed by Bloom’s taxonomy. We also show how we optimised the use of technology from the dominant simple substitution, which was also teacher-centred, to a more complex redefinition, which is also learner-centred, as informed by the SAMR model. Finally, we highlight the affordances of using emerging technologies to support transformative learning. These include ongoing learning, monitoring/feedback, research, deeper interaction, peer-review, creativity, and reflection. The study has implications for in-service as well as pre-service teacher education programs which should integrate relevant theoretical frameworks in equipping teachers to optimise the use of technology in supporting teaching and learning. Keywords: Educational technology; Massification; SAMR model; Bloom’s taxonomy; Uganda.
African indigenous games: using Bame Nsamenang’s africentric thoughts to reflect on our heritage, pedagogy, and practice in a global village
(Taylor&Francis: Journal of Psychology in Africa, 2019-09-10) Ejuu, Godfrey
As we go global and begin to make early childhood practices universal, certain aspects of communities remain fixed in deep realms of their everyday living and can only be accessed by those who believe in it. Believing in it requires having faith in a practice that will always be better than what others bring as “best practice”. This is because that aspect is what defines who you are and changing it amounts to removing a piece of you with the intention of replacing it with an “artificial part”. This may be the case with African indigenous games that have been played in various settings to define the Africanness of given communities. The values that these games bring to the Africans as they try to hold on to what belongs to them, is discussed in this paper. Bame Nsamenang used such thoughts to propel the Africentrism philosophy to direct thoughts into values that are African in nature, even when there are no clear boundaries of African in Africa. This article focuses on Nsamenang’s Africentric arguments in line with promotion of African indigenous games as a heritage, pedagogy, and a practice.
Ageing and work performance of academic staff in public universities in Uganda a case study of kyambogo university
(Kyambogo university[unpublished work}, 2014-11) Bahemuka, Julius
The study was conducted to establish whether there exists empirical evidence that suggests existence of a relationship between Ageing and work performance of academic staff in public Universities in Uganda. The study employed both Case Study and Descriptive design based on a total of 100 respondents The study was conducted at Kyambogo University, data was collected from a simple random sample of fifteen (15) Participants, twenty-four (24) Participants were purposively selected and sixty one (6 1) Participants were conveniently selected. A questionnaire, with four sections, interview guide and documentary analysis were used to collect data. The study was qualitative in nature and data was analyzed using Pragmatic Content Analysis. The results of the study revealed that ageing does not significantly affect work performance of aged academic staff. The findings also revealed that aged academic staff were fairing very well in the teaching function. The study concluded that, in high-complexity jobs, which place Jess demands on physical attributes (eg, strength and endurance), performance in these jobs will likely suffer less from age-related deficits relative to those found with low-complexity jobs though Older adults in cognitive demanding jobs also face some increasing cognitive deficits with age, but presumably, they have ample cognitive resources that buffer against expected age-related declines in performance. The study recommended that public Universities in Uganda should continue employing aged academic staff to ensure continuity. Public Universities should accord staff appraisals due attention in order to determine the efficiency and effectiveness of staff. Procedural and distributive justice in administration should be ensured in order to enhance work performance and performance contracts should be clearly spelt out along with commensurate rewards in order to attract and retain employees. This will enhance equity hence improved work performance of academic staff in public universi ties in Uganda
Agricultural skills training and competence of agriculture secondary school teachers: a case of agriculture teacher training at kyambogo university
(Kyambogo University [unpublished work], 2013-12) Natukunda, Asa
