Education System in Uganda

With the shift to the Competency-Based Curriculum in Uganda, an increasing number of Advanced Level (A-level) students are opting for science subjects a promising trend for innovation, socioeconomic development, and self-reliance. However, unless science instruction under this paradigm becomes genuinely hands-on, practical, and aligned with industry and community needs, there is danger that graduates will emerge disillusioned, under-employed, and ill-equipped. Universities must anticipate this shift and adapt curricula, infrastructure, faculty training, and partnerships so as to convert this potential into real development. This article examines the opportunities, challenges, and strategies for Uganda's higher education system in preparation for the 2027 cohort.

To every African child taught to memorize but not to question, to obey but not to dream-may your learning be a liberation, not a leash. Part I Chalk Dust And Dogma: Introduction To A Continental Critique The red soil of Africa remembers every footprint, every chalk stroke that ever marked its blackboards. Across Uganda's city peripheries and deep into Kenya's missionary hinterlands, through Zimbabwe's evangelical enclaves and Nigeria's Pentecostal school zones, a quiet but potent pedagogical revolution has been fermenting-The Accelerated Christian Education (ACE) curriculum. But this revolution, if we dare call it that, is not our own. Imported from the conservative evangelical cradle of Texas, wrapped in scripture and moral absolutism, ACE has become one of the most widespread-yet least interrogated-forms of Christian private education in postcolonial Africa. This critique is not a declaration of war on faith; rather, it is a lamentation in the tongue of Hosea: "My people perish for lack of knowledge" (Hosea 4:6). For what kind of knowledge builds a nation? What kind of education do we call "Christian," and does it liberate or domesticate the African mind?

In Uganda, the Government and Education sector are Enhancing innovations, Skills development, capacity development, and preparation of Future labor force through promotion of science and practical education. Truly, there is need to promote the enhanced relationships between education and methods of training when preparing trainees for future work. Any efforts should be focused on promoting good learning practices, methods, use of reliable tools and approaches need to be well aligned to future work of civil engineers. This paper reports high motivations and determination of learners to acquire the necessary skills and knowledge for work engagements. It was reported further that Education and training methods contribute 31.5% in preparation of trainees and students for future work. In the study the ample consisted of 56/60 civil engineering students pursuing degrees and postgraduates in public universities of Uganda, the study was guided by three objectives stated as
• To examine the portrayal of education in preparation for future work among young  civil Engineering workers in Uganda
• To find out the portrayal of training methods in preparation for future work among young    civil Engineering workers in Uganda
• To Find the Contribution of education and training in preparation for future work among young  civil Engineering workers in Uganda
The study was aimed to answer the two hypothesizes of
• H0  There is a significant contribution of education and Training methods in preparation for future work among young civil Engineering workers in Uganda
• Ha There is no significant contribution of education and Training methods in preparation for future work among young civil Engineering in Uganda
The study was guided by a cross-section survey design. This study collected Quantitative  data to help answer research hypothesis, questionnaires were the tools used in data collected, and university students from Kyambogo, and Makerere university were used in the study .  These levels of Analysis were adopted covering Univariate from which descriptive statistical analysis was performed to report on frequency, Mean, Mode, Median, Sum, Standard deviation, and Skewness.  Bivariate levels of Analysis Was also performed in which correlation analysis was done to establish the interrelations between variables, finally multivariable levels of analysis were done with the help of regression modeling, this was done to establish the rate at which education and training methods contribute to the preparation of workers for future work.
Based on the findings , the study a strong positive and significant degree of association between Preparation and Education (Corr=0.542, P value =0.000), however results reported a weak positive and significant relationships between Preparations and Training ( Corr=0.353, P value =0.008), and between Education and Training (corr=0.406, P Values =0.002) as detailed in table 3 , however in between the regression model  only education contribute significantly Individually (β=0.477, P value=0.000), and Trainings contribute, positively but not significantly (β= 0.159, P values= 0.206). 
Highlights from the study released a strong interaction between education training methods and preparation for future work.  The study concluded by providing a number of suggestions and recommendations which included the need to promote practical learning in schools, college, and university to support learners acquire the required skills early. Methods of training need to be more practical than theoretical more especially for Civil engineering workings There is need to provide more lessons on tools of work to graduates and students in colleges. Student led projects need to be established in colleges to help students acquire early time knowledge. Universities and colleges need to procured current tools of work form which students are taught on, to supplement on the old technology. There is need to scale up subjects to cover diverse areas of learning, then they can only focus on Civil engineering, but there is need to adopt Artificial Intelligence (AI) among others and that, more research needs to be conducted aimed at examining how best future work can be improved.

Christian mission could not have hoped to have more influence on schools in Africa than that which was open to it before the end of empire. To a great extent, the missionary societies had earned their dominant position, having long invested in Western education, while ...

