College of Education and External Studies (CEES)

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    A comparative study of teachers’ instructional practices in academically high and low performing secondarySchools in Wakiso and Buliisa Districts
    (Makerere University, 2025) Ntegeka, Ezra
    The study explored teachers‘ instructional practices in academically high and low performing secondary schools in Wakiso and Buliisa districts in Uganda. It was guided by three study objectives namely, to explore teachers‘ instructional assessment practices in academically high and low performing secondary schools in Wakiso and Buliisa Districts, to explore teachers‘ instructional competence practices in academically high and low performing secondary schools in Wakiso and Buliisa Districts and to explore teachers‘ instructional flexibility practices in academically high and low performing secondary schools in Wakiso and Buliisa Districts. It adopted a dual case study research design. The study involved 2 headteachers, 2 Director of studies, 6 teachers and 10 learners. Research instruments were interview guide, documentary analysis checklist, lesson observation checklist and a focus group discussion guide. The study findings revealed that, teachers in Top-tier academic performing secondary school provided timely, specific, constructive and actionable feedback during assessment, teachers designed tasks that align with UCE learner-centered teaching approach, and employed a variety of teaching techniques and materials contrary to teachers in Mid-to-low academic performing secondary school, it was therefore concluded that teachers‘ instructional practices in top-tier academic performing secondary school positively contribute to learners‘ academic performance compared to Mid-to-low academic performing secondary school where teachers‘ instructional practices are at variant with parents and other stakeholders expectations. Therefore, in conclusion, the study also recommends government and its development partners to initiate an assessment training program similar to SESEMAT for science subjects‘ teachers, to provide in-service assessment trainings for Arts teachers on modern assessment techniques, rubric development and providing constructive feedback to show arts subjects are also valuable. The study recommends the ministry of education and its development partners to modify teachers training workshops to also reflect on the key instructional competence practices to close incompetence gap of teachers in mid-to-low academically performing secondary school e.g. cluster based-centers focusing on teachers‘ instructional competence practices. The study further recommends Ministry of education to allow for public-private partnership and assist government and encourage of supplementary parental funding to access instructional equipment‘s as well as mobilization of resources and integrate the use of low-cost tools like local materials and radio –based modules aimed at enhancing teachers' instructional flexibility practices and also flexibility practices.
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    Abridged thematic curriculum’s prioritization and learning recovery in selected government aided primary schools in industrial division, Mbale City
    (Makerere University, 2023-11) Namasaba, Rebecca
    The purpose of this study was to examine the Abridged Thematic Curriculum prioritization and learning recovery in selected government aided primary schools in industrial division, Mbale city. The study applied the social constructivist theory by levy Vygotsky (1968). The study was guided by three objectives namely; to explore the learning areas in the abridged thematic curriculum that are prioritized to support learning recovery; to establish the instructional strategies that the Abridged Thematic Curriculum prioritizes to facilitate learning recovery and to explore the assessment strategies the abridged thematic curriculum prioritizes to facilitate learning recovery. An exploratory qualitative approach, using a case study design was applied. Purposive sampling was employed in selecting the 14 participants involved in this study. The participants included 2 CCTs, 4 head teachers and 8 teachers. Data was collected using documentary analysis, face to face interviews and lesson observations. The documents analyzed were the abridged thematic curriculum and the standard thematic curriculum. The findings revealed that the learning areas prioritized are those which were merged from primary two and three curricula especially those that have similarities in the two classes, however, teachers misinterpreted the Abridged Thematic Curriculum and continue to pick content that was left out in the standard thematic curriculum, leading to curriculum overload, and affecting learning recovery; multi-sensory literacy-focused instructional strategies were prioritized as well as formative and diagnostic literacy-focused assessment strategies were prioritized. In conclusion therefore, the prioritized learning areas in abridged thematic curriculum are those which were merged and have similarities from the two curricula and from the two classes, prioritized instructional strategies in the abridged thematic curriculum are those that are learner-centered and the prioritized assessment strategies are those that subscribe to continuous assessment. It was recommended that the ministry of education and sports should provide targeted and generic professional development to enable teachers appreciate the rationale and purpose of the abridged thematic curriculum and to address abridged thematic curriculum misinterpretation to facilitate its effective implementation for learning recovery.
