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Effects of agroforestry initiatives on practices of rural farmers in Iganga District

(Makerere University, 201-10) Katali, Juliet

Agroforestry is an old practice in which trees, crops and / or livestock are integrated on the same piece of land. Agroforestry practices have been designed to curb the rate of land degradation. They include Agrisilvicultural systems in which trees, shrubs, vines and tree - crops are grown on the same piece of land. Silvopastoral systems which involve planting trees, pastures and raising animals on the same piece of land and finally Agrosilvopastoral systems which integrate tree growing with crops and pasture / animals. The study was carried out in Iganga District in Ibulanku, Waibuga and Magada sub counties. Respondents included local farmers, NGO officials and District agricultural officers. The study aimed at finding out the Agroforestry practices adopted by farmers in Iganga District; The NGOs and Government bodies involved in Agroforestry activities in Iganga District and the benefits of Agroforestry to the farmers. Major findings of the study revealed that agroforestry practices which had been adopted by the farmers included scattered trees in gardens and compounds; shelter belts and wind breaks; live hedges; trees around farmlands and plots; home gardens of various trees and crops around homesteads; alley cropping and multipurpose woodlots. The tree species popularly grown included mangoes, avocado, jackfruit for fruits; Grevillea, Maesopsis eminii and Ficus natalensis were raised for timber and fuel wood and Moringa was used as a source of medicine by most of the farmers. Acacia and Calliandra were used as fodder crops and for aesthetics farmers grew Grevillea and Maesopsis eminii. Two NGOs were actively involved in agroforestry activities namely; Africa 2000 (A2N) and Women Alliance and children Affairs (WAACHA). Government bodies supporting Agro foresty included NAADS, NEMA and FORRI. Agroforestry activities included providing seeds and seedlings, nursery establishment, demonstration plots, training farmers in agroforestry practices and exchange visits. A number of benefits were realized from practicing agroforestry and they included fuel wood, fruits, medicine, soil conservation, fodder and timber. The findings of the study revealed that once agroforestry initiatives are adopted by the farmers they will go a long way in ensuring sustainable land use.
Hearing status, self-esteem and academic performance among primary pupils in Kampala District.

(Makerere University, 2005-06) Lamunu, Christine

The study entitled Hearing status, self-esteem and academic performance among primary pupils in Kampala District, was designed to establish the difference in the levels of self - esteem between hearing impaired and the non impaired, the relationship between the self esteem and academic performance of the hearing impaired pupils and to further establish the relationship between Self-esteem and Academic Performance of the non impaired pupils. The study adopted a survey design and questionnaires to collect data. The data collected was analyzed using the Pearson Product Moment Correlation and the t-test for independent groups. Findings indicated that, there was a significant difference in Self-esteem between the hearing impaired and non hearing impaired pupils in favour of non impaired pupils, and a difference in academic performance between impaired and non impaired. The study recommends the need for special strategies that would build hearing impaired pupils self confidence and esteem, the need to offer more non academic subjects to hearing impaired pupils and to establish more schools to cater for the hearing impaired children country wide.
The philosophical implications of the liberalization of university education in Uganda

(Makerere University, 2006-02) Muwagga, Anthony Mugagga

In 1992 Uganda’s university education was liberalized. However, the underlying resultant values and beliefs accessed/transmitted by the different universities within their philosophical paradigms are not very certain to most university stakeholders. The primary purpose of this study was to examine the rationale for the expansion of university education in Uganda; it focused on the philosophy and reality behind the different universities in Uganda. The study through the use of three research questions gleaned the information from the university academic and non-academic context, the axiological and metaphysical pivot and manifest of the university inputs and out puts. A descriptive case study research design was used. The study sample included; university top administrators, members of the academic staff, university students, university education experts and other stakeholders such as the university non-teaching staff and university service providers such as hostel owners. The study utilized questionnaires, interviews, focus group discussions, document analysis and participant observation as the research instruments. The study findings were coded and tabulated with an aim of identifying categories, patterns and themes, which facilitated a coherent synthesis of the data. It was presented descriptively in themes deciphered in the course of the study, through tables, percentages and sub-titles which correspond to the study objectives and other supplementary questions posed in the course of the study. The study demonstrated and revealed that liberalization of university education has had some salient philosophical implications, which are revealed by the state of the university context; axiological and metaphysical manifest of the university in-puts and out-puts. This is evident in the morality, beliefs and real epistemological manifested by the university inputs and out puts. It reveals that the different university stakeholders have seemingly divergent roles ascribed to university education. It also reveals that the different universities both private and public hinge on the their mission and vision as a pivot for their philosophical orientation. The study concluded that there is over emphasis of the corporeal end of university education. It also concluded that the general university context, pedagogical and non-pedagogical, is constrained especially that of the Public/ Government owned(PG) and For-Profit Universities(FPU). It further reveals that Public/Government owned universities (PG) and the Commercial/For- profit universities (C/FPU) are value and belief constrained, whereas the Private Moral-Spiritual (PSMU) or ‘Mission’ Universities are more axiological and metaphysically sound/disposed by virtue of their mission and vision. The university context is determined by the university corresponding philosophical orientation. The study recommends that there is need to evolve a national university philosophy or instruction to offset the apparent over emphasis of the corporeal/material end of university education in the Public/ Government owned (PG) and commercial/For-Profit universities (C/FPU), which has come as a result of the constrained university context and raised student numbers. There is need to re-examine the real vis-à-vis cosmetic or apparent university rationale. The university context should also be continuously examined to determine the true university philosophy ipso facto values and beliefs transmitted in the different universities.
A comparative study of drop-out rates of boys and girls in urban and rural primary schools in Jinja District

