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Curriculum Implementation and Practical Skills Development among Trainees of Agriculture in TVET Institutions in Gulu City and Omoro District
(Gulu University, 2026) Rwotomiya Victor
This study examined the relationship between Curriculum Implementation and Practical Skills Development among Agriculture Trainees in Technical and Vocational Education and Training (TVET) institutions in Gulu City and Omoro District, Uganda. The study was guided by three objectives: To Assess the Status of Curriculum Implementation among Agriculture Trainees, to examine the Level of Practical Skills Development, and to establish the Relationship between Curriculum Implementation and Practical Skills Development. The study adopted a Convergent parallel mixed-methods Design that combined Quantitative and Qualitative Approaches. Data were collected from 133 trainees, 10 instructors, and 7 administrators using Questionnaires and Interview Guides. Quantitative data were analyzed using Descriptive and Inferential Statistics, including Pearson Correlation. Qualitative data were analyzed thematically. The findings revealed that Curriculum Implementation in the selected TVET institutions was largely competency-based and practice-oriented, characterized by regular practical sessions, field engagement, and active instructor support. Results further indicated that trainees had attained relatively high levels of practical agricultural skills, particularly in hands-on farm activities, teamwork, problem solving, and workplace readiness. However, gaps were identified in specialized technical competencies, especially in the operation and maintenance of agricultural machinery and equipment. Correlation analysis established a statistically
significant moderate positive relationship between curriculum implementation and practical skills development (r = .464, p < .01), indicating that improvements in Curriculum Implementation were associated with higher levels of practical skills acquisition among trainees. The study concluded that effective Curriculum Implementation plays a critical role in enhancing practical skills development in agricultural TVET institutions. It recommends increased investment in instructional resources, modern training equipment, instructor capacity development, and stronger partnerships between TVET Institutions and industry to strengthen competency-based learning and improve graduate employability.
Parental Involvement on Pupils’ Retention in Universal Primary Education Schools in Mucwini Sub-county, Kitgum District
(Gulu University, 2026) Lakot Christine Canogura
This study examined the influence of parental involvement on pupils’ retention in Universal Primary Education (UPE) schools in Mucwini Sub-county, Kitgum District. The study was guided by three objectives: to establish the forms of parental involvement, to determine the level of pupils’ retention, and to examine the relationship between parental involvement and pupils’ retention. The study was anchored on Tinto’s Student Retention Model and complemented by Epstein’s Model of Parental Involvement. A convergent parallel mixed methods design was adopted, in which quantitative and qualitative data were collected concurrently, analysed separately and merged during interpretation. A sample of 400 respondents was determined using Yamane’s formula. Five UPE schools were selected purposively; parents/guardians, teachers and pupils were selected through stratified and simple random sampling, head teachers through census, while SMC members and education officers were selected purposively. Data were collected using a structured questionnaire and a semi-structured interview guide, whose content validity (CVI = 0.93) and reliability (Cronbach’s α = 0.874) were confirmed before use. Quantitative data were analysed using descriptive statistics, Pearson correlation and multiple regression, while qualitative data were analysed thematically. Regarding objective one, provision of scholastic materials (Mean = 3.84) and school-based involvement (Mean = 3.74) were the most practised forms of parental involvement, while home-based involvement was the least practised (Mean = 3.38). Regarding objective two, completion was high (Mean = 4.06), but regular attendance was moderate and absenteeism remained a challenge in some schools. Regarding objective three, parental involvement had a moderate, positive and significant relationship with pupils’ retention (r = 0.471, p < 0.01), and the null hypothesis was rejected. The four forms of parental involvement explained 20.6% of the variation in pupils’ retention (Adjusted R² = 0.206), which rose to 57.1% (Adjusted R² = 0.571) when socio-economic status, government policy and school environment were added, with school environment being the strongest predictor (β = 0.501, p < 0.001). The study concluded that parental involvement significantly improves pupils’ retention, especially where the school environment and household conditions are supportive. It recommended strengthening home school partnerships, improving implementation of UPE policy, improving school environments and supporting vulnerable households so that learners remain in school until completion.