This thesis presents results from a study carried out to examine the mode of training of Agriculture secondary school teachers in the Department of Agriculture at Kyambogo University, in relation to the expectations of secondary school agriculture syllabus. The study included; examination of expectations for inclusion of agriculture as a subject in the secondary school curriculum, secondary school agriculture teacher training at Kyambogo University and the best options for Agriculture teacher training in the Department of Agriculture at Kyambogo University. The research design was a case study using qualitative research approach to collect and analyze data. Data was sought from the Commissioners for secondary education for private schools and for Government schools, in the Ministry of Education and Sports, Agriculture specialist at National Curriculum Development Centre, teaching staff in the Department of Agriculture at Kyambogo University, head teachers and heads of Agriculture departments in secondary schools, secondary school Agriculture teachers, final year students of the Agriculture programmes in the department of Agriculture at K.yambogo University, personal observation and secondary data. The main reasons for the inclusion of Agriculture subject in the secondary schools' curriculum were to equip learners with knowledge and modern agriculture production skills for increased agricultural production in the community and for self reliance/employment in Agriculture. The teachers in secondary schools and staff in the Department of Agriculture at Kyambogo University were substantially aware of these very reasons that Agriculture subject in the secondary school curriculum was to equip learners with knowledge and modern agriculture production skills for increased agricultural production in the community and for self reliance/employment in Agriculture. However, due to theoretical nature of assessment by Uganda National Examination Board, theoretical teachers by training, non supportive head masters, inadequate funds and lack of demonstration plots meant that teachers in secondary schools did not teach well agriculture as a hands on subject. Efforts are made at Kyambogo University to give practical training in agricultural skills through activities on the University farm, in laboratories and field trips as the teacher training programmes require. Unfortunately, the training is characterized by fewer tasks which are inadequately evaluated, non repeat of tasks, lack of demonstration plots, lack of field attachment, inadequate materials, inadequate time designated for practicals and minimal participation of teaching staff in practical tasks that culminate into poor supervision and instruction of practical tasks. Thus graduating teachers are denied the opportunity to acquire agricultural production skills and the competence needed to pass on the skills to the secondary school learners. Hence, at Kyambogo University there is need for more practical tasks, closer supervision of demonstration plots, introduction of field attachment, teaching staffs need to take greater part in practical tasks to enhance supervision of tasks and projects given to students. Besides, identification of needed skills which should be tested and certified through developing occupational competence based assessment tests need to be considered. Tools and materials provided should match the technological advancement so that graduates are competitive in the field of work.
Analysing technical equipment use in the automotive mechanics department at Bbira Vocational Training Institute
(Kyambogo University [unpublished work], 2023-06) Nankanja, Juliet
This study analyzed technical equipment and tools used in training automotive mechanics at the Automotive Department at Bbira Vocational Training Institute (BVTI), to the expectations of the world of work. The research was guided by three objectives that aimed at; identifying the tools and equipment in the Automotive Mechanics Department in Bbira Vocational Training Institute; determining the relevance of the tools and equipment; implementing the effective use of the available equipment for effective skills training in the automotive mechanics department. The research was conducted at the Institute and a participatory action research (PAR) design was employed. Methods employed for data collection included: focus group discussions, interviews, observation of processes of operation and procedures followed in the training; and tools like interview guides, questionnaires, camera for evidence collection and a note book were used to record data. Data collected were presented and analyzed according to the objectives of the study to understand the use of technical tools and equipment in vocational training for the world of work. The training approach observed in the automotive department showed that instructors based more on introducing trainees to actual problem solving techniques using the available tools and equipment so that they acquire the necessary competences while ensuring that the syllabus is covered with relevant real life projects that transform the community. The study thus concluded and recommended that further refresher training for instructors and graduates be done to include modem tools and equipment used in the world of work, with the aim of improving the quality of training at the institute.