(Makerere University, 2007) Naikumi, Mary

This study is an investigation on dropout, causes and comparison of the dropout rates of boys and girls in urban and rural primary schools in Jinja district. It was conducted between March and August 2003. The aim was to compare dropout rates of boys and girls in selected schools and also establish the causes of the dropout in urban and rural schools running the Universal Primary Education programme. The specific objectives were to: i) Compare dropout rates of boys and girls in urban schools of Jinja district.ii) Compare dropout rates of boys and girls in rural schools of Jinja district. ii) Compare drop but rates between girls and boys in rural and urban schools. iv) Establish the causes of dropout from selected schools running the UPE programme in Jinja.The study was carried out using pre-tested questionnaires, interview guides and document analysis. It was established that drop out varied with both gender and geographical setting. Although drop outs were experienced by pupils of both gender, girls have a XI slightly higher rate of drop out in both urban and rural selected schools compared to the boys. The dropout rate in rural schools was also much higher than that in urban schools. The major causes of pupil dropout were found to be domestic problems, lack of scholastic materials and low motivation from both teachers and parents. The various stakeholders also appreciated the role the UPE programme has played in increasing access to education of the previously disadvantaged children. It is concluded that in order to reduce dropout rates before completion of the primary education cycle; the following should be done: 1. Mobilization of all stake holders, to ensure that UPE succeeds by ensuring that children do not enroll and drop out before completion. 2. Sensitization of both parents/guardians and pupils themselves about the value of girl child education especially in the rural schools. 3. Parents and guardians should be sensitized about the dangers of involving school going age children in domestic chores during class time. 4. Girls in particular should be allowed to join school after delivery in case they are victims of early pregnancy.
Relationship between personal characteristics and adaptation to ICT in learning in selected universities in Uganda

(Makerere University, 2007) Namukangula, Jude Kizito

This research investigated the relationship between personal characteristics and adaptation to ICT in learning. The objectives of the study were to: find out if there was a relationship between students' social-economic characteristics and adaptation to ICT in learning; establish whether there was a relationship between students' level of class performance and adaptation to ICT in learning; and investigate whether there was a relationship between students' gender and age and adaptation to ICT in learning. The study used a cross sectional design. The stratified sampling method was employed were 584 students were sampled out of 1446 ICT students in four universities where two of which were government aided and two were private owned. The Chi Square Test of Independence and Pearson Moment Correlation Coefficient were used to analyze data. Three hypotheses were tested about personal characteristics and how they determine adaptation to ICT. Findings revealed that; personal characteristics determine adaptation to ICT in learning. In particular, in hypothesis one the students' income background, marital status, geographic origin, employment status, and school background determine adaptation to ICT. It was only the level of qualification that was not significant and did not determine adaptation to ICT in learning. In the second hypothesis, it was revealed that students' levels of class performance/intelligence determine adaptation to ICT in learning. In the third hypothesis, it was confirmed that the students' gender and age greatly affect the level at which they embrace the ICT revolution in learning. It was therefore concluded that, there are many personal characteristics that determine adaptation to ICT in learning though some personal characteristics were not direct. That is; characteristics like the students' school background and origin were quite indirect but they are personal characteristics that highly determine the adaptation to ICT. Basing on the findings of the study it was recommended that improvement in the students' social economic characteristics be done in order for them to adapt ICT in learning. In addition, there is need for students to have improved levels of class performance in order for them to get easily adapted to ICT in learning. Lastly, there is need to encourage more girls and students in the low age bracket to adapt to ICT in learning.
Parents and teachers' perception of sex education in secondary schools in Tororo District