Students’ Leadership and Students’ Discipline in Secondary Schools in Pader District
(Gulu University, 2025) Okot Jimmy
Student discipline is a cornerstone of effective learning environments, yet secondary schools in Uganda continue to face challenges of indiscipline. This study investigated student leadership and student discipline in secondary schools in Pader District. Specifically, it examined three objectives; (i) the level of student discipline, (ii) level of involvement of student leadership in the management of discipline, and (iii) the relationship between level of involvement of student leadership in the management of student’s discipline and the level of student’s discipline. The study employed a mixed-methods cross-sectional design, using questionnaires for students, student leaders, and disciplinary committee chairpersons, alongside interviews with head teachers. A sample of 486 respondents was selected from 13 secondary schools through purposive and simple random sampling. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analyzed thematically. Findings revealed that the overall level of student discipline was high, especially in dress code and respect for teachers, though it was comparatively low in areas of punctuality and authority relations. Student leaders were significantly involved in supervision, monitoring, and mediation, but less effective in welfare-related issues. A strong positive relationship (r = 0.514, p < 0.05) was found between student leadership involvement and student discipline, with supervision and mediation emerging as the strongest predictors. The study concludes that student leadership plays a critical role in promoting discipline but is underutilized in welfare management, which is a frequent trigger of unrest. It recommends that; school administrators and teachers to provide induction and regular training for student leaders to equip them with skills in supervision, mediation, and leadership ethics, involve student leaders more actively in decision-making on welfare issues. Student leaders to embrace their roles with responsibility, fairness, and integrity to build trust among peers and staff and strengthen their mediation and peer counseling role, finally Ministry of Education and Sports (MOES) and policymakers to develop policies and guidelines that formally recognize the role of student leaders in discipline management, support capacity-building programs for teachers and student leaders on participatory discipline management and encourage schools to adopt democratic and transparent methods of electing student leaders.
Human Activities And Conservation Of Alestes Baremoze Species In Albert Nile, Uganda
(Gulu University, 2023) Titirach Scovia Kerali
The study was carried out between March- May 2022 in Albert Nile on human activities and the conservation of Alestes baremoze (A. baremoze) locally known as the Angara which is one of the highly prized fish species in Uganda. The study was conducted because it was found out that. A. baremoze is one of the most disturbed and highly threatened fish species by human activities on Albert Nile. The objective of the study was to determine measures to minimize the impacts of human activities on Alestes baremoze species on Albert Nile, in Uganda. Qualitative and quantitative designs were used to determine human impacts on Alestes baremoze on Albert Nile. Respondents were, selected using simple random method. Data was collected using questionnaires and key informant interviews. Chi square test was used to compare variables. It was found out that youth contributed to the destruction of Alestes baremoze significantly (P:'. S0.013) and men (78%) were mote actively involved in fishing than women on Albert Nile. Based on the findings, it is recommended that Alestes baremoze should be included among fish species that are regulated by the Ugandan law since it is facing a serious threat of depletion. There should be affirmative action taken to involve youth fishermen in the conservation of fisheries resources.
Universal Secondary Education Capitation Grants And Performance Of Private Secondary Schools In Lira City
(Gulu University, 2023) Yon Teddy Bovine
The study was conducted to examine the contribution of USE Capitation Grants on the Performance of Private Secondary school in Lira City. The study was conducted because of the report which affirms that due to lack of continued USE Capitation Grants, it has led to the closure of some private secondary schools under the Public Private Partnership (PPP) while others are limping towards their closure or sell off due to the schools’ inability to provide Funds for its operation and infrastructural development which was taken care of by USE Capitation Grants. The study population was 88 people, and the sample size was 72 people, which was chosen using purposive and simple random sampling. The study used cross sectional and correlational design, the overall response rate of 88.31%. Key findings USE capitation grants covered tuition fees, and scholastic materials, the finding revealed that USE capitation grants covered tuition fees, and scholastic materials. With regards to level of performance, USE capitation grants on the level of students enrollment, the average results indicated high level of students enrollment (x= 4.30, s = 0.73), USE capitation grants on the level of staff retention, the average results indicated high level of staff retention (x= 3.48, s = 1.11) and USE capitation grants on the level of infrastructural development, the average results indicated very high level of infrastructural development (x= 4.1961, s = 0.7605). The findings show that there is a strong significant correlation between USE Capitation grants and performance of private secondary schools in Lira city (r= 0.800, p < 0.01). The study concluded that there is USE capitation grants covered tuition fees, and scholastic materials, there is very high level of Performance of Private Secondary Schools and a strong significant correlation between USE Capitation grants and performance of private secondary schools in Lira city. The study, therefore, recommends that the private secondary schools should set up income generation project within the schools for example piggery, mushroom growing projects amongst others to help diversify their sources of income, Government should allocate some money [Grants] to support the private secondary schools and also sensitize the public about the withdrawal of USE grants from the private secondary schools.