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Mentorship and teachers’ effectiveness in secondary schools; a comparative analysis of government-aided and private secondary schools in Gulu city council
(Kyambogo University (Unpublished work), 2025-02) Ajok, Beatrice Abonga
This study examined mentorship and teachers’ effectiveness, a comparative analysis of government-aided and private secondary schools in Gulu city council. The study was based on the following research objectives; that is; To assess the mentorship programs in selected government-aided and private secondary schools in Gulu city council, To examine the indicators of teachers’ effectiveness in selected government-aided and private secondary schools in Gulu city council, To establish the relationship of mentorship on teachers’ effectiveness in the selected government-aided and private secondary schools in Gulu city council, and null hypothis was tested. The study adopted an explanatory sequential research design. The study population included the Head teachers, Deputy Head teachers, Directors of Studies, Heads of Department and Teachers comprising of 160 respondents from whom a sample size of 146 participants were selected comprising of 10 head teachers, 10 deputy head teachers, 10 directors of studies, 28 head of departments, and 88 teachers. The respondents considered were selected using purposive sampling and simple random sampling. Questionnaires were administered to deputy head teachers, head of departments and teachers while interview guides were administered to the head teachers and director of studies. The study revealed that, Government-aided Secondary Schools (GASSs) embraced teachers’ mentorship in their school management. Furthermore, it was noted that, there is high level of teachers’ effectiveness as a result of mentorship programs. Results also revealed that government-aided secondary schools had more experienced teachers with enough skills for mentorship than their private counterparts. However, there is a strong positive significant association of mentorship on teachers’ effectiveness in both GASSs and PSSs. The use of school families, peer mentorship, and support supervision had big impacts on effectiveness of teachers and the performance of students. Furthermore, it was confirmed that, schools in Gulu city consider mentorship in their teaching and learning timetables. The study concluded that, compared to private secondary schools, Government-aided secondary schools have more experienced teachers with enough expertise and skills of mentorship and the teachers are more effective in government schools. It was recommended that, Secondary school administrators in Gulu city should adopt and provide the required space and skills for mentorship because mentorship boosts teachers’ effectiveness to enable them achieve their educational goals There is need for the school administrators to collaborate with the MOES to facilitate continuous professional development for all secondary school teachers on mentorship. In addition, MOES should employ and evenly distribute qualified and experienced teachers to government-aided secondary schools in order to boost mentorship programs.
Upcycling textile waste into baby carriers for young mothers in Makindye, Kampala district
(Kyambogo University (Unpublished work), 2025-11) Ainembabazi, Martha
Uganda's growing urban textile waste issue presents both an environmental challenge and an opportunity for sustainable innovation. Despite their potential for reuse, old household textiles are often thrown away, especially in low-income areas where resources are scarce. However, these textiles could be repurposed to create useful products for the community. For example, young mothers in the care of their infants. Using a circular design approach, the current study aimed to develop baby carriers for young mothers in Makindye division to improve their ability to care for their babies while also contributing to protecting the environment. The study explored how household textile waste could be upcycled into cost-effective, versatile, and sustainable baby carriers suitable for new mothers. It also aimed to identify surface decoration methods that enhance aesthetic and cultural appeal, and employed participatory studio practices to create user-informed prototypes. Data was collected through interviews, observations, and hands-on studio experiments within a case study framework guided by an exploratory qualitative methodology. Participants included five tailors, five young mothers, and five households from Kisugu in Makindye Division. The iterative process of developing carrier prototypes was guided by thematic analysis of the collected data. The findings showed that although household textile waste has drawbacks such as decreased durability and inconsistent quality, it could still be used as a material if it is carefully selected and reinforced. Mothers prioritized ergonomic comfort, affordability, and cultural aesthetics over structural limitations. Techniques like patchwork, topstitching, and layering improved both appearance and functionality. Ergonomic straps, reinforced panels, and storage features were incorporated into prototypes modeled after the curves of bananas and banana leaves. The study concluded by demonstrating how carefully considered, context-sensitive design can successfully transform household textile waste such as discarded cotton, denim, and bedsheets into affordable and practical baby carriers. The prototypes drew inspiration from locally recognized natural shapes, particularly the curves of bananas and banana leaves, to represent ergonomic needs and local identity. By promoting responsible consumption and production through material reuse and participatory design, the research advances Sustainable Development Goal 12 and offers, a viable solution that addresses community needs for maternal caregiving and environmental sustainability.
Teachers’ experiences of implementing the competence-based curriculum in Uganda : a case of selected secondary schools in western Uganda
(Kyambogo University (Unpublished work), 2025-10) Ahabwe, Monica
This study explored teachers’ experiences in implementing the Lower Secondary Curriculum (LSC) in Mbarara City in Uganda with a focus on planning for teaching, teaching and assessment. Underpinned by a constructivist research paradigm which enabled interpretation of subjective meanings of participants, this study employed a qualitative multiple case study design. Data was collected using in-depth interviews, classroom observations and documentary analysis from teachers of English and Mathematics from a well-resourced, averagely resourced and low resourced school. The study was guided by the following research questions: How do secondary school teachers experience planning for teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience assessment using the Lower Secondary Curriculum in Mbarara City in Uganda? Data were analyzed following analysis procedures in qualitative research. With regard to planning, findings revealed that the LSC planning involved occasional lesson plan development, internet use, scheme of work construction, collaborative scheming and engagement with generic skills. While teachers found planning beneficial for readiness and teaching competences, it was constrained by inadequate resources and time. Teachers required training opportunities and availability of resources to optimize planning. Teaching involved adoption of learner-centered, teacher-centered methodologies as well as integration of both; use of authentic and non-authentic materials. It further fostered critical thinking, and a conducive environment but part-timing, resource inadequacy, large classes and low achieving students limited its application. Enablers included resource access, LSC design, learner nature and supportive school environment. Assessment involved examinations, activities of integration, daily class activities, peer assessment, triangulation methods. Teachers perceived assessment of the LSC as fair, motivating, required commitment and small numbers coupled with providing an avenue for studying the learner. Enablers to assessment included teachers’ desire to conduct assessment, teacher knowledge of their students, some formative assessment methods and collaboration. However, assessment was constrained by the use of RACE, inadequate teacher competences in assessing projects, large classes, insufficient guidelines on how to set exams, and failure to fully follow stipulated guidelines.