Analysing the effects of oil and gas exploration activities on people’s livelihoods in the Albertine graben in western Uganda
(Kyambogo University, 2021-08) Kyosimire, Sylvia
This study was conducted to establish the effects of oil and gas exploration activities on people’s livelihoods in Butiaba Sub County, Buliisa District in the Eastern shores of Lake Albert, western Uganda. Across sectional survey design was adopted to realise the study objectives, using both quantitative and qualitative approaches. All the 4 parishes in Butiaba Sub County were included in the study, picking 5 villages from each. A sample of 310 respondents comprising of 297 household heads and 13 key informants were selected from the study area using simple random and purposive sampling strategies. Questionnaires were administered to household heads while interviews were held with the key informants comprising of oil and gas companies’ employees, District officials, and local leaders. Field data was collected through direct field observations and documentation. Questionnaire responses were organised and coded to generate quantitative data, which were analysed using Multiple Response Analysis (MRA) with the help of SPSS version 23.0 and the results reported as frequencies and percentages. Qualitative data obtained during key informant interviews underwent content analysis and the results were reported in form of narratives. The study found out that surveying was the most dominant oil and gas exploration activity followed by mapping, oil well drilling, site clearance, seismic probing, construction works and land acquisition which was the least dominant among all the activities. Commissioning of oil and gas exploration activities was found to have had both positive and negative effects on people’s livelihoods. Positively there was increased engagement in livelihood activities such as trade and commerce (by 10.3%), casual employment (by 26.2%) formal employment (by 84) and sand mining (by 8.2%). Further positive outcomes included increased access to food and infrastructural developments. Negatively, there was decreased engagement in livelihood activities such as crop farming (by -32.1%), livestock farming (by -26%) and fishing (by -45%). Other negative outcomes included increase in land conflicts and displacement of people thus affecting their production. To deal with the negative effects of oil and gas exploration activities, tree planting, resettlement & compensation and exploration sites restoration were the main mitigation measures undertaken by oil and gas companies, the community and NGOs in Butiaba Sub County. From the study, a conclusion is reached that commissioning of oil and gas exploration activities in the Albertine region has brought about a number of positive effects on people’s livelihood sources leading to job creation, market expansion, increase in land value and development of social amenities from the exploration support infrastructure. However, the activities have also affected people’s livelihood sources negatively. An integrated stakeholder involvement is suggested for managing the effects of oil and gas exploration activities in Buliisa and future research to focus on assessing effects of oil and gas exploration on land resources from which people derive their livelihoods, using remote sensing and GIS.
Analysis of students' affairs management and the prevalence of Strikes in Uganda universities: A case study of kyambogo university
(Kyambogo University [unpublished work], 2015-12) Bakunga, Emmanuel Mubiru
The general purpose of the study was to analyses students' affairs management and the prevalence of strikes in Universities of Kyambogo University. The study specific objectives were to identify causes of strikes, to examine the level of management of student affairs regarding strikes in Kyambogo University and to identify possible administrative strategies for improving the management of student affairs to mitigate the occurrence of strike sin Kyambogo University. The study was carried out among 121 students and 10 administrative staff, who were selected using simple and convenience sampling strategies. Data was collected using interview guide and a questionnaire. Data was analysed using SPSS Version 17 to generate frequencies, percentages while qualitative data was analyzed using critical judgment approach method following themes and subthemes of the several causes of strikes involving poor communication, denial of student consultation before major policies are passed, poor management strategies, poor quality teaching, delay to release examination results. It was found out that strikes are managed at various levels through putting student bodies to represent them in meeting, improving on the teaching through introducing modem teaching methods, problem based learning. The findings also revealed that putting up a communication platfmm for students, improving on students' welfare services, among others as likely options to reduce strikes. It was concluded that; over 65% of the study respondents agreed that strikes in Kyambogo University are caused by poor funding, under payment of staff, poor management strategies, poor teaching and poor communication; over 68% of the study respondents showed that there are strategies like improving on staff salaries, improving on teaching by introducing modern teaching strategies, creation of student leadership bodies among others; the university management should put several income generating projects to increase on staff salaries, should put up effective team management, should create and student leadership bodies and consult them before policies are passed. It was recommended that; to curb the problem of strikes in Kyambogo university, the university council, should put up committees at all departments and faculty to identify the causes of strikes; the university should strengthen on its revenue base, should improve on the quality of teaching by introducing problem based teaching strategies, improve on communication with students.