The study aimed at assessing how teachers’ mastery of practical Geography skills influenced A-level students’ acquisition of these skills. The sample comprised 744 respondents including 60 teachers and 672 students. Data was analyzed using one–way ANOVA and the t-Test using SSPS data analysis package (16.0 version). Qualitative data was analyzed using descriptions in themes deciphered in the course of the study. Majority of the teachers and students lacked requisite skills to in practical geography. There was a significant relationship between teachers’ mastery of skills and students’ acquisition of these skills. Both teachers and students found difficulties in interpreting photographs and map, and in using field and statistical data. It was concluded that many teachers and students lack sufficient skills in A-level practical geography. There is need to strengthen preservice and in-service teacher training focusing on teaching strategies, mastery of the skills in practical Geography...

Every country invests in formal education to develop and empower its citizens with the capacity needed to practically work and transform their surrounding environmental resources into productive employment after graduation. The high and growing rate of graduate unemployment in Uganda suggests however, that most of the formal education graduates are not practical enough to turn their local environmental resources into gainful work and effective contribution to national development. It is argued in this paper that the failure of most graduates to be practical would not have occurred had the management of Uganda's formal education made effective use of the activity-based informal training when preparing students.

The study aimed at assessing how teachers’ mastery of practical Geography skills influenced A-level students’ acquisition of these skills. The sample comprised 744 respondents including 60 teachers and 672 students. Data was analyzed using one–way ANOVA and the t-Test using SSPS data analysis package (16.0 version). Qualitative data was analyzed using descriptions in themes deciphered in the course of the study. Majority of the teachers and students lacked requisite skills to in practical geography. There was a significant relationship between teachers’ mastery of skills and students’ acquisition of these skills. Both teachers and students found difficulties in interpreting photographs and map, and in using field and statistical data. It was concluded that many teachers and students lack sufficient skills in A-level practical geography. There is need to strengthen preservice and in-service teacher training focusing on teaching strategies, mastery of the skills in practical Geography...

Purpose: This article’s purpose is to explore the challenges and experiences PhD students in selected Ugandan state universities endure during their studies. Research methodology: The approach of the research focused on three public universities thus; Kabale University, Makerere University, and Gulu University. To explore these challenges, we undertook an extensive literature review of the external supervisors and evaluations of PhD students who attempted to submit their final dissertations. Results: The main findings of the results indicate that due to institutional, individual, and supervisory inefficiency, many students who enroll in their PhD programs at these universities are unable to graduate within the given timeframe. Limitations: The limitations of the study conclude that the problems addressed in this research and the suggestions presented provide the basis for improving university training programs and facilitating students, timely completion of the PhD program. Contribu...

This article's purpose is to explore the challenges and experiences PhD students in selected Ugandan state universities endure during their studies. Research methodology: The approach of the research focused on three public universities thus; Kabale University, Makerere University, and Gulu University. To explore these challenges, we undertook an extensive literature review of the external supervisors and evaluations of PhD students who attempted to submit their final dissertations. Results: The main findings of the results indicate that due to institutional, individual, and supervisory inefficiency, many students who enroll in their PhD programs at these universities are unable to graduate within the given timeframe. Limitations: The limitations of the study conclude that the problems addressed in this research and the suggestions presented provide the basis for improving university training programs and facilitating students, timely completion of the PhD program. Contribution: In terms of contribution, this research will improve scholarly writing and publication abilities, in addition to increasing the identity of doctoral education in Uganda. Evidently, there is no substantial work exploring the difficulties and challenges faced by PhD students in Uganda. Novelty: it is crucial to remember that when pursuing their PhDs, scholars are not just learning about the research topic, but are also developing fundamental skills in critical thinking, to construct their own knowledge within their own indigenous context, it is essential that they acquire the capacity to assess assertions, and evaluate arguments in a critical manner.

The study aimed at assessing how teachers’ mastery of practical Geography skills influenced A-level students’ acquisition of these skills. The sample comprised 744 respondents including 60 teachers and 672 students. Data was analyzed using one–way ANOVA and the t-Test using SSPS data analysis package (16.0 version). Qualitative data was analyzed using descriptions in themes deciphered in the course of the study. Majority of the teachers and students lacked requisite skills to in practical geography. There was a significant relationship between teachers’ mastery of skills and students’ acquisition of these skills. Both teachers and students found difficulties in interpreting photographs and map, and in using field and statistical data. It was concluded that many teachers and students lack sufficient skills in A-level practical geography. There is need to strengthen preservice and in-service teacher training focusing on teaching strategies, mastery of the skills in practical Geography...

The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents' income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.

This paper explores the concepts of education access, opportunities, and massification in higher education in Uganda by examining the importance of providing equal access to education for individuals from diverse backgrounds. The discussion delves into the various barriers that hinder educational access, including socioeconomic factors, gender disparities, and geographical limitations. It explores the role of scholarships, grants, and financial aid in promoting educational opportunities for underprivileged and marginalized groups. Additionally, it emphasizes the need for educational institutions to develop inclusive policies that cater to the unique needs and aspirations of students from diverse backgrounds. It analyzes the challenges and opportunities presented by the growing number of students seeking higher education. The study employed qualitative research based on a literature review and analyzed using themes. The paper examines how massification affects educational quality, resources, and infrastructure, as well as the implications for equity and inclusivity, and explores strategies that can be adopted to address the challenges associated with massification while maintaining educational standards and quality. It discusses the importance of enhancing institutional capacities, expanding infrastructure, and embracing innovative teaching and learning methods. Overall, this paper comprehensively explains the complexities surrounding education access, opportunities, and massification in higher education. It offers insights into the measures required to ensure equitable access, foster opportunities for all, and effectively manage the growing demands for higher education.