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    Academic interest, engagement and academic performance among secondary school students
    (Makerere University, 2014) Kipuru, Moris Matembu
    The study set out to establish the relationship between interest, engagement and academic performance among secondary school students. It was conducted in four secondary schools around Kampala, government and private, both mixed and single sex schools. The study was guided by specific objectives which included, finding out the relationship between interest and engagement among secondary school students, establishing the relationship between interest and academic achievement among secondary school students and determining the relationship between engagement and academic achievement among secondary school students. A correlational research design was used to conduct the study. Using a convenient sample, a sample size of 285 respondents was used in the study. The respondents included senior three (S.3) students from the four secondary schools around Kampala. Using Pearson correlation coefficient to test the hypotheses, it was discovered that interest and engagement was positively and significantly related (r=.605, p<.01), engagement was positively and significantly related with the academic performance of secondary school students (r=.140, p<.05), and interest was also found to be positively and significantly related to academic performance of students (r=.138, p<.05). It was concluded students who are interested and cognitively engaged in personal study attain better grades in tests and examinations. It was recommended that students should be more cognitively engaged than institutionally or socially engaged and parents and teachers should render assistance to students to discover the value of personal study and to enhance interest and cognitive engagement in their personal study.
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    Academic staff motivation and effectiveness of graduate supervision: a case of college of Education and External Studies, Makerere University
    (Makerere University, 2025) Atusasire, Agness
    This study examined the relationship between academic staff motivation and effectiveness of graduate supervision in the College of Education and External Studies, Makerere University. This was in light of concerns about ineffective supervision leading to low completion rates and delayed completion of graduate studies in the University. Informed by the expectancy theory, the study examined the relationship between personal goals of academic staff, working conditions, student characteristics and effectiveness of graduate supervision. The study adopted a quantitative research approach, cross-sectional survey design. Data was collected using a closed-ended questionnaire from 50 respondents. With the aid of IBM Statistical Package for the Social Sciences (IBM SPSS Version 21.0), data was analyzed using descriptive statistics at the univariate level, at the bivariate level, Karl Pearson‟s linear correlation coefficient test was used. A positive, moderate correlation was established between personal goals of academic staff and effectiveness of graduate supervision (r = 0.306), and working conditions and effectiveness of graduate supervision (r = 0.350 p-values). The relationship between student characteristics and effectiveness of graduate supervision was found to be weak and statistically insignificant (r = 0.246). The study concludes that personal goals and favorable working conditions drive the academic staff in CEES to supervise graduate students effectively, student characteristics may drive the academic staff to supervise graduate students effectively, but not in a strong way. It is recommended that the Directorate of Graduate Training, Makerere University, together with the management of CEES should institute a system of monetary rewards/allowances and recognition for supervisors of graduate students to enhance their personal gratification and career growth; improve infrastructure and facilities, and provide adequate institutional support to make the graduate supervision environment conducive; and expand the graduate admissions criteria to incorporate motivation and commitment statements to ensure admission of students with desirable characteristics.
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    Acceptability and early impact of a parenting education programme to promote alternative discipline in Central Uganda
    ( 2019-07) Ukwai, Theodosius
    Poor parenting, especially use of harsh punishment, is associated with both behavioural and health consequences for children. A community based parenting pilot programme, ‘Parenting for Good Behaviour and Respectability’ sought to modify predictors of harsh parenting by discouraging harsh parenting and promotion of alternative discipline strategies in Wakiso district, Central Uganda. The study set to examine how the community parental education programme was culturally adapted, its influence on parent’s perceptions and practices regarding harsh punishment, and barriers to adopting positive discipline strategies. This qualitative research design, involved collection of data using in-depth interviews with parental participants and their children aged between 0 – 17 years old, plus focus group discussions and observation of sessions. Data was subjected to thematic framework analysis. In addition, the programme design involved; developing learning objectives, identifying and adapting existing materials to meet those objectives, and writing new exercises. Furthermore, parents reported that the programme improved their parenting skills, relationships with children and management of emotions. In addition, parents reported that harsh punishment ‘no-longer works’, and explored alternative discipline. However, some obstacles to adoption include limited motivation to use, and familiarity with, alternative discipline seen as time consuming, plus inequitable gender norms. Overall, this project was appreciated by parents, and has potential to discourage harsh punishment in the short term. Further research is needed to assess the long-term impact of the programme on harsh punishment and promotion of alternative discipline techniques.