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
Analysis of the Influence of Forms of Urban Agriculture on the Socio- Economic Status of the Farmers in Kampala and Mbarara Cities, Uganda
(East African Journal of Agriculture and Biotechnology, 2024-06-08) Leonard, Ninsheka; Edward, Ssemakula; Christopher, Tiyo; Rebecca, Kalibwani; Wilson, Mugizi
The study analysed the influence of the forms and drivers of urban agriculture on the socio-economic status of farmers in Kampala and Mbarara cities in Uganda. The study adopted a cross-sectional research design using multiple methods of data collection. A multistage cluster sampling technique involving simple random sampling to get both primary and secondary sampling units, snowball to get target respondents and purposive sampling for key informants and focus group members was used. Data were collected using social survey questionnaires for households, focus group discussions checklist (FGDs), key informant interview guides and observations, from a sample of 384 respondents. The study found a strong association between forms of urban agriculture and the socioeconomic status of the urban farmers in Kampala and Mbarara Cities. Subsistence forms (backyard, roadside and rooftop gardens), commercial forms (zero grazing, poultry, fish farms and crop farms), and tourist forms (demonstration sites) had a significant influence on household food and income security of urban farmers. The study established the lack of land, improved technologies and training as major obstacles and recommended the establishment of community networks, availing subsidies and credit and recruitment of extension personnel as interventions to help urban farmers.
Animated images and vocabulary development among lower primary learners
(American Journal of Education and Information Technology, 2020-08) Ndawula, Stephen; Nabulo, Jessica; Namutebi, Edith
Vocabulary development is a foundational literacy skill in the academic achievement for infant learners. In order to attain other learning areas, a pupil should have mastered the key aspects of vocabulary. Nonetheless, today the quality of vocabulary development among children in Uganda is still wanting. Some schools have therefore begun to adopt use of animated images to improve on the children’s ability to develop vocabulary. This study was carried out to examine the impact of animated images in managing vocabulary development among lower primary learners. The study was confined to pupils from Primary One, and followed a quantitative approach, with a quasi-experimental design. Two schools were purposively selected basing on their background in use of animated images. One hundred and sixty (160) participants, were randomly sampled where 80 were for the control group and 80 for the experimental group. Data revealed that there was a significant difference between the scores of the control and experimental groups. In conclusion, vocabulary registered a difference in performance basing on the fact that there was a sense of audio presentations that were repetitive. This therefore implies that pupils were able to perform better after being exposed to lessons of vocabulary development with animations. The study recommends that during vocabulary development lessons, animated images are designed in an accent and pronunciations learners are familiar with, which may have a bigger impact on the learners’ results.
Archaeology training and the job market requirements in south sudan: a case study of juba university.
(Kyambogo University [unpublished work], 2014-02) Legge, Marlin Paulino Loggale
The purpose of the study was to find out why graduates of archaeology are failing to meet the labour market requirements in South Sudan. It was guided by three objectives; to ascertain the pedagogical approaches used in the training of archaeology, determine whether the archaeological skills acquired from training are relevant to the labour market, and suggest ways of improving on the training of archaeology. The researcher used the qualitative approach following a descriptive design. The sample size was 43 respondents. Data were analysed descriptively under each specific objective. The findings indicated that archaeology • training is conducted theoretically, the content of archaeology training does not equip trainees with skills for the world of work, and there is need to align the training curriculum to the requirements in the world of work. From the findings, the researcher concluded that archaeology training was theory-oriented, archaeological skills learners acquire in institutions do not meet the labor market requirements and therefore not enabling trainees to acquire the skills required in the world of work. The study recommended a learner-centred approach in archaeology training, a practical curriculum and increased funding for archaeology training. There is also need to create awareness of the value of archaeology in Juba University.