Technological proliferation and rapid evolution are fueling demand for technical competency and expertise in fields such as electronics, networking, programming, computer systems and hardware, and business applications. According to US Labour Department statistics, the number of jobs for computer system analysts and programmers will nearly double from 1994 to 2005, making this area second only to home healthcare in job creation. Specifically, jobs for systems analysts should increase 92%. computer engineers 90%, programmers 30%, and electronic specialists 24%. When considering all occupations requiring information technology skills, the Labour Department predicts the creation of an additional 5.9 million job openings between 1994 to 2005. In addition, according to International Data Corporation, the IT segment of the US education market is expected to increase to $12.1 billion in 1999, from $7.5 billion in 1995, representing 13% annual growth (Herman et. al, 1997:13). 2.2.5 Corporate downsizing and restructuring Corporate downsizing and restructuring (including the military and government sectors) are increasing the demand for higher education and retraining. This factor, combined with continual technology advancement, necessitates a process of lifelong learning (Herman et. al, 1997:8.13). There is an increase in the average age of students and the number of working adults pursuing degrees and advanced degrees. Students, who are more than 25 years old, constitute 45% of current college enrollment, compared with 38% in 1980. Motivation for a career change or career enhancement is often fueled by underemployment, which is an increasing factor given low placement rates at tradition schools. The Labour Department estimates by 2005, 30% of US college graduates will be underemployed (Herman et. al, 1997:13).

There are several stakeholders involved in sanitation related activities in the country. These include Health Inspectors/ Environmental Health officers, Community Development Officers and Engineers among others. Training for sanitation is carried out at the Schools of Hygiene, Training Institutes and Universities among others. This paper focuses on training for sanitation in the Health sector. Until recently the health training schools were under the Ministry of Health. This changed and the health training schools fall under the Ministry of Education and Sports. Analysis of the current approaches in training and suggestions for improvement are made.

Purpose: This article’s purpose is to explore the challenges and experiences PhD students in selected Ugandan state universities endure during their studies. Research methodology: The approach of the research focused on three public universities thus; Kabale University, Makerere University, and Gulu University. To explore these challenges, we undertook an extensive literature review of the external supervisors and evaluations of PhD students who attempted to submit their final dissertations. Results: The main findings of the results indicate that due to institutional, individual, and supervisory inefficiency, many students who enroll in their PhD programs at these universities are unable to graduate within the given timeframe. Limitations: The limitations of the study conclude that the problems addressed in this research and the suggestions presented provide the basis for improving university training programs and facilitating students, timely completion of the PhD program. Contribu...

Background: The main objective of the study was to examine the relevance of engineering mathematics to the emerging industries. The level of abstraction, the standard of rigor, and the depth of theoretical treatment are necessary skills expected of a graduate engineering technician to be derived from mathematical knowledge. The question of whether these skills are imparted to benefit emerging economies still remains a big area of investigation. This study investigated the relevancy of engineering mathematics to the benefit of local industry in a developing economy, Uganda. Results: There was a significant difference between the mathematics being taught to the engineering technical students and the mathematics relevant to the engineering technical work in the industries (p value < 0.05). Implying that the mathematics taught to engineering technical students, though relevant, is not in the form of what the industries require. The use, practicability, depth, rigor, modernity, relevancy, and usefulness of the taught mathematics were all statistically different from the desired mathematical skills for the industry. Moreover, the extent of use of the engineering mathematics did not differ between the required and taught and among the civil, electrical, and mechanical branches of engineering. Conclusions: The mathematics syllabi for polytechnic institutes should be developed to directly support innovations and efficiency in the local industries. Therefore, a close collaboration between the polytechnic colleges and the local industries should be facilitated to achieve a sustainable industrial.

This paper provides an analysis of the implications of Professor Senteza Kajubi's philosophy of widening access to higher education for research and development. The thesis of this paper is that according to Senteza Kajubi, access to higher education should be widened because it leads to research which in turn contributes to development. Without research in medicine, agriculture, business, technology the development that African countries yearn for will be unattainable and elusive. The contents of this paper include a terse biography of Senteza Kajubi highlighting his role in higher education policy formulation and leadership. Access to higher education in Uganda is analysed and it is clearly shown that less about 7% of students who qualify to access higher education actually join universities in the country. Senteza Kajubi's philosophy of widening access to higher education is explained. He is an ardent advocate of widening access to higher education in Uganda. The implication of widening access to higher education and development through research is assessed. Justification of studying William Senteza Kajubi Right from the eve of gaining independence in Uganda, William Senteza Kajubi has been in forefront of higher education leadership and policy for half a century. The role education in development down the centuries has been spearheaded by individual thinkers. In the ancient Greece there were Socrates, Plato and Aristotle who were associated with teaching methods, the school system, and library respectively. In the United States of America (USA), John Dewey is credited for the development of the pragmatic approach to education. In Brazil, Paulo Freire initiated the education for the oppressed that promoted conscientisation among the public. Julius Kambarage Nyerere developed the education for self reliance in