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    Accessibility To Tuition Free Universal Primary Education By Rural Households: A Case Of Busolwe Sub- County- Butaleja District
    ( 2012-09) Musiho, Abdala
    The purpose of this study was to establish the factors affecting accessibility to tuition free universal primary education by rural households. The study was conducted in Busolwe Sub County in Butaleja district. The major objectives were: (1) to determine the socio-economic and institutional factors limiting accessibility to school by rural households; (2) to examine the attitudes of rural households towards universal primary education and (3) establish the factors that can encourage rural households to send their children to primary schools. The methodology used in this study was both qualitative and quantitative and questionnaires and interview guide were the major tools of data collection. Data analysis was used using Pearson’s correlation coefficient and the results indicated that there was a positive relationship between households’ income, level of education, ignorance of the importance of education and accessibility to tuition free primary education. The findings of the study also revealed that in Busolwe Sub County, many children do not attend primary schools or do not complete their primary education despite the fact that it is tuition free. The major cause of this phenomenon was that many rural households are still ignorant of the importance of education to mankind, in addition to the socio-economic and institutional factors. The researcher recommended that there is need to raise awareness of the importance of education for all children and mobilize a wide array of actors to improve and expand education infrastructures.
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    Accountability practices of academic staff and service delivery at Makerere University
    (Makerere University, 2022-12-12) Katongole, Gonzaga
    This study investigated students’ satisfaction with the quality of teaching, examination and field attachment programs they received at Makerere University. It also examined academic staff’s accountability mechanisms and how these relate to the quality of delivery of teaching, examination, and field attachment programs at the University. Following a cross-sectional survey design, data was collected from 397 undergraduate students at the College of Education and External Studies (CEES) and the College of Humanities and Social Sciences (CHUSS). Data was also collected from 30 key informants, who included twenty academic staff and ten administrators. The University’s teaching, examination, and field attachment policies were also reviewed. The findings suggested that for the greater part, the students were satisfied with the quality of teaching, examinations and field attachment programs. However, the academic staff’s accountability mechanisms relating to provision of the programs were found to be ineffectual in determining quality. This was found to be due to the sagging student numbers, inadequate facilitation of academic staff, and constraints in the areas of infrastructure and equipment. However, with exception of invigilation, the academic staffs’ accountability mechanisms in relation to examinations were found to be effective. It is recommended that the university reviews its admission policy and admits only students she can adequately provide for. Alternatively, the university may consider recruiting more academics, building more teaching and learning facilities, facilitating academic staff to conduct research and giving the supervisors of intern students more support.
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    Acoli learners’ challenges in articulating the received pronunciation of English in primary schools, Gulu District.
    (Makerere University, 2014-09) Oloya, Billy
    This study investigated the effect of the English Vowel and consonant sounds missing in Acoli and the Acoli stress patterns on the learners’ articulation of the Received Pronunciation (RP) of English in primary schools, Gulu District. This was effected by examining the teaching methods used by the teachers of English and the instructional materials they used to achieve intelligible articulation of RP. The study employed a cross-sectional survey research design; it used qualitative and quantitative approaches complementarily. The methods used were questionnaires, observations, interviews and oral tests. Findings from the questionnaires, observations, interviews indicate that there is inappropriate use of methods of teaching RP. There is very limited use of instructional materials and also minimum emphasis on the teaching of listening and speaking skills. In conclusion, the study revealed that the English vowel and consonant sounds missing in Acoli and the Acoli stress patterns could not enhance the articulation of RP by Acoli learners. It was recommended that teachers of English need to be provided with a variety of authentic instructional materials that can be used to promote the teaching of RP, the teachers also need to be given refresher courses occasionally to update them on the appropriate methods of teaching RP and that, teacher education programme put much emphasis on the listening and speaking skills of English language.
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    Acquisition of child care knowledge and skills by rural non- literate women through informal learning processes
    (Makerere University, 2014-07) Nabirye, Juliet
    Although rural and urban parents differ in family resources, structure, kind of child care used, and services needed, little information is available. Significant rural/ urban differences in maternal education levels have been found with rural women having a fewer level of education and fewer advantages(Scanzori & Arnett, 1987). Rural women have been considered to be more likely to assume a traditional role of home care and maker than urban women. The central concern of the study was to understand the informal learning processes through which rural non-literate women who are mothers acquired childcare knowledge and skills, In trying to understand the informal learning processes through which rural non-literate women in Wabulungu village acquired childcare knowledge and skills, the researcher employed a qualitative case study approach in order to gain an in- depth understanding of the learning processes involved. In-depth interviews and informal observations were the main data collection methods used. Findings from the study show that non-literate women in Wabulungu village acquired child care knowledge and skills through informal learning processes that included modeling, coaching, and trial and error. Social gatherings were also an important source of information regarding childcare. Most mothers acquired child care knowledge and skills from more experienced people The knowledge and skills acquired were cumulative starting from when they were growing up, right up to date when they were married. This thesis concludes that the informal learning processes through which women acquire knowledge and skills in child care are never organized, but are contextual and always negotiated in social interaction. An important understanding which is raised when discussing child care practices and approaches is the ease that these understandings are accepted, reinforced and often go unchallenged. This study therefore recommend that Informal learning should be highly appreciated and considered in the curricular and the entire community in order to promote women groupings or meetings for the acquisition of childcare knowledge and skills .A possible explanation for this easy acceptance is that attributing maternal behaviour to nature is a comfortable and known position to justify behaviours and judgments about women as they learn to mother.