(Makerere University, 2007) Kasajja, Higenyi Musa

This study seeks to assess parents and teachers' perception of the idea of introducing formal sex education in secondary schools. The study's objectives are; to assess the parents and teachers' attitudes towards introduction of sex education in secondary schools. To find out the parents and teachers' preferred content of sex education to be taught in schools. To establish parents and teachers' views regarding the appropriate age of children who should receive sex education. The study was carried out using cross-sectional design, it comprised of 100 participants of parents and teachers from four selected secondary schools in Tororo district. The participants were selected using both purposeful and proportionate random sampling techniques. The study employed both questionnaire and interview instruments to collect data on the three objectives. The findings of the study revealed that, both parents and teachers support sex education and its inclusion on the school’s curriculum with a few exceptions. They also revealed that the contents of sex education have to be very comprehensive, covering issues like: sexuality, health education, and skills for general life among others. 12 years and above was suggested as the right age for imparting sex education into young ones. The study makes a number of conclusions and recommendations, these include; parents and teachers recognize the role of sex education to children. The only controversy between them is who should provide sex education? it is in this vein that the researcher calls upon both parents and teachers to reconcile their attitudes and roles in imparting sex education and the best approach here is suggested to be a combined effort. Although the formal aspect lies in the hands of teachers, the parents can supplement in the upbringing of children and general home care and guidance. Secondly, it is revealed in the sex education that content should be comprehensive covering various aspects on sexual issues, which is okay, however, the curriculum developers need to sit down in consultation with parents/teachers and other stakeholders to come up with the most comprehensive and appropriate content of sex education. Finally, the study reveals that twelve years and above is the right age for pupils to receive sex education, but the only problem is that there are various sources and agencies concerned with sex education. Therefore, leaving pupils exposed to these many sources may turn out to be detrimental than developmental especially in this era of HIV/AIDS pandemic. Therefore, there is need to scrutinize these various sources such that those believed right can be co-opted in to help in inseminating sex education to pupils.
Assessment of the impact of instructional supervision on secondary school teachers’ professional practices in Kabale District.

(Makerere University, 2007) Byabagambi, John

This study was carried out to assess the impact of instructional supervision on Secondary School Teachers’ Professional Practices in Kabale District. The Professional practices considered were; Teaching, attitudes of the teachers towards teaching, the way classroom teachers relate with students and school administrators. The study involved 20 headteachers, 20 directors of studies and 274 classroom teachers. The headteachers and directors of studies formed the group of instructional supervisors who offer the instructional supervision to classroom teachers. Four research questions were formulated to guide the study. From these research questions, four statistical hypotheses were formulated as; 1. Instructional supervision does not have a significant effect on the teachers’ teaching in secondary schools in Kabale District. 2. Instructional supervision does not influence the attitudes of classroom teachers towards teaching in secondary schools in Kabale District. 3. Instructional supervision does not significantly influence the relationship between classroom teachers and students. 4. Instructional supervision does not significantly influence the relationship between classroom teachers and school administrators. Data was collected using two types of instruments namely, questionnaire and interviews. It was analysed using the Chi-square (x2) test of goodness of fit at 0.05 level of significance. The statistical analysis of the data brought to light that the role played by the headteachers and directors of studies was vital in assisting classroom teachers in improving their professional practices. The findings revealed that the attitudes of the classroom teachers towards teaching is generally positive. This was contributed by the instructional supervision offered. They also revealed that the way the classroom teachers relate with students was influenced by the instructional supervision. It was however found out that they way the classroom teachers relate with school administrators was not influenced by the instructional supervision.
Teachers’ attitudes towards the integrated-functional approach to the teaching of Luganda in secondary schools

(Makerere University, 2007) Lukwago, Yusuf

The study was carried out to examine the attitudes of Luganda teachers towards the Integrated -Functional Approach in Luganda teaching. The Luganda teachers Integrated-Functional Approach has been described by Mulumba (2000) as the approach which involves teaching of the four cardinal language areas as a whole (grammar, literature, culture, and composition) within a specified period of time. This approach enables learners to acquire communicative competence in the language, interpretation of the discourse, and it is teacher centered. The origin of this approach is traced from innovation in approaches of teaching held during the twentieth century and the linguistic theories underlying them. Such approaches include; structural approach/linguistic approach, functional-notional approach, Grammar translation approach and situational approach. A qualitative survey design was used to facilitate an in-depth examination of the variables in an area yet unexplored by research. Forty (40) teachers from forty secondary schools in Wakiso district were subjected to a Questionnaire and an interview. The data collected was presented in frequencies and percentages. The findings of the study in chapter four disclosed that most of the teachers claimed to be knowledgeable about the IntegratedFunctional approach to language teaching and only a few of them had never heard about it and Teachers’ attitudes were generally positive to all who had tested the advantages of the Integrated-Functional Approach to language teaching. Many of the teachers who argued for its usability in Luganda pointed out its advantages and benefits like development of constant teacher-students interaction, allowing the application of knowledge, development of communicative abilities and the bigger content coverage. In conclusion therefore, since the study has revealed that few teachers are practically equipped with relevant knowledge for the use of the Integrated-Functional Approach, the basis of reversing this situation should be the training centers which retrain, devise, test and adopt the Integrated-Functional Approach and all relevant teaching and learning materials to be used. The researcher recommended that Teachers in various schools should endeavour to participate in re-training courses and workshops which equip them with practical knowledge of handling the language as an Integral system using the Integrated Functional-Approach. Schools should provide sufficient teaching materials like text books, allocate enough time to cater for the demands of individual subject and see to it that teachers are adequately prepared to teach the language. Finally, Training institution should be a basis of change in new development as regards language teaching. They should re-train, devise, test and adopt the Integrated-Functional Approach.
The management and the internal efficiency of private secondary schools in Uganda