While Teaching Practice (TP) students are expected to carry out teaching duties as guided by their training institutions and instructions from the school managers, there is need that all stakeholders get involved to improve the quality of the practicum. As such, the purpose of TP supervision is meant to achieve the set of objectives of training and building up a teacher to the level of acceptable standard. This study was conducted with the open distance students who were following up a Post-Graduate Diploma in Education at Zimbabwe Open University (ZOU). The study employed focus group method with participants and a few open ended questionnaires were administered. In the study, it was established that TP supervision was regarded as effective in some ways such as being timeous but not productive in giving students room to air their opinions as discussions were dictatorial and hurriedly done. The study suggests, among other things, a relook by the University on the minimum numbers of s...

The quantitative growth in Ugandan higher education subsector has created many challenges including a drop in quality in education delivery. Today, there are 34 universities in Uganda (up from 26 in 2006) with over 185,000 students (up from 137,190), representing an overall growth rate of more than 15% in the last 5 years. Given this rapid expansion of higher education, some form of regulation is necessary to assure quality. Ugandan government established the National Council for Higher Education (NCHE) as a regulatory agency to set standards and regulations to ensure that all public and private tertiary education institutions in Uganda create, sustain and improve the relevance and quality of higher education for all qualified Ugandans and to meet the local, national and global higher education challenges of the 21st century. In addition to sustaining and improving the relevance and quality of higher education, these religious based universities have a special mission of evangelism and discipleship and view all admissions and appointments as opportunities for ministry and service. This however, may not go well with the peer assessors and the Accrediting Agencies. Currently there are more than six recognised faith based universities in Uganda. Out of the seven fully accredited universities in Uganda, five are faith based and only two are secular. There are different views about the philosophies of these faith-based universities. Some people seem to suggest that they pay more attention to evangelism and discipleship than in provision of higher education. While others view this type of institutions as a very good model to provide good morals and education that can transform the society in a positive way. At the same time, the regulatory framework in the country must provide for an allinclusive environment for all to participate in higher education which may pose a big challenge to these faith based institutions. This article therefore, discusses the accreditation process in Uganda and challenges of private religious based Universities in Uganda in regards to accreditation.

The economic, education, and health problems facing Uganda are immense. The average life span is around 42 years of age. Health clinics, potable [drinkable] water and electricity are not readily available for most citizens in rural areas. Many of the public schools and universities lack the facilities to adequately support education in the physical and biological sciences. The literacy rate needs to be improved to promote better understanding of health matters. In the summer of 2004 three electrical engineering faculty members from Pennsylvania colleges went on a study tour of western Uganda in response to an invitation from community leaders in the Bunyoro-Kitara region. The goal of the visit was to assess needs and challenges in science education. The team visited 12 secondary schools, three elementary schools and two universities. The team was surprised and encouraged by the number of Ugandan women students at each level committed to a career in science. The team had extensive discussions with parents, community leaders, science teachers, head teachers and female students and collected data to try to quantify the reasons for the intense interest. The team also observed students in the classes and toured science laboratories and school facilities. Follow up visits and dialogues lead to the development of a partnership among parents, community leaders, church leaders, educational leaders and the visiting engineering faculty team. Strategies have been developed and are being implemented that address the challenges of recruiting Ugandan women into the fields of science and technology as well as developing a support system to ensure their success. At the college level we have characterized the five core areas of molecular biology.

This article's purpose is to explore the challenges and experiences PhD students in selected Ugandan state universities endure during their studies. Research methodology: The approach of the research focused on three public universities thus; Kabale University, Makerere University, and Gulu University. To explore these challenges, we undertook an extensive literature review of the external supervisors and evaluations of PhD students who attempted to submit their final dissertations. Results: The main findings of the results indicate that due to institutional, individual, and supervisory inefficiency, many students who enroll in their PhD programs at these universities are unable to graduate within the given timeframe. Limitations: The limitations of the study conclude that the problems addressed in this research and the suggestions presented provide the basis for improving university training programs and facilitating students, timely completion of the PhD program. Contribution: In terms of contribution, this research will improve scholarly writing and publication abilities, in addition to increasing the identity of doctoral education in Uganda. Evidently, there is no substantial work exploring the difficulties and challenges faced by PhD students in Uganda. Novelty: it is crucial to remember that when pursuing their PhDs, scholars are not just learning about the research topic, but are also developing fundamental skills in critical thinking, to construct their own knowledge within their own indigenous context, it is essential that they acquire the capacity to assess assertions, and evaluate arguments in a critical manner.

Every country invests in formal education to develop and empower its citizens with the capacity needed to practically work and transform their surrounding environmental resources into productive employment after graduation. The high and growing rate of graduate unemployment in Uganda suggests however, that most of the formal education graduates are not practical enough to turn their local environmental resources into gainful work and effective contribution to national development. It is argued in this paper that the failure of most graduates to be practical would not have occurred had the management of Uganda's formal education made effective use of the activity-based informal training when preparing students.

