Browsing by Author "Okumu, John Bismarck"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Mentoring Feedback to Support Teaching