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    Adequacy and utilisation of sanitation facilities in secondary schools in Mpigi District, Uganda
    (Makerere University, 2010-10) Nansereko, Fatuma
    Inadequate sanitation has been found to be a major problem in primary schools and now as UPE begins to offload pupils into the secondary school system, the same problem might begin to affect the secondary schools. This study therefore sets out to investigate the adequacy and utilisation of sanitation facilities in secondary schools in Mpigi District. Four objectives were considered in this study namely: • To find out the different kinds of sanitation facilities available in selected secondary schools in Mpigi district • To assess the adequacy of sanitation facilities in selected secondary schools in Mpigi district. • To assess the utilisation of sanitation facilities in selected secondary schools in Mpigi district • To examine students’ awareness of the consequences o f poor sanitation The required information was gathered using four methods namely in-depth interviews, survey, focus group discussions and observation. Four categories of respondents were used including head teachers, teachers, health inspector and students. It was found that although the secondary schools in Mpigi District own variety of sanitation facilities, there is generally inadequate coverage of sanitation facilities in the schools in the District and this is particularly worse-off in rural based schools and the phenomenon is exacerbated by the ever increasing student population due to increase in enrolment for secondary education resulting from Universal Primary Education. Additionally, the available sanitation facilities are poorly utilized which is a result of many factors including students’ background and up bringing, discipline regarding personal hygiene and school and weakness in implementation of sanitation and hygiene policies. The cleanliness of the available sanitation facilities is not at its best and this forms part of the reasons why some of the students ignore using the facilities and instead opt for use of bushes around the schools. It was recommended that there is need to develop sanitation programs under which the challenge should be tackled right from the root rather than attempting to manage the resultant unpleasant consequences. School administrations need to prioritize the aspect of sanitation and hygiene.
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    Adequacy of science learning facilities in teacher training faculties of Makerere University.
    (Makerere University, 2008-03) Ssenyonjo, Paul
    This study was conducted to establish whether the different types of audiovisual instructional materials, support materials and laboratory equipment in DOSATE, Physics and Chemistry departments are adequate; and lecturers’ extent of utilization of such learning facilities. It sought to provide information regarding the availability and utilization of science learning facilities (SLF) in Makerere University, through evaluation of the adequacy of the different types of such SLF, in order to identify gaps that may hinder growth and development of science teaching in Uganda. This was because this University trains science teachers that teach science in secondary schools where there is poor performance and low interest in science subjects, which causes low enrolment in science carriers in tertiary institutions. It was conducted using the case study design and data was obtained using questionnaires, observations and interviews. It involved 165 respondents, who included 125 Physics, Chemistry and biology Students of DOSATE and 40 lecturers involved in science teacher training(STT), selected by stratified random sampling. Data was quantitatively analyzed using Chi- square (χ2) tests, which were determined using SPSS, version 10.1. The results were significant at P< 0.05. The study established that audiovisual instructional materials, support materials and laboratory equipment were inadequate particularly for many lectures conducted at the same time in a department. There were significant differences in respondents’ opinions on adequacy of SLF, lecturers’ extent of utilization of SLF and on factors that influence lecturers’ utilization of SLF. Low utilization of SLF was due to inadequate laboratory equipment, large class size, shortage of lecturer’s accommodation in the university, time constraint, heavy workload due to limited staff and lack of instructional materials. It recommends increase in funding to STT faculties to avail adequate SLF, use of teaching methods that impart cognitive skills, improvement of lecturers’ conditions of service to ensure effective utilization of SLF, recruitment of more lecturers to reduce teaching load and further research in quality of teacher education in tertiary institutions.