Introduction Admissions to medical schools in Uganda and the African region are reported to be predominantly taken up by students from urban areas and from mostly wealthy families [1, 2]. This raises questions about equitable access to training opportunities in the health science domain. Equality aims to ensure that everyone gets the same things in order to enjoy full, healthy lives. Equity, like equality, aims to promote fairness and justice, but it can only work if everyone starts from the same place and needs the same things; equity ensures that disadvantages are offset. The eventual employment and deployment of health professionals in underserved areas is likely to be affected by where the graduates trained and by their backgrounds and/or whether they originate from rural, urban, wealthy or disadvantaged families [2, 3]. The factors considered before accepting for rural deployment by graduates are factors that affect the quality of life of these graduates in underserved rural areas (good quality schools for children, presence of electricity, running water, access to the internet, television, brain drain, etc.) [4]. The strategies that may improve rural deployment include, but are not limited to, centrally managed postings by the Ministry of Health [5, 6]. In addition, the

Makerere University is the oldest university in Uganda. Since it started in 1922 as a technical school, Makerere has continued to educate people for national and regional development. However, in the last few decades state funding has decreased although there are more people desiring to join the university. To cope with this challenge, Makerere has adopted a number of strategies including evening and external programmes. In 1991, to meet the increasing demand for education and to provide the much needed human resource, the External Degree Programme (EDP) was launched with two degree programmes Bachelor of Education and Bachelor of Commerce. Since then the EDP has grown and now includes a Bachelor of Science and a Diploma in Youth Work and Development. The student numbers have also grown from the initial 246 that enroled to nearly 6,000. The EDP has benefited because of Makerere�s dual mode status. The programme has been able to utilise existing staff, resources and other capacities for its growth and development. However, because Makerere was set up to provide internal programmes, the systems and structures have not always enhanced full exploitation of the advantages that dual institutions offer distance education programmes. 1.0 BACKGROUND Makerere University was established in 1922 as a technical school and in 1949 became a University College linked to University of London; then in 1963 became a constituent college of the University of East Africa. Makerere finally achieved its full university status in 1970. It has since grown and transformed itself into a major player in the provision of university education in the region with day, evening and external programmes being offered at its 22 schools, faculties and institutes. The current student population is 30,000 undergraduates and 3,000 postgraduates.

The novel SARS-COV-2 pandemic known as coronavirus (covid-19) pandemic has had such an impact that it has changed the way human behaves. Its impact has been felt in all sphere of human life. This study examines the extent to which the covid-19 pandemic has affected the socio-economic life of the people in Calabar, Cross River State, Nigeria. The survey research design was adopted in collecting data from 400 respondents from Calabar using cluster, purposive and simple random sampling technique. A self-developed questionnaire was used as the instrument of data collection. Descriptive statistics was used to analyse the data collected from the field. The result from descriptive analysis was also subjected to parametric statistics. Out of the 400 hundred instruments distributed 379 was returned and used for analysis. Result revealed that 89.2 percent report reduced income. 83.6 percent reported suffering as a result of income loss. 25.9 percent suffered from mental health issues. 14.2 pe...

By almost any measure, most South African public schools, and especially schools in the Western Cape, have under-performed academically. For a number of years, there has existed a wide degree of consensus among education stakeholders, and particularly in government, that the problems in our schools extend beyond mere academic under-achievement. Principals need to be occupied with the tasks of managing and leading teaching and learning, that is, instruction leadership, and not managing routine administrative matters only. In recognising the potential of school administrative personnel to provide relief and support for the administrative role of principals, the Western Cape Government initiated a training course in July, 2008 for school business administrators. The course was modelled on a very successful training course developed in the United Kingdom.

Responsibility accounting is an administrative accounting method that measures the results of each responsibility centre. The concept of responsibility accounting is vested in costs and revenues performance. Managers are evaluated based on what is under their control. Hence, the purpose of this paper is to examine if responsibility accounting matters in Ugandan public universities. The paper adopted a cross-sectional survey that included both quantitative and qualitative approaches to find out if responsibility accounting matters. The qualitative data supplement quantitative data. The findings indicate that there is a system of responsibility accounting. Costs and revenues are managed at respective departments. Heads of department have authority to manage their budget-allocated estimates. They are responsible for their decisions against their budgets or votes. Costs and/ or revenues are accumulated and reported upward from departments and faculties to university authorities. This study signifies that responsibility accounting follows hierarchical patterns in public universities.

The study aimed at assessing how teachers’ mastery of practical Geography skills influenced A-level students’ acquisition of these skills. The sample comprised 744 respondents including 60 teachers and 672 students. Data was analyzed using one–way ANOVA and the t-Test using SSPS data analysis package (16.0 version). Qualitative data was analyzed using descriptions in themes deciphered in the course of the study. Majority of the teachers and students lacked requisite skills to in practical geography. There was a significant relationship between teachers’ mastery of skills and students’ acquisition of these skills. Both teachers and students found difficulties in interpreting photographs and map, and in using field and statistical data. It was concluded that many teachers and students lack sufficient skills in A-level practical geography. There is need to strengthen preservice and in-service teacher training focusing on teaching strategies, mastery of the skills in practical Geography...