Assessing the effects of water hyacinth on the physico-chemical water quality in Murchison bay- Lake Victoria basin, Uganda
(Kyambogo University., 2021-06) Kiyemba, Hussein
Despite its aggressive nature the water hyacinth, its extent and impact on water quality is not well documented. This study involved mapping the extent and pattern of water hyacinth between 2016 and 2019, determining the effect of water hyacinth on physico-chemical properties of water, and establishing the perceived determinants of water hyacinth extent and distribution pattern in Murchison Bay on Lake Victoria. A cross-sectional study design was adopted for the study following both qualitative and quantitative approaches. Sentinel 2A images of the study area for the period, 2016-2019 were used to map the water hyacinth extent and distribution pattern. 10 pairs of water-sampling point locations were determined for water sampling in areas with water hyacinth and those from open lake at an average distance of 500 meters from each sampling point. Respondents (201) were also sampled (purposively) from the landing sites of Ggaba, Port Bell and Mulungu, comprising of fishermen, traders, fisheries officers, officials from national water, and local residents. The respondents were asked to rate 15 factors on a scale of 1- 4 to show the extent to which they believed determined extent and pattern of distribution of water hyacinth. A Two-way ANOVA was conducted to determine the effect of sampling environment and depth on water quality parameters. The results that in 2016, water hyacinth covered a land area of 511 km2 (1%) which increased to 2,434 km2 (4%) in 2017. The coverage dropped to 1,542 km2 (3%) in 2018. The coverage increased again in 2019 to 2138 km2 (4%). The two-way ANOVA results indicated significant effect of sampling environment on pH, DO, COD, BOD, Turbidity, TP and Transparency but not EC, and temperature. The effect of sampling depth was only significant on pH, EC, BOD and DO while the interactive effect of environment and depth was insignificant for all water quality parameters. From the socio-economic data, sewerage effluent discharge, blowing of local winds and path of Ferry Navigation were perceived as key determinants of water hyacinth distribution. It was concluded that: (i) the extent and distribution of water hyacinth in Murchison Bay varies over space and time but concentration is mainly on the northern shores, (iii) Water hyacinth significantly affects water quality, in some cases beyond the WHO maximum permissible limits for human consumption, and the perception of the determinants of water hyacinth extent and distribution vary across Murchison Bay. Therefore, water resources management departments in the country should put up practical measures to control proliferation of the water hyacinth on water bodies. Future research should focus on long-term monitoring of water quality parameters with reference to water hyacinth infestation.
Assessing the impediments to primary school curriculum implementation in Bukwo district: a case study of Suam sub-county.
(Kyambogo university [Unpublished work], 2013-09) Yapchesang, Mary Florence
The main purpose of the study was to assess the constraints to the Implementation of the upper primary school curriculum in Bukwo district. The specific objectives of the study were as follows: to establish policy related factors to the Implementation of primary school curriculum in Suam Sub-County, Bukwo District; to examine the socio-economic factors on the Implementation of primary school curriculum in the primary schools, to find out the influence of teachers' participation on curriculum Implementation in primary school and to show stakeholders' views on appropriate ways of implementing the primary school curriculum. The study employed a cross-sectional descriptive survey design where both qualitative and quantitative research techniques were used. Simple random sampling was used to select pupils, deputy headteachers and teachers while key informants were purposively selected. A total number of 124 respondents were selected to participate in the study. Research findings revealed that policy related factors affect curriculum Implementation and these include; political instabilities, the policy to implement school curriculum being neglected by the policy makers and government's failure to ensure education fundamental human rights. Research findings indicated that socio-economic factors had enormous effects on school curriculum Implementation and these include; inadequate funds, lack of enough instructional materials, lack of capacity building and mobilization in schools and early marriages. Other findings related to lack of teachers' participation in planning the contents of school curriculum and coordination of activities among different stakeholders who are supposed to promote Implementation of school curriculum. Results show that, Pearson correlation coefficient show that there is strong, positive and significant relationship between socio-economic factors and successful team management and that socio-economic factors predicts 18. 9% of the variance in Implementation of primary school curriculum. For the second hypothesis, the calculated value was rho= 0.86, (p< .05 level of statistically significant point). It was concluded that there is a positive significant relationship between socio-economic factors and Implementation of primary school curriculum". "There is a positive significant relationship between teachers' participation and Implementation of primary school curriculum. The study recommended that politicians and stakeholders need to make decisions on resource allocation and use. Decisions will be required on resource management and the cost-efficiency of their use and this will ensure adequate resource provision for the curriculum Road mapping.