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    Adolescents’ knowledge of HIV and aids in Kawempe urban council secondary schools, Kampala – Uganda
    (Makerere University, 2019-12) Katami, Schola
    The study was about Adolescents’ Knowledge of HIV and AIDS. It was carried out in Kawempe Urban Council Secondary Schools, Kampala – Uganda. The objectives of the study were to establish adolescents’ knowledge of: i) concepts of HIV and AIDS, ii) transmission and iii) prevention/treatment in Kawempe Urban Council in Kampala, Capital City Authority. An exploratory research design was used. Data was collected using self-administered questionnaires and interview guides. Respondents were 10 head teachers, 20 teachers and 240 senior II students from ten secondary schools in Kawempe Urban Council. The findings show that knowledge on concept of HIV and AIDS of the adolescent’s was high (92.1%) on definition of AIDS. However, knowledge on major types of HIV and symptoms of HIV was low 24.6% and (42.1%) respectively. Although most adolescents (73.8%) said that HIV is transmitted through blood transfusion and kissing (45.4%), over 83.4% of adolescents thought mosquitoes, shaking hands (87.9%) and witchcraft (84.6%) can spread HIV. About eight percent of adolescents knew that abstinence is the best way of preventing the HIV, 85.5% knew that condoms could prevent the spread of HIV and AIDS if correctly used. Sixty-eight percent thought that HIV and AIDS can be cured by antiretroviral drugs. About 67.5% thought that HIV and AIDS can be cured through prayers. It is concluded that although adolescents from Kawempe Urban Council are knowledgeable in some concepts, transmission and prevention/treatment of HIV and AIDS, there still exist gaps in their knowledge of HIV/AIDS. It is recommended that teachers, school administrators and Ministry of Education and Sports (MoES) officials should: give more information about HIV and AIDS to the adolescents, conduct more sensitization on modes of transmission and continue to educate the adolescents on methods of prevention of HIV/AIDS
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    Adopting blended learning for training student nurses within skills labs in public nursing and midwifery schools in Uganda
    (Makerere University, 2024-11) Nampiima, Kakonge Eva
    This study investigated the efficacy of blended learning in enhancing the training of student nurses within skills lab settings across public nursing and midwifery schools in Uganda. The rationale for this study stems from the numerous challenges associated with the current traditional face-to-face teaching methods commonly used in nursing education. Traditional methods rely heavily on in-person demonstrations and limited hands-on practice, which often result in insufficient student engagement and incomplete mastery of critical nursing skills. The rapid increase in student enrollments has further strained the already limited infrastructure in public nursing schools, leading to overcrowded skills labs, reduced tutor-student interaction time, and inadequate access to essential lab resources. These challenges have created gaps in students’ practical skill acquisition, leaving them underprepared for clinical practice. Therefore, the study aimed to assess how blended learning could improve nursing education, specifically within the skills lab settings, and address the existing limitations of traditional face-to-face methods. The study utilized a mixed methods approach, combining positivism and interpretivism to provide a comprehensive understanding of the research problem. A cross-sectional survey design was used to collect data from 80 nursing Nurse Educators, 7 principals, and 7 student representatives from 7 public nursing and midwifery schools in Uganda. Additionally, a quasi-experimental design was employed to evaluate the impact of a blended learning intervention on educator competencies. A case study at School G, involving 9 nurse educators and 10 nursing students, was also conducted. Data were collected through survey questionnaires for quantitative analysis, as well as face-to-face interviews and document reviews for qualitative insights. The findings revealed that nurse educators held positive perceptions towards adopting blended learning in skills lab settings, with many recognizing its potential to enhance student nurse training. However, the study also uncovered a significant gap in the competencies of nurse educators to implement blended learning effectively. While educators were open to the idea, many lacked the necessary skills and knowledge to use blended learning technologies optimally. The quasi-experimental analysis demonstrated that after the introduction of a blended learning intervention, there was a marked improvement in both educator competencies and student learning experiences within the skills lab. The regression analyses also revealed that blended learning improves nursing education in the skills labs. In conclusion, the study highlights the importance of integrating blended learning methodologies into nursing education to overcome the limitations of traditional face-to-face methods and create more dynamic and engaging learning environments. To achieve this, nursing schools should incorporate blended learning into their curricula and prioritize comprehensive training programs for both educators and students. This approach will help optimize the learning experience and better prepare nursing students for clinical practice.
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    Adopting English Language as a medium of instruction and trends in students academic performance in English Language: A case study of Mount Kenya University - Rwanda Campus.
    (Makerere University., 2019-12-17) Muhairwe, Assansio
    ABSTRACT The study established the adoption of English language as a medium of instruction and the trends of students’ academic performance in English language in MKUR so as to make recommendations for improvement. The study achieved the following objectives: It examined the changes caused by adoption of English language as a medium of instruction in the teaching and learning of English language in MKUR, It established the trends of students’ academic performance in English language in MKURfrom the years; 2016 to 2017 and the study also established the relationship between English language adoption and the academic performance of students in English language in Mount Kenya University-Rwanda Campus.The research used case study research design. The study was conducted in Mt Kenya University Rwanda campus (MKUR) Kicukiro district in Kigali city. The lecturers and students were the targeted respondents for the study. A sample size of 70 respondents consisting of 50 students, 8 lecturers and 12 administrators was used. Simple random and purposive sampling were used for selecting the participants in the study. Interview guides and questionnaires were used as a major instruments for data collection. The data collected through questionnaires was analyzed using Statistical Package for Social Sciences (SPSS). The data from open ended questionnaires and interview responses was analyzed by listing all the respondents’ views under each question category. Results show that there is a significant relationship between English language adoption as a medium of instruction and the academic performance of students in English language. The study concluded that adopting English language as a medium of instruction influences the trends in the academic performance of students in English language in MKUR. The study recommended that the use of English as a medium of instruction should be promoted starting from the lower levels of education so as to improve students speaking, writing and reading skills and promote academicperformance in English at all levels.