While Teaching Practice (TP) students are expected to carry out teaching duties as guided by their training institutions and instructions from the school managers, there is need that all stakeholders get involved to improve the quality of the practicum. As such, the purpose of TP supervision is meant to achieve the set of objectives of training and building up a teacher to the level of acceptable standard. This study was conducted with the open distance students who were following up a Post-Graduate Diploma in Education at Zimbabwe Open University (ZOU). The study employed focus group method with participants and a few open ended questionnaires were administered. In the study, it was established that TP supervision was regarded as effective in some ways such as being timeous but not productive in giving students room to air their opinions as discussions were dictatorial and hurriedly done. The study suggests, among other things, a relook by the University on the minimum numbers of s...

This paper presents the major institutional, community, national, and regional challenges of promoting effective Technical Vocational Education and Training(TVET) training system in line with the 2030 SDG 4 with a focus on Uganda. Uganda has been faced with several attempts to reform the vocational education system and the country has continued to meet various levels and bases of political social-economic and environmental challenges. The objectives of the paper was to examine the political challenges facing TVET in Uganda; assess the social factors that have affected the prospect of TVET in the country, and establish the major economic factors that have negated the planning of vocational education in Uganda and discuss the common environmental issues that have affected the success planning of vocational education of the country, this paper was informed by policy analysis and systematic literature review with a focus on documents obtained from the Ugandan government and national vocational institutions in the country. More information was obtained from internet sources, new bulletin, e-mail discussion experiential learning and informal discussion with key informants on the subject. Results indicated that enabling political, social, environmental, and economic factors are critical for the productive performance of successful national TVET planning in Uganda. In addition, it is imperative to promote social, economic, environmental, and political commitment at the top level for a prudent inclusive TVET system, curriculum planning envisaged by the SG4. The roles of public-private community partnerships (PPCP) should be well planned, funded, coordinated, motivated, and constantly fully enhanced for effective TVET implementation in the country.

Introduction Admissions to medical schools in Uganda and the African region are reported to be predominantly taken up by students from urban areas and from mostly wealthy families [1, 2]. This raises questions about equitable access to training opportunities in the health science domain. Equality aims to ensure that everyone gets the same things in order to enjoy full, healthy lives. Equity, like equality, aims to promote fairness and justice, but it can only work if everyone starts from the same place and needs the same things; equity ensures that disadvantages are offset. The eventual employment and deployment of health professionals in underserved areas is likely to be affected by where the graduates trained and by their backgrounds and/or whether they originate from rural, urban, wealthy or disadvantaged families [2, 3]. The factors considered before accepting for rural deployment by graduates are factors that affect the quality of life of these graduates in underserved rural areas (good quality schools for children, presence of electricity, running water, access to the internet, television, brain drain, etc.) [4]. The strategies that may improve rural deployment include, but are not limited to, centrally managed postings by the Ministry of Health [5, 6]. In addition, the

This article discusses university diversions from their original purposes in order to achieve economic independence and sustainability. While these institutions are social systems that reconcile contradictory functions, they have long relied on marketing and branding to attract quality students, funding, and partnerships, in order to endure differentiation. Nonetheless, the majority of institutions have diverted from their original purpose, while others are struggling to distinguish themselves as unique; still others are unable to define their purpose, identify their culture, and also fail to align their inputs with their outcomes. In effect, those institutions that have attempted to uphold differentiation have simply duplicated what already exists in other institutions, albeit with different visions and mission statements. Nonetheless, while the lost differential was initially perceived as a disadvantage, it has proven to be a boon in terms of inclusiveness. The article concludes t...

Privatization of education in both developed and developing countries over the last century has registered a positive trend in the field of education. With the rise of capitalism and privatization of higher education by the government of Uganda, there is an increasing attempt to privatize public services, including education, so that citizens will have to buy them at market value rather than have them provided by the government. The department of higher education in Uganda concentrates strongly on the role of education in servicing the economy through taxation to the neglect of its social and developmental responsibilities. The vision of the university as a place for the education of the elite and for elite education has had a powerful historical precedent in Plato’s Academy. To what extent the Platonic view of education still dominates our thinking about the role and purposes of universities is arguable. Commercialization is normalized and its operational values and purposes have b...

This paper focused on examining the implications of institutional autonomy for teaching and research in public universities in Uganda. What constitutes university autonomy and what are its likely effects on establishing a balance between teaching and research in public universities in Uganda is the pertinent question raised in this paper. The paper argues that the university as an autonomous institution at the heart of societies produces, examines, appraises and hands down culture by research and teaching. Thus, research and teaching must be morally and intellectually independent of all political and economic interference. Literature reviewed through a constructivist epistemological lens revealed that much as official government documents pronounced institutional autonomy for public universities in Uganda, teaching and research seem to be influenced by external forces to a greater extent. Based on resource dependence theory, we conclude that pseudo autonomy constrains faculty independence in both teaching and research. We recommend that public universities in Uganda ought to revisit the professional work of the academics in the wake of increasing demands in order to balance between research and teaching.