(Makerere University, 2007-02) Onen, David

This study investigated the relationship between management and the internal efficiency of private secondary schools in Uganda. It particularly sought to determine the effects of staffing, control of admissions, coordination of infrastructure and instructional facilities, school fees budgeting and leadership styles adopted by the administrators of the schools on the internal efficiency with the view of developing strategies for lowering wastage rates and raising the promotion and completion rates in the private secondary schools in Uganda. Media reports and statistical abstracts from the MoES have recently highlighted increasing students’ repetition and dropout rates in schools in Uganda. This is a major pointer to the internal efficiency of the schools and suggests a management lapse since it is the duty of management to ensure the efficiency of a school. This scenario raised concern because it means that resources devoted to education are being wasted on repeaters and dropouts, and this can jeopardize the future of the education system in Uganda as a whole. The study was based on the open systems theory of management which proposes that a school, just like any open organisation, is formed from several different units that must function in unison to produce the desired graduates. Thus, staffing, coordination of infrastructure and instructional facilities, control of admissions, leadership styles and budgeting are all elements that should work together as a system to produce high internal efficiency. The conceptual framework for this study was derived from the systems theory of management. The study was conducted through a cross-sectional sample survey design, using a reconstructed cohort of students who were admitted to S1 in the year 2000. Data was collected between April and June 2004 using interviews, questionnaires, focus group discussions and document analysis techniques from 765 respondents in 101 private secondary schools selected from the four regions of Uganda. The data was analysed using means, standard deviations, percentage distribution and ANOVA techniques. The study established that staffing affects the internal efficiency by about 52% while control of students’ admission affects internal efficiency by about 36.8%. The study further established that coordination of infrastructure and instructional facilities affects internal efficiency by about 31.5% while budgeting affects internal efficiency by about 37.4%. Finally, the study established that leadership styles adopted by the management affect internal efficiency by about 50.4%. The study concludes that management directly affects the internal efficiency of private secondary schools in Uganda: the more effective the management, the higher the internal efficiency. Thus, if there is good staffing, good control of students’ admission, good coordination of infrastructure and instructional facilities and good leadership, then very few students will repeat classes or dropout, and many will complete their education cycle within the prescribed period. Basing generalizations on the above findings, the researcher recommends that the MoES should develop and re-enforce clear guidelines on the qualifications and number of teachers that a private secondary school should have. Secondly, the researcher recommends that private schools, just like public schools, should conduct centralised admission of students, based on an agreed criteria approved by the MoES. Thirdly, the researcher recommends that private secondary schools in Uganda be regularly inspected and be required to renew their registrations after every five years to ensure that they keep up-to-date resources. The researcher also recommends that the MoES design and offer school management curriculum and need to ensure that each school-head attends a training session each year. Finally, the researcher recommends that further research be conducted to determine the exact role of the BoGs in the management of private secondary schools in Uganda.
The management of counselling services and performance of employees in selected public organisations in Kampala district

(Makerere University, 2007-02) Kalule, Lawrence

The study was intended to find out the effect of the management of counselling services on performance of employees in selected public organisations in Kampala district. It is a result of the researcher’s acknowledgement of the absence of properly managed counselling services which has led to confusion, negative attitudes, resentment and indifference about counselling, thus warranting the study. The study was guided by the following objective: 1. To examine the effect of organising counselling services on performance of employees; 2. To find out the effect of conducting counselling services on performance of employees. The causal comparative research design was used in an attempt to identify associations between the variables. Both qualitative and quantitative approaches were used. The study was purposively carried out in three public organisations based in Kampala district namely: The Bank of Uganda (BOU), The Uganda Revenue Authority (URA), and Kyambogo University (KYU) due to the presence of counselling services within these organisations, their accessibility in terms of distance and information as well as the manageability of the study. Data was collected using a self-administered questionnaire, an interview guide, direct observations, documentaries and web based surveys. Findings were analysed using the Statistical Package for Social Sciences (SPSS). Hypotheses were tested using the Pearson Product Moment Correlation Coefficient due to conditions that described the data. Analysing qualitative data involved transcribing interviews, typing up field notes, sorting and arranging the data into different themes and by source of information reflecting on its overall meaning. It was then coded, analysed and interpreted. In conclusion the study established that proper management of counselling services promotes employee comfort and retention, understanding of personal problems and positively reacting to them, concentration on work, decision making, self esteem and confidence which promote employee performance. There is therefore a significant relationship between counselling and employee performance. Organisations should put more emphasis on the needs of lower level employees and involve them in the search for solutions to their problems. Counsellors should inculcate trust and confidentiality of the counselling exercises which calls for proper training, and refresher courses to review their duties and code of conduct.
Predictors of students attitudes towards changes in fees policy in Makerere University.