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    Adoption of informal education practices in management of formal education in Central Uganda
    (Makerere University, 2011-10) Nabayego, Catherine
    The study sought to examine the level at which informal education practices were used in the management of formal education in Central Uganda with a view of proposing strategies for addressing the failure of Central Uganda ’s formal education to develop relevant competencies. This was occasioned by the need to establish the validity of a largely pronounced concern that formal education in Central Uganda develops competencies that are irrelevant to addressing the needs of the country. The study was conducted as descriptive cross-sectional survey. Its objectives were to examine the level at which the problem-solving; activity-based; product-based; and value-based informal education practices were used in the management of formal education in Central Uganda. Data was collected using questionnaires, interview schedules, and interview guides administered to students, trainers in formal educational institutions, and heads of households, informal trainers and trainees, and out-of-school youths selected using stratified and judgmental random sampling techniques, respectively. Data was analyzed using qualitative techniques as well as quantitative methods which included: descriptive, Chi Square and ANOVA methods of SPSS programme. The Excel programme was used to enhance the quality of data presentation using pie charts and graphs. Results indicate that the use of all informal education practices in the management of formal education in Central Uganda was at a negligible level. Indeed, 87.4% of the respondents showed that the free-range problem-solving practices were not used. Students were not figuring out their own solutions to given problems; they did not experiment their own ideas, their enterprising abilities were not being stimulated and the activation of their personal initiative was trivial. Students were hence graduating having not developed original, inventive, innovative, ingenious and entrepreneurial competencies. In addition, 88.3% of the respondents showed that all the activity-based practices involving students’ proactive participation and use of practical examples were not used. The only used activity-based practices were teacher-based. They thus included teachers selecting learning activities and controlling the performance of the activities. Further, 84.7% of the respondents showed that the product-based practice that was highly used in the management of formal education in Central Uganda involved developing curriculum content containing the desired behavioural values. However, only 12.4% of the respondents showed that the values were inculcated, suggesting that the level of instilling the standards was negligible. Furthermore, 65.1% of the respondents showed that the value-based practice of proposing values was used but only 30.8% reported the inculcation of the values. Moreover, emphasis on using these two practices thinned out to negligible levels as students moved up the formal education ladder. In addition, most of the taught values were not selected from the ideals cherished by local communities and families in Central Uganda. They therefore did not reflect much of the ideals, especially the economic ideals, cherished by the Central Uganda n society. In the light of the foregoing findings, the study concluded by emphasizing the need to improve the use of informal education practices in the management of formal education in Central Uganda . It hence recommended that the use of the problem-solving, activity-based, product-based and value-based practices should be promoted to complement and reinforce formal education at all levels from primary through secondary to tertiary and university levels. Further research was also recommended into the various educative problems, activities and values that could be included while designing the subsequently needed curriculum.