Assessment of vocational education and training in meeting the needs of the hospitality industry in Juba county, South Sudan
(Kyambogo University (un published work), 2013-10) Bullen, Grace Killa
For over two decades or so, South Sudan has expelienced civil wars which have led to the destruction of various hospitality establishments such as hotels, museums and vocational institutions; primarily creating shortage mage and lack of adequately trained manpower to handle the needs of the hospitality industry. Besides the infrastructural damage, vocational education and training has been neglected resulting into production of graduates with questionable service delivery abilities in the hospitality industry. This necessitated this study which was done under the title "Assessment of Vocational Education and Training (VET) in meeting the Needs of the Hospitality industrially in Juba County, South Sudan. The purpose of the study was to examine the extent to which Vocational Education and Training meets the needs of the Hospitality indust,y of South Sudan. The study objectives were: To examine the type of training in hospitality institutions, to analyze the challenges facing the VET in meeting the needs of the hospitality industry and to explore the various measures that can be put in place to boost VET in the development of the hospitality industry. The study focused on hospitality training institutions and the related work places in Juba County but limited to the study objects. This was a qualitative study employing a descriptive design. The major data collection tools were questionnaires, interview schedules, observation checklists and documentary analyses. Target population was all key players in VET training and employment; the sample included 12 VET students, 8 Instructors, 4 Administrators, 10 workers 1 government and 1 NGO representative making a sample size of 36 respondents. Purposive, snowball and simple random sampling techniques were used. Data analysis involved putting together themes according to responses from the interview notes and transcriptions, questionnaires, counts and proportions from observation checklists and documents explored. The findings revealed that hospitality training institutions lacked adequate facilities to train and equip learners with knowledge, skills, attitudes and values needed in hotels. The discrepancies identified were inadequacy in the training cmTicula, insufficient and inappropriate tools/equipment, inadequate qualified instrnctors and materials in the training institutions, weak linkages between the training institutions and the hotels, and low government involvement. Due to low competence levels, the learners did not seem to own their learning. In addition, it was established that learners unde11ook industrial training only at the end of their training period denying them continuous hands-on expe1ience. Moreover the industrial training in the work places had a short period of 2-3months. Assessments and evaluation of learners in training institutions was through examinations with no consideration of learners' progression in practical activities assigned to them at school-time and their ability to demonstrate their knowledge in the work places. Basing on the above findings, the researcher's recommendations are that there is need to put emphasis on practical training and the necessity to retrain the instructors continuously. It is necessary to strengthen linkages between training institutions and the hospitality industry; along with regular review of hospitality curriculum to suit the changing labour market needs in the hospitality industry.