(Makerere University., 2007-02-22) Odongo, Geoffrey

In recent decades, there has been a growing negative attitude among students toward changes in the fees policy in Makerere University. This paper examines the possible reasons as to why this is so. Accordingly, while considering the said changes in fees policy as innovation into the same policy, the theory of perceived attributes (PTA) of innovation adoption by Rogers was adopted to guide the study. Rogers postulated that people would easily adopt a given innovation if: 1) It carried some perceived relative advantage over an existing status quo; 2) It was perceived to be compatible with existing value systems and best practices; 3) It was perceived to be simple; 4) It was perceived to have the possibility of being tested; and 5) It was perceived to offer results that were observable. The study hypothesized that students of Makerere University would accept or reject changes in fees policy depending on the aforementioned five attributes of innovation adoption: perceived relative advantage, perceived compatibility, perceived complexity, perceived trialability and perceived observability. Analysis of the findings was conducted and results supported the hypothesis thus; perceived relative advantage, perceived compatibility, perceived complexity, perceived trialability and perceived observability in the changes of the fees policy were responsible for the negative attitudes students hold towards the same changes in Makerere University.
The impact of the provision of school facilities on pupils’ discipline in government aided primary schools in Wakiso District

(Makerere University, 2007-04) Kato, Hussein

The study focused on the impact of the provision of school facilities on pupils’ discipline in government aided primary school in Wakiso district. The problem investigated was about how school facilities might influence discipline of pupils in government aided primary schools in Wakiso district. The following objectives guided the study (i) To find out how the school building facilities related to the discipline of pupils (ii) To examine how the availability of school record books affected pupils’ discipline. (iii) To examine how the provision of school materials influenced pupils’ discipline. Literature was reviewed in relation to the provision of facilities and pupils’ discipline. A questionnaire, interviews and an observation guide were used to collect data. Cross tabulation with chi-square were used to analyse data for objectives one and two. The Pearson product moment correlation analysed data for objective Three. Data form interviews and observation was qualitatively analysed. Research findings indicated that: (i) There was an association between building facilities of the infrastructure of a school and the discipline of its pupils. (ii) There was a link between the provision of record books in a school and the discipline of its pupils. (iii) There was a correlation between the provision of school materials and pupils’ discipline. Conclusions reached were; inadequate space may hinder movement of pupils leading to disharmony and anarchy; school record books when availed and properly utilized may promote order and harmony, and the provision of instructional materials may promote harmony and order among pupils in the school. The study recommends that, to improve the discipline of pupils in a school, there is a need to provide adequate building facilities such as classrooms. Secondly record facilities should be availed and wisely managed. Thirdly, the instructional materials should be made readily available and properly utilized. Finally, this study should be replicated in other areas and on other variables that might impact on the discipline of pupils.
Motivation and work attitude of academic staff in public universities in Uganda, a case of Mbarara University of Science and Technology

( 2007-05) Mugizi, Wilson

The study was set out to establish the factors of motivation that influence work attitude to generate knowledge on improving work attitude in public universities. It was carried out along the following objectives; to establish if better remuneration leads to contentment at work, if the working environment motivates staff interest in the job and whether institutional administrative policies motivate staff interest in the job. The study was conducted in Mbarara University and carried out using a self-administered questionnaire and an interview guide. It was analyzed along the research hypotheses that guided the study. The findings of the study showed that better remuneration, good working environment and good administrative policies need to be put in place. This is likely to promote good work attitude exhibited by contentment, interest and commitment at work. From the study, it was concluded that, better remuneration influences staff contentment. This was established from the positive relationships that were discovered in a number of issues. The study also concluded that the Working environment motivates staff interest in the job and finally, the study concluded, that there is a relationship between institutional administrative policies and motivation of staff commitment. From the study, the researcher proposed recommendations. These included: 1.The need to improve employees’ remuneration at all levels. 2. Promoting good interpersonal relationships among the staff members and 3. Making training opportunities open and accessible to all members of staff.
The role of leadership in the management of National Teachers’ Colleges: A case of Kabale National Teachers’ College.

(Makerere University, 2007-05) Tukahabwa, Martin

The purpose of this study was to investigate the role of leadership in the Management of National Teachers’ Colleges. The researcher wanted to find out whether; 1) The College leadership was responsible for the staffing problems in the College. 2) The College leadership was responsible for the condition of the physical infrastructure in the college. 3) The College leadership was responsible for the levels of staff motivation in the College A combination of both qualitative and quantitative research approaches were used to arrive at the findings and conclusion analysed using descriptive statistics. Self -administered questionnaires; interviews, observation and documentary analysis were some of the instruments used in obtaining data. A cross sectional survey design was used with questionnaires, interviews and observations as the major instruments of data collection. A total of 90 respondents drawn from the teaching staff, established non-teaching staff and student leaders all from Kabale National Teachers’ College responded by filling the questionnaires and providing other data. It was found out that the appointments board in the college was not functional or had no properly laid down procedure, the physical infrastructure was not well maintained, and there was low staff morale. Also, it was found that staffing in the college was inadequate characterized by understaffing in some departments and overstaffing in others. The researcher concluded that attrition of staff from the college was very high, the physical infrastructure was not well maintained and the government did not provide enough funds for the development of the physical infrastructure. The researcher therefore recommended both to the government and College leadership that the Appointments board in the College should be revitalized and proper rules and procedures of recruitment should be properly laid down. It was also recommended that the college leadership should try as much as possible to maintain the already established infrastructure and the infrastructure established by the government should take into consideration the minimum standards while also considering people with disabilities and the carrying capacity of the existing infrastructure. It was also recommended that the college leadership needs to emphasize non-monetary rewards so as to motivate the staff, that the government should increase pay for the staff in Teachers’ Colleges and that the college leadership should put in place mechanisms of generating income so as to retain staff.
Teacher incentives and implications on students’ performance in secondary schools in Ibanda County

(Makerere University, 2007-05) Katumire, Elias

The purpose of the study was to find out the implications teacher incentives have on students’ performance in selected secondary schools in Ibanda County. The objectives of the study were: to assess the effect of level of motivation of teachers on students’ performance; to identify complementary sources of teachers’ income and its impact on students’ performance; and to analyse the quality of education offered in various secondary schools in relation to teachers’ incentives. A cross- sectional survey research design was used in this study .This study also adopted a quantitative approach. A total of six schools were studied. Two schools were private but registered with the Ministry of education and four (4) were government aided secondary schools. Six head teachers of six selected schools were purposively selected and simple random sampling was used to select sixty (60) teachers who were used in the study and forty (40) students per school. Three methods of statistical analysis were employed in the study. Simple descriptive statistics of percentages, qualitative descriptions based on themes studied and chi- square test as a tool of data analysis were used. It was established that the level of teachers’ motivation is low. This was because incentives given to teachers are not adequate in their schools’ teachers’ PTA allowances are not attractive. In particular, PTA allowances are not kept in pace with the cost of their leaving, teachers are not equitably rewarded for their work, payments are not given to teachers on time in these schools and schools do not offer competitive incentive conditions to teachers against other similar schools. Furthermore, schools do not offer teachers more or less similar incentive conditions as in other schools, overtime payments are not paid and teachers are not paid according to their skill-level in the school. The study established that level of motivation of teachers was low. In addition, the study established that teachers have complementary sources of income but these were inadequate and teachers do not devote more time to teaching other than other activities. It was established that quality of education in secondary schools was good. The study concluded that teacher motivation is low because of inadequate incentives. The low motivation has led teachers into complementary activities to supplement their salaries. Because of this, it somehow affected the quality of education. The study recommended that there is need to raise the level of teachers’ motivation in secondary schools in Ibanda County. There is need to ensure that teachers are not engaged in complementary sources of income apart from those given in the schools such as PTA. There is need to improve further the quality of education in secondary schools.
Headteachers’ management training programme and their competencies in management of the primary schools in North-West Nile, Uganda

(Makerere University, 2007-07) Odubuker, Picho Epiphany Rev. Fr.

The purpose of the study was to investigate the influence of the Headteachers’ Management Training Programme on the headteachers’ competencies in the management of the primary schools in North-West Nile, Uganda, in order to improve the teaching/learning process towards an improved pupil’ competencies in the region. The main objectives of the study were to: 1. Investigate the influence of training in educational management on the headteachers’ competencies in management of the primary schools in North-West Nile, Uganda. 2. Scrutinize the influence of training in personnel management on the headteachers’ competencies in management of the primary schools in North-West Nile, Uganda. 3. Analyse the influence of training in financial management on the headteachers’ competencies in management of the primary schools in North-West Nile, Uganda. 4. Examine the influence of training in school governance on the headteachers’ competencies in management of the primary schools in North-West Nile, Uganda. 5. Probe the influence of training in curriculum management on the headteachers’ competencies in management of the primary schools in North-West Nile, Uganda. The study adopted a cross-sectional survey research design. Quantitative and qualitative approaches were employed. Three hundred ninety four respondents constituted the sample of the study. These included headteachers, teachers, Coordinating Centre Tutors and District Education Officers from the five Districts (Adjumani, Moyo, Yumbe, Koboko and Arua) of the study. The researcher used four types of research instruments; these included questionnaires, interviews, nominal group discussion and documentary analysis. The results revealed that there was a positive significant relationship between training in educational management and the headteachers’ competencies in management, a positive significant relationship between training n personnel management and the headteachers’ competencies in management, a positive significant relationship between training in financial management and the headteachers’ competencies in management, a positive significant relationship between training in school governance and the headteachers’ competencies in management and a positive significant relationship between training in curriculum management and the headteachers’ competencies in management. The conclusions of the study were that there was a positively significant influence between all independent variables (educational management, personnel management, financial management, school governance and curriculum management) of the study on headteachers’ competencies in management. Recommendations were made focusing mainly on the need to improve on the headteachers’ management knowledge and skills through practical and down to earth training in order to enhance on their management competencies so as to improve on the learners’ competencies.
The management of the liberalisation of higher education and its implications to the quality of university education in Uganda