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    Adult education for socio-economic empowerment: women’s lived experiences under the Watoto Neighborhood Program
    (Makerere University, 2025) Nabongo, Kidd Mary
    The study explored the lived experiences of women participating in adult education programs under the Watoto Neighborhood initiative in Uganda, with a specific focus on their socio-economic empowerment. The research was grounded in a qualitative approach, phenomenological design highly observing bracketing, deploying interpretive paradigms, which allowed for an in-depth investigation of how adult education interventions contribute to the development of women's agency, economic independence, and social capital within their respective communities. Drawing upon transformative learning theory, the study aimed to provide a comprehensive understanding of the mechanisms through which adult education facilitates empowerment by enhanced critical reflection resulting to perspective changes. To gather rich and comprehensive data, the study employed multiple qualitative data collection methods. Data was collected 23 participants, through in-depth interviews with program participants and key informants, focus group discussions, and the use of observational checklists. This multi-method approach enabled the collection of detailed insights into the experiences and perspectives of those involved in the Watoto Neighborhood adult education programs. The findings provided clear evidence that adult education plays a pivotal role in enhancing employability and promoting socio-economic empowerment among women. Additionally, the research highlighted how participation in these programs fosters social inclusion for women in their communities. Despite these positive outcomes, the study also acknowledged the persistent influence of societal social structures that continue to impede the full empowerment of women.The study concluded that the Watoto Neighborhood Program represents a timely and significant intervention in the socio-economic transformation of women in Uganda. However, ongoing challenges related to societal social structures must be addressed to further advance women’s empowerment. Based on the findings, the study recommended that the Watoto Neighborhood initiative consider collaborating with the Makerere University Adult and Community Education Department. Such a partnership could provide valuable internship opportunities for students while helping to address the shortage of professional adult educators within the organization. Furthermore, it was strongly recommended that the program’s curriculum be redesigned to incorporate adult education guiding principles, with a particular emphasis on fostering agency among participants. The study’s findings illuminate the transformative potential of adult education in fostering socio-economic empowerment among women in Uganda. These insights offer significant value for policy-makers, program developers, and practitioners working in the field of adult education, highlighting the importance of targeted interventions that address both educational and structural barriers to women’s empowerment.
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    Adult education practices in agricultural training programs: a case of instructors at national crops resources research institute, Wakiso district, Uganda
    (Makerere University, 2023-11) Nakibinge, Rebecca
    This study explored the adult education practices in agricultural training programs at the National Crops Resources Research Institute (NaCRRI) in Namulonge, Wakiso district, Uganda. It used the interpretivist research paradigm, a qualitative research approach, and a case study research design with three specific objectives: finding out the qualities needed for facilitating adult learning that instructors are aware of and possess; examining how agricultural instructors conduct the teaching and learning process for adults; and then assessing the teaching and learning methods used. Data on awareness and possession of qualities for teaching adults was qualitatively obtained from ten (10) instructors. Data on teaching and learning processes were obtained by interviewing the instructors and observing four (4) training sessions that were conducted, and these data were manually and thematically analysed. The findings reveal that the trainers are aware of and possess the qualities and skills needed for training adults, even if they have no professional and specific training in adult education. Although instructors conduct needs analysis, use participatory methods, combine theory and practical learning, and evaluate learning, some gaps were noted. Instructors aren’t mindful of the dominance of some learners when using the group discussion method. While the teaching materials are well illustrated with pictures that depict the local farming context of learners, the texts are in English, yet some farmers are semi-literate. Besides, there’s no learner’s manual for further consultations during and after the training. In terms of teaching methods, only two participatory methods, i.e., demonstration and group discussion, are used, mainly because the content and majority of the learners they teach are semi-literate, which requires practical and experiential sharing. In line with the perspectives of Mezirow’s transformative learning theory, the trainings are on course to promote perspective change since critical thinking is elicited through some participatory teaching methods. This study concludes that adult education practices are being applied because instructors are aware of and possess the needed qualities for training adults. However, there are some gaps in the actual application of their skills, as detected by instructors not being cognizant of dominance in group discussions, learning materials’ text in English, and the absence of learners’ manuals. This study recommends that NaCRRI conduct workshops for instructors to appreciate more adult education methods for teaching semi-literate adult learners and explore the possibilities of using information and communication technologies during training and for mobile learning at a distance. Future research should investigate the absence of other participatory and adult-centred facilitation methods in agricultural training programs.
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    Adult learning in community healthcare : experiences of village health teams in Kampala District, Uganda
    (Makerere University, 2025) Bukirwa, Hannat
    Village Health Teams (VHTs) serve as a critical link between communities and the formal health system, providing basic health education, promoting preventive health measures, and facilitating access to healthcare services. The study explored the role of adult learning in equipping Village Health Team members in Kampala District to address community healthcare needs. The study employed a phenomenological-qualitative descriptive design to capture the lived experiences of the Village Health Team (VHT) members from 41 participants in Bwaise III Parish, Kawempe division, located in the northwest corner of Kampala district, Uganda between December 2024- December 2025. The study revealed that Village Health Teams (VHTs) in Kampala District play a multifaceted role in community healthcare, serving as educators, mobilizers, first-line care providers, and vital links between communities and health facilities. Their learning experiences are shaped by on-the-job practice, refresher trainings, peer-to-peer sharing, and mentorship, which build confidence and enhance service delivery, though training remains irregular and heavily dependent on NGOs. Guided by adult learning principles such as experiential and participatory learning, VHTs value practical, relevant, and continuous training that addresses real community health challenges. Despite persistent obstacles including lack of supplies, political interference, and reduced facilitation VHTs demonstrate empowered resilience, drawing strength from community trust, adaptability during health crises, and the confidence gained through continuous learning. The study confirmed that andragogy provides a powerful lens for understanding and improving VHT training and practice in Kampala. VHTs’ self-directed engagement, reliance on prior experience, and preference for problem-centered, relevant learning reflected the core elements of Andragogy theory. Through experiential and continuous learning, VHTs gain confidence, adaptability, and community trust, which enables them to respond effectively to diverse health challenges. However, systemic barriers such as inadequate facilitation, political interference, and limited government commitment undermine their potential. Strengthening community healthcare therefore requires a deliberate investment in sustainable adult learning frameworks, regular training, mentorship, provision of essential supplies, and policy reforms that prioritize VHT capacity-building. By addressing these gaps, both government and development partners can empower VHTs to deliver more effective and sustainable primary healthcare services.