Assessment on the implementation of continuous assessment policy in lower primary classes in Soroti district, Uganda
(Kyambogo University [unpublished work], 2015-12) Ilenyot, Jennifer
The study set out to assess the implementation of Continuous Assessment (CA) Policy in Lower Primary Classes in Kamuda Sub-county, Soroti district. The study aimed to: 1. identify Continuous Assessment Policy positions, 2. examine the extent to which components of the Continuous Assessment Policy were being implemented; 3. establish factors that influence the implementation of Continuous Assessment in lower primary classes and accordingly suggested strategies that would help improve the implementation of Continuous Assessment policy. The study took on a descriptive research design, where both qualitative and quantitative approaches were employed in the data collection process, presentation, analysis and discussion of findings. Data was collected from 14 Government aided primary schools, with a total sample space of 60 respondents who were all selected purposively. These were subjected to closed ended questionnaires. The study also interviewed the District Education Officer (DEO), Centre Coordinating tutor, head teachers of respective sampled schools, and their Head of Infants. The findings of the study revealed that Continuous Assessment Policy Position was very clear, with a good vision but the implementation \•Vas still a challenge. This position was held by respondents across the spectrum from the DEO down to classroom teachers with supporting statistics hitting highs of beyond 90% for most groups of respondents. The findings further show that there were still gaps in keeping records of Continuous Assessment. The study findings also indicate that Continuous Assessment though implemented in lower primary classes was not done objectively. This was supported by 62% of the respondents from the category of the DEO, CCT and World Vision Coordinators responses, 72% of the head teachers and 75% of the teachers. Also an average of 50% of the respondents of the DEO, CCT and World Vision Coordinators responses, 56 % of the head teachers and 54 % of the teachers agreed that the identified factors influence the implementation of Continuous Assessment policy in lower classes in primary schools. Meanwhile on the different factors influence the implementation of Continuous Assessment policy in lower primary classes in Kamuda Sub-county, inadequate school facilities, low teachers' motivation, came out as the leading factors; and these factors formed the basis for the suggestion of strategies to improve on the implementation of Continuous Assessment in lower primary classes in Kamuda Sub County. The research concluded that a bottom-up approach starting with teachers and parents were needed to streamline implementation of Continuous Assessment. The study recommends that government of Uganda through the concerned ministry should invest more in the Continuous Assessment implementation process. Through the Ministry of Education, Science, Technology, and Sports should plan for more resources and Professional Development workshops and seminars in order to make teachers perform their duties efficiently and effectively.
Balancing dual roles in the face of missing on-site child care arrangements: lived experiences of breast-feeding student mothers at Kyambogo University
(World Journal of Educational Research, 2020-08) Opit, Elizabeth; Nabukeera, Madinah; Namubiru, Aisha
Through the use of a phenomenological approach this study explored lived experiences of breast-feeding student mothers in the face of missing institutionalized on-campus child care arrangements at Kyambogo University (KyU). Specifically, the study sought to; identify the missing institutionalized on-campus child care arrangements at the university, establish the dilemmas breast feeding student mothers experience in undertaking the dual roles of mother and student hood due to the missing institutionalized on campus child care arrangements at KyU and examine the effect of the missing institutionalized on campus child care arrangements on undertaking of academic activities by breast-feeding student mothers. A total of 10 breast feeding student mothers were interviewed and data was analyzed using themes. Results indicated that the following institutionalized on-campus child care arrangements were missing at Kyambogo University; adequately furnished baby care rooms, baby playgrounds, immunization and pediatric medical services, professional nannies, child care responsive; teaching time tables, teaching sessions, time frames for course work assignments, tests and examinations’ undertakings, and child care responsive-remedial lessons. Dilemmas of breast feeding student mothers’ in this scenario included choosing between; baby-sitting vs attending lectures, completing a lecture vs breastfeeding a crying hungry baby, undertaking child bonding activities vs undertaking academic activities, completing an exam or a test vs breast feeding a crying hungry baby, baby care vs attending academic group discussion and baby care vs completing a coursework assignment in time. Student mothers at KyU have devised means of coping and have learnt how to resolve the tension of combining motherhood and education in an academic environment without on-campus childcare arrangements so as to pave a brighter career and family future. Such strategies included; receiving child care support from family and student friends, use of privately hired nannies, ignoring one of the two roles, time tabling the activities for the two roles, creating extra time to read, and getting help from spouses. The voices of the interviewees revealed that when the two roles were in conflict, they would rather miss academic activities than abandon their babies especially in critical times like when the babies were sick. It was therefore recommended that KyU considers putting in place various instututionalised on campus arrangements as a critical resource that will enhance academic undertakings of breast-feeding student mothers in their pursuit of Higher Education.

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