Teachers needed training in assessment. This study recommends that the Ministry of Education and Sports (MoES) allocates more funding to teaching resources and facilities especially in the low resourced schools to support teaching and assessment, intensify teacher training to equip teachers with competencies in planning, teaching and assessment. Furthermore, collaborative support structures be designed at school level to aid teacher planning and assessment. The MoES should reduce the teacher learner ratio to increase teacher commitment to assessment as well as strengthen instructional supervision and monitoring to enhance compliance to stipulated assessment practice of the LSC.
Grants management policy
(Kyambogo university un-published work, 2025) Kyambogo University
In recent years, Kyambogo University has experienced challenges of inadequate funds to implement all its planned interventions in the Strategic Plan. Consequently, the University can no longer rely solely on Government funding to implement its planned initiatives. This reality underscores the importance of resource mobilisation, which has been identified as a key focus area in the University's Strategic Plan 2020/21-2024/25.
Furthermore, Kyambogo University's Grants Management and Policy Guidelines have become increasingly crucial in light of broader global funding challenges. Notably, significant reductions in foreign aid programmes that previously supported Uganda's health and education sectors have placed additional strain on the national budget, further threatening allocations to public institutions, including universities such as Kyambogo. Kyambogo University's Grants Management and Policy Guidelines are strategically aligned with key national, regional, and international development frameworks. In
relation to the Sustainable Development Goals (SDGs), the Policy supports SDG 4 : Quality Education, specifically target 4.3, by facilitating access to and management of grants aimed at enhancing academic research, infrastructure, and programme development, thereby improving both the quality and accessibility of higher education.
The Policy also advances SDG 16: Peace, Justice and Strong Institutions, particularly target 16.6 , by promoting financial accountability, transparent reporting, and continuous monitoring of grant usage, all of which contribute to building an effective and transparent institutional governance framework.
Occurrence and ecological risk assessment of the selected residual active pharmaceutical ingredients in the Kinawataka channel – Uganda
(Kyambogo University (Unpublished work), 2025-10) Ndyabahika, Aggrey
Kinawataka channel, its streams and wetland is an important ecosystem that plays a vital role as a drainage system in the Eastern part of Kampala City, the capital of Uganda. The pollution and floods from the surrounding environment are taken through a series of natural treatment which improves the quality of water entering in Lake Victoria Basin. The presence of 7 residual Active Pharmaceutical Ingredients (APIs), comprising of 5 antibiotics, 1 non-steroidal antiinflammatory
(NSAID) and 1 analgesic and antipyretic drugs, was analyzed in thirty-three (33) water specimens obtained from the Kinawataka channel, 2 streams, and a wetland to investigate the potential ecological risk posed by these residual APIs to aquatic life in this ecosystem. Random grab samples collected into the sampling bottles previously well cleaned and soaked in distilled water over night, were refrigerated in an ice box (preferably 2-8 ºC) and then transported to the Directorate of Government Analytical Laboratories (DGAL) for analysis. Solid phase extraction was used for sample extraction and residual APIs analysis was done with the help of high-performance liquid chromatographyconnected to a mass spectrometer and their Risk Quotients (RQ) calculated. Only six (6) residual APIs, Amoxicillin (0.82-607.86), Erythromycin (0.0-3431.87), Ciprofloxacin (0.0-79.17), Sulfamethoxazole (0.0-987.16), Oxytetracycline (0.0- 5.34) and Paracetamol (0.09-1070.20) were detected at quantifiable concentrations (ng/l). The highest concentrations of residual APIs were erythromycin (0.0-3431.87), Sulfamethoxazole (0.0-987.16) and paracetamol (0.09-1070.20). The most contaminated sampling compartments were Jamaica and Kawooya streams, the main recipients of Pharmaceutical Manufacturing Facility (PMF) waste water. This study also revealed that the detected residual APIs posed high, moderate and low ecological risks, where Erythromycin and Sulfamethoxazole (RQ=1.92, RQ=1.12 respectively) showed a high risk suggesting a huge threat to aquatic organisms in the Kinawataka channel, Amoxicillin (RQ=0.54) also posed a moderate risk whereas Ciprofloxacin, Oxytetracycline, and paracetamol (RQ=0.02, RQ=0.01, RQ=0.06 respectively) pose a low risk. Overall, residual APIs especially Erythromycin and Sulfamethoxazole were detected in high concentrations hence posing significant ecological risks in the Kinawataka channel. This being the first study to report the residual APIs pollution in the Kinawataka channel, policy makers should priotize implementing targeted measures that reduce pollutant levels especially in the streams by adhering to the polluter pays principle, enforcing regulations on industries, imposing fines on environmental pollution and promoting sustainable practices to prevent future contamination.