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    Alcohol consumption and professional performance of primary school teachers in Terego District
    (Makerere University, 2023-01-19) Cale, Santus
    The research on alcohol consumption and professional performance of primary school teachers in Terego district considered; regularity of consumption, amount consumed, the type consumed as attributes of alcohol consumption, and preparation for teaching, classroom teaching and assessment, ensuring discipline in the learners as attributes of professional performance of primary school teacher. The research had the objectives of; (i) to establish the relationship between alcohol consumption and teacher preparation in the primary schools, (ii) to establish the relationship between alcohol consumption and effectiveness of classroom teaching by primary schools teachers in Terego district, (iii) to establish the relationship between alcohol consumption and management of discipline by primary school teachers in Terego district, and (iv) to identify the factors that promote alcohol consumption by primary school teachers in Terego district. The researcher adopted a cross-sectional survey research design and collected data using observation, survey, interviews and focus group discussions. The participants were sampled using stratified sampling strategy, purposive / judgmental sampling and snowball or chain sampling or network sampling. The main findings of the research include the following; Terego District has a significant proportion (72.7%) of teachers who take alcohol. Among these, male teachers, Catholics, teachers in the age bracket of 40-49 and who are divorced were the main consumers of alcohol . The most common alcoholic drinks consumed were the locally brewed Enguli (27.3%) followed by Malwa (19.3%). Of the aspects of teacher effectiveness, Teacher preparation (3.43) is the attribute of teacher professional performance most affected by alcohol consumption while management of discipline (3.81) is the least affected. Of the factors that promoted alcohol consumption by primary school teachers in Terego district, access-related factors (31%) were the most frequently cited and the least were profession related factors (18%). The researcher concludes that alcohol consumption has a significant negative effect on the professional performance of teachers in Terego district. The researcher recommends that in order to reduce the negative effect of alcohol consumption on teacher professional performance, Terego district local government puts in place bylaws and ordinances, and The parliament of Uganda to outlaw production of the cheap sacketed spirits and local brews; ; The office of the Chief Administrative Officer adopts a deliberate strategy to identity and support teachers suffering under the yoke of alcoholism to reduce alcohol consumption; the teacher training institutions integrate content on drugs into the professional training packages for teachers; purposeful transfers by the Chief Administrative Officer.
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    An analysis of academic staff turnover in private universities in Uganda
    (Makerere University, 2019-03) Ocak, Joe Robinson
    The purpose of this study was to explore the factors underlying academic staff turnover, find out its implications and the researcher provided way forward to prevent academic staff turnover in private universities in Uganda: A case study of All Saints University, Lango. The failure of the University to retain academic staff has been largely attributed to the University’s failure to meet the basic demands of academic staff. The more the University failed to meet those basic demands, the more the academic staff turnover, hence deterioration in academic performance of the students at the University. It is against this background that the question of how do we solve it arises. The study used an exploratory design. The study objectives were to; 1) explore factors underlying academic staff turnover at All Saints University, Lango, 2) find out the implications of academic staff turnover on academic performance of students at All Saints University, Lango. The findings on objectives 1 and 2 are to enable the researcher provide way forward as part of his contributions to the field. It was carried out by administering interviews to purposively selected academic staff from Faculty of Education in the Departments of Full Time Studies (DFTS) and Department of Distance Studies (DDS). Academic staff turnover was discovered to have negative implications on the students’ academic performance. The study found out that academic staff were paid low salary hence academic staff turnover became inevitable. Poor working conditions was also discovered, lack of security of service, lack of promotion, lack of recognition, poor management style and presence of other established universities were all discovered. All the above were responsible for academic staff turnover at the University. It was therefore concluded that the University management should prioritize to increase academic staff salary, and look into academic staff welfare and remuneration. Through this academic staff turnover will be checked hence improved academic performance of students at the University.