(Makerere University, 2007-08) Ssegawa, Dalton Elijah

This study was motivated by the irony of reportedly depreciating university education quality despite higher education liberalisation, which was purposed and hoped to enhance quality in university education, more or less unconditionally. Subsequently, the researcher set out to investigate the management of the liberalisation of higher education and its implications to the quality of university education in Uganda. Open system approach to operational management theory, which plausibly articulates a direct relationship between system management and the quality of system output, enabled hypothesis of a direct relationship between, on one hand, the management of the liberalisation of university proprietorship, students’ access to university education and university academic study programmes, comprising in higher education policy (UOTIA), university funding policy and NCHE; and the quality of university education, conceptualised as comprising in: university funding, infrastructure and equipment, staff, students, research and relevance and graduate versatility and labour market adaptability, on the other hand. The data collected— from eleven universities, the MOES, NCHE and PCSS, following a cross sectional survey design— supported the alternative hypotheses, meaning that there has been a significant relationship between the management of the liberalisation of higher education and the quality of university education in Uganda. The study finds that the liberalisation of higher education in a policy vacuum enabled the entry into university education of proprietors that are incapable of university level quality assurance let alone introduction of modes of access to university education in which quality assurance is not satisfactory. Subsequently, the study concludes that neither the UOTIA; government university education funding policy; nor NCHE have ensured that the liberalisation of higher education is kept from impinging on the quality of university education. Subsequently, the study strongly recommends amendment of the UOTIA so as to streamline the powers of the NCHE and rights of universities and their proprietors; performance and unit based funding that is attached to purpose and remitted promptly; subsidisation of private universities; attachment of government student sponsorship to students rather than (public) universities; and adequate funding and staffing of the NCHE.
Headteachers’ management style and its influence on their competence in resource management in secondary schools in Central Region of Uganda.

(Makerere University, 2007-08) Chandy, Mattattical Ninan

This study investigated the relationship between headteachers’ Management styles and their Competence in the resource management in the secondary schools in the Central region (in and around Kampala) . It particularly sought to determine the effect of Headteachers’ Management styles in the areas of Finance, Board of Governors, leadership, interpersonal relationship and curriculum management on their Competence as was conceived in their mission and vision, their proactive orientation and conflict resolution, decisiveness and decision making, general management in planning, organizing and control, raising work standards and district image This study was based on the System Theory of Management which embraces various theories of motivation, communication and leadership styles. Schools like any other organizations are formed of several units that work in unison to produce qualitative and ‘holistic’ citizens as their end products in the Education ‘industry’. Therefore, the Headteachers’ Management styles, well exercised, in the areas of Finance, Stakeholders, Leadership, Interpersonal relationship and Curriculum management should positively contribute to impact their Competencies in their general school resource management. The study was conducted through a cross sectional sample survey, using questionnaires, interviews, documentary surveys and focus/nominal discussion forums. Data was collected between October and December of 2006 from the selected respondents including stakeholder, board of governors, headteachers, parents, prefects and other students in the four districts of Central Region (Kampala, Mpigi, Mukono and Wakiso). The data was analyzed using means, standard deviations, percentages, and correlation and regression techniques. The study established that the head teachers’ finance management styles have a tremendous positive impact on their competence as was proved by Pearson-Product moderated by Spearman’s coefficient of Correlation (0.435 and 0.415). The study also showed that the way the head teachers managed their stakeholders also positively influenced their competence as shown by really high correlations (0.564 and 0.581). This study further established a positive relationship between the head teachers’ leadership styles and their competence. The study thus proved that a transactional and democratic leadership made the head teachers more competent than the bureaucratic traditional type of leadership as indicated by high correlations by both techniques (0.757 and 0.747). Another important factor was the head teachers’ interpersonal relationship within the school which also had a significant and positive impact on their competence in managing their school resources. This was verified by positive correlations ranging from 0.742 to 0.729. Last, but not least the study threw much light on their curriculum management style which definitely impacted their competence with highest correlations (0.814 and 0.797). The study therefore concludes that if the head teachers can ameliorate their Styles of managing the areas of Finance, their stakeholders and the Board of governors, their Interpersonal and Leadership styles, not withstanding their Curriculum management, they can be the most Competent school managers in our school system not only in the Central region but also in the entire national as well as in the global education system. From the above findings, the researcher recommends the Ministry of Education and sports and its subsidiary organs like the Education Service Agency as well as National Curriculum Development Centre should design more appropriate methods of selecting, recruiting, training and appointing head teachers in our secondary schools. The head teachers’ Training Programme or Curriculum should therefore focus on the right management styles to enhance their competence especially at such a time of privatization, globalization and democratization through Universal Post Primary Education which has just started in Uganda. This can also be done by enhancing and increasing the Guidance and Counseling as well as the regular Inspection of head teachers before they are confirmed in their teaching service.
Library automation and graduate students’ access to information at Makerere University