This study was aimed at finding out why there was high rate of failure of science subjects in Ugandan higher education Institution of learning, proposing the way to improve students&#39; performance and find out whether students support and use the proposed model. The students&#39; failure in science subjects has been attributed to lack of science laboratories, lack of teachers in basic teaching strategy, failing of girls&#39; students in business Technical and Vocational Education and Training (BTVET) examinations because of pregnancy. Moreover, the students&#39; fail in science subjects because of lack of interest, inadequate practice; lack of practical materials, long distance from school and home, and also the poverty of the country hindrance the economic development. Most of the skill Engineers and Doctors are hired from outside of the country. Computer-Supported Collaborative Learning (CSCL), as methodology of teaching and learning may address all these problems in Uganda. A s...

This study delved into the challenges and prospects of institutional planning at Makerere University in Uganda with the aim of identifying the major challenges and prospects of planning at the institution. It was prompted by the persistent complaints from stakeholders over the Institution’s failure to meet its set goals and objectives despite the numerous attempts to plan its growth and development. The study took the interpretive and narrative design in which data were collected through literature search and desk study methods. Study results revealed: first that the challenges facing institutional planning at Makerere University emanate from both within and without the Institution. Second, due to the developments within and outside the University, the future prospects for undertaking effective planning in the University are high. It was thus concluded that despite the myriads of challenges that the University faces, it will still be possible to effectively plan for the Institution ...

This paper provides an analysis of the implications of Professor Senteza Kajubi's philosophy of widening access to higher education for research and development. The thesis of this paper is that according to Senteza Kajubi, access to higher education should be widened because it leads to research which in turn contributes to development. Without research in medicine, agriculture, business, technology the development that African countries yearn for will be unattainable and elusive. The contents of this paper include a terse biography of Senteza Kajubi highlighting his role in higher education policy formulation and leadership. Access to higher education in Uganda is analysed and it is clearly shown that less about 7% of students who qualify to access higher education actually join universities in the country. Senteza Kajubi's philosophy of widening access to higher education is explained. He is an ardent advocate of widening access to higher education in Uganda. The implication of widening access to higher education and development through research is assessed. Justification of studying William Senteza Kajubi Right from the eve of gaining independence in Uganda, William Senteza Kajubi has been in forefront of higher education leadership and policy for half a century. The role education in development down the centuries has been spearheaded by individual thinkers. In the ancient Greece there were Socrates, Plato and Aristotle who were associated with teaching methods, the school system, and library respectively. In the United States of America (USA), John Dewey is credited for the development of the pragmatic approach to education. In Brazil, Paulo Freire initiated the education for the oppressed that promoted conscientisation among the public. Julius Kambarage Nyerere developed the education for self reliance in

BackgroundThe COVID-19 continued to pose several public health, social, economic challenges and the drivers for the occurrence of different COVID-19 waves remains undocumented in Uganda. We conducted a cross-sectional population-based survey among recovered COVID-19 cases to establish the drivers of SAR-CoV-2 infections. We performed a retrospective study and interviewed 1120 recovered COVID-19 cases from 10 selected districts in Uganda. We further conducted 38 Key Informant Interviews of members of the COVID-19 District Taskforce and 19 in-depth interviews among COVID-19 survivors from March to June, 2021. Results Out of the 1120 recovered COVID-19 cases interviewed, 62% were aged 39 years and below and 51.5% females with 90.9% under home based care management. Cases were more prevalent in business (25.9%), students (17.2%), farmers (17.1%) and health workers (12.4%) and 79.9% developed COVID-19 symptoms mainly cough, flu, and fever. Being asymptomatic was found to be associated wi...

Purpose of Study A fundamental question for educational planners and policy makers is which secondary school providers are most efficient in raising student learning for the most youth, given an available level of resources. Considerable attention has been devoted in recent years to the proposition that private providers offer efficient alternatives to government-financed and administered secondary schools. This study examines the rise of private secondary schools in Uganda and calculates a unit cost estimate for representative samples of secondary schools, both private and government. Setting A unit cost analysis was conducted among 28 randomly selected secondary schools in Uganda. Research Design A national sample of secondary schools was stratified in three ways. First, schools were selected according to the type of school, allowing half of the sample to be government schools and the other half private schools. A second stratification involved urbanicity, so both urban and rural ...

Uganda is a landlocked country in Eastern Africa with a total population in 2006 of 29.9 million and one of the highest annual population growth rates in the world at 3.2% (World Bank, 2008). Over 80% of Ugandans derive their livelihood from the agricultural sector. Uganda has obtained recent milestones in its national education development, including universal primary education, and in 2007, universal secondary education. Expansion is beginning to trickle into the higher education sub-sector and the future expansion of higher education institutions (HEIs) at all levels will be required to meet the growing demands. Many factors have made higher education expansion in Uganda possible, including improved security, especially in the Northern Region, restoration of macroeconomic stability, removal of economic distortions, and an improvement in terms of trade (MOFPED, 2006). There are hundreds of colleges in Uganda that make up a major part of the human resource development in all regions of the country. Community colleges range in size from private colleges with nothing more than one or two rented classrooms in an office building to HEIs that comprise large campuses with thousands of enrolled students. In this chapter, we will discuss the historical development of higher education with a specific focus on community colleges. Sections include an in-depth analysis of the types of Ugandan HEIs, unique features of Ugandan community colleges, case studies of example community colleges, and current and future trends in Ugandan higher education and community colleges. Musisi (2003) identifies four phases in the historical development of Ugandan higher education. Prior to the first phase, which began in the 1920s, schools were predominantly owned and operated by Christian missionaries. During the 1920s, the British government assumed direct responsibility and Makerere University was founded in 1922 as a technical college to serve students from the British East African territories of Kenya, Tanganyika, and Uganda. Following the Asquith Report in 1949, the college obtained a semiautonomous status and was affiliated to London University. Human resource development entitled the "Africanization of the Civil Service Structure" was the primary focus of the second phase in which significant higher education developments occurred, including granting of London degrees to students of Makerere College (1953) and later the establishment of the Royal Technical College in Nairobi (1956). In 1961, the establishment of the University College of Dar es Salaam ended Makerere's predominance as the soul higher education provider in this region.

This study analysed the effect of financial policies on the performance of line managers in Ugandan Universities. The field research was carried out in private and public universities. Every university had a financial policies so their line managers were expected to perform their duties effectively. The objectives of the study were to: assess the relationship between financial policies and departmental budgets; analyse the effect of budgets on the performance of line managers; and evaluate the influence of financial policy on the performance of line managers. The influence of financial policies on budgeting was established at 31%; the relationship between the budget function and performance was established at 18 %; and the effect of financial policies on the performance of line managers was established at 48%. The total causal effect was 54%. Therefore, the study recommended adoption of financial policies enhancing the performance of line managers.

The design of any information management system (IMS) requires a clear strategy for its integration into the environment for which it is intended. Information management has been addressed in the objectives and plans of the Government of Uganda since independence in 1962, with varying degrees of success. The extensive changes that have taken place in the last few decades in Ugandan higher education have led to increased demands for managing student information. In turn a strategy for proper coordination of such data is necessary. The major aim of this study was to design such a strategy. The research therefore attempted to investigate the current state of the management and coordination of student information in Uganda. The needs and requirements of a student information management system (SIMS) and strategies for its integration in higher education programmes were established. The study carried out in the education sector was conducted using a qualitative research framework that provided a coherent set of propositions which explains the phenomenon of a SIMS. The researcher purposively selected the respondents (including key informants, administrators and student leaders) in this sector, who included people involved in the capture, storage, management and use of student information in various institutions in the given sector. Observably, the current state of the SIMS lacks a strategy to keep track of student information in Uganda. It was established that to ensure tracking of such data in the country, an identification system with standardised procedures in a coordinating structure is required together with a clear strategy for utilising the existing structures in the education sector. To design a strategy of this kind, a proposed framework for an integrated SIMS defined the principles, environment and contextual boundaries in terms of which the design is created. It defines the structure of a national student identification system and its coordination in the education sector in Uganda. Strategies for ensuring the sustainability of such a system and its implications for the socioeconomic environment of higher education are considered.

Doctor of Music in the Faculty of Humanities UNIVERSITY OF PRETORIA 2.7.1.1 Integration of technology in the curriculum 87 2.7.1.2 Influences on the use of ICT for music education 88 2.7.1.3 Challenges of ICT for music education 89 2.7.2 Research 91 2.7.3 Theory, factual elements and concepts 92 2.8 Perspectives from other African countries 93 2.

ii This document was prepared by ADEA for its Biennale (Maputo, Mozambique, May 5-9, 2008). The views and opinions expressed in this volume are those of the authors and should not be attributed to ADEA, to its members or affiliated organizations or to any individual acting on behalf of ADEA. The document is a working document still in the stages of production. It has been prepared to serve as a basis for discussions at the ADEA Biennale and should not be disseminated for other purposes

This paper focused on examining the implications of institutional autonomy for teaching and research in public universities in Uganda. What constitutes university autonomy and what are its likely effects on establishing a balance between teaching and research in public universities in Uganda is the pertinent question raised in this paper. The paper argues that the university as an autonomous institution at the heart of societies produces, examines, appraises and hands down culture by research and teaching. Thus, research and teaching must be morally and intellectually independent of all political and economic interference. Literature reviewed through a constructivist epistemological lens revealed that much as official government documents pronounced institutional autonomy for public universities in Uganda, teaching and research seem to be influenced by external forces to a greater extent. Based on resource dependence theory, we conclude that pseudo autonomy constrains faculty independence in both teaching and research. We recommend that public universities in Uganda ought to revisit the professional work of the academics in the wake of increasing demands in order to balance between research and teaching.

for their continued support and guidance accorded to me during the writing of this research and graduate experience. I am grateful for trust and academic guidance that I received from you. Furthermore I want to thank the lecturers who taught me during my postgraduate studies, course work, research guidance and supervision. I especially want to recognize Prof. Maicibi,

for their continued support and guidance accorded to me during the writing of this research and graduate experience. I am grateful for trust and academic guidance that I received from you. Furthermore I want to thank the lecturers who taught me during my postgraduate studies, course work, research guidance and supervision. I especially want to recognize Prof. Maicibi,