( 2007-12) Atwongyeire, Peter

This study set out to investigate the relationship between the automated library services and graduate students’ access to information at Makerere University Library. The automated library services considered in this study were conceptualized as Online Journals, Electronic Books, Online Catalogues and Compact Discs Read Only Memory (CD ROMs). The main objectives of the study were to establish whether availability of automated library services has a relationship with graduate students’ access to information at Makerere University, to establish whether accessibility of automated library services has a relationship with graduate students’ access to information at Makerere University, and to establish whether utilization of automated library services has a relationship with graduate students’ access to information at Makerere University. The study took both quantitative and qualitative paradigms. The quantitative paradigm was based on variables measured with numbers and analyzed with statistical procedures. It was co-relational because each of the considered library automation aspects was co related with students’ access to information. The qualitative paradigm was mainly descriptive in nature. Both paradigms were survey because a large number of respondents was involved and cross sectional because data was collected from all respondents once and for all. The population included 167 respondents from the faculties of Arts, Education, Social Sciences, Institute of Adult and Continuing Education (IACE) and Psychology at Makerere. The findings of the study indicated that there was a positive relationship between availability, accessibility and utilization of automated services and graduate students’ access to information. Therefore the findings revealed that availability, accessibility and utilization of automated library services enhance graduate students’ access to information. It was therefore recommended that the university should replace old computers with new ones, equip branch libraries and subscribe to more band width in order to make it possible for library users to access information using the automated services.
Challenges of administering students in day-boarding secondary schools in Kampala District, Uganda

(Makerere University, 2008) Mawulugungu, Aloysius

The study was prompted by the challenges that are bound to go with administering students in the relatively new phenomenon of day-boarding secondary schools. Thus the topic of study was the Challenges of Administering Students in Day-Boarding Secondary Schools in Kampala District –Uganda. The study was guided by the researcher’s intention to find out how the students’ state of discipline, the school environment and school curriculum affect the administering of students in day-boarding secondary schools in Kampala district. The study tested three null hypotheses: The first hypothesis stated that students’ state of discipline has no effect on the process of administering students in day-boarding secondary schools. Findings, however, revealed that the students’ state of discipline has an effect on the process of administering students in day-boarding secondary schools. The second hypothesis stated that the school environment has no effect on the process of administering students in day-boarding secondary schools. Similarly, results showed that the school environment affects this process. The third hypothesis also stated that the school curriculum has no effect on the process of administering students in day-boarding secondary schools. Still, however, results showed that school curriculum affects the process of administering students in day-boarding secondary schools. A cross-sectional survey research design was adopted to collect information from students, teachers, deputy headteachers and headteachers concerning the challenges of administering students in day-boarding secondary schools in Kampala district. The schools considered under the study were randomly selected from a sampling frame of day-boarding secondary schools of each political division of Kampala district. The data was collected using questionnaires and oral interviews. The collected data was then analysed manually by determining frequencies and calculating percentages, entering them in tables and using the chi-square test to determine the statistical significance of the three hypotheses. Information collected from the open-ended questions in the questionnaire and interview was categorized to establish a range of meanings and insights that were compared to the quantitative data and conclusions drawn. The researcher concluded that the students’ state of discipline has an effect on the process of administering students in day-boarding secondary schools since the administrators respond differently depending on the behaviour of the students. It was also concluded that the school environment has an effect on the process of administering students in day-boarding secondary schools as the boarding students are fully at school day and night, unlike the day students who return home in the evenings. It was further concluded that the process of administering students in a day-boarding secondary school is affected by the school curriculum because boarding students attend to more co-curricular activities and for a longer time than the day students. In light of the above a number of recommendations were made in that for discipline to be well administered by the school administration among students of day-boarding secondary schools, a lot more counseling and investigating should be done before punishments and rewards are given. It was also recommended that parents should be allowed more visits by the school administration to their children while at school in day-boarding secondary schools, to minimize as much as possible the isolation and tension especially among boarding students. It was further recommended that co-curricular activities should be organized more in the early morning and on weekends by the school administration, for both day and boarding students to equally benefit as much as possible. Further research was recommended in the areas of: administering teachers and support staff in day- boarding secondary schools; effect of parental guidance on students’ discipline in day-boarding secondary schools and; the influence of the Education Inspectorate on the administering of day-boarding secondary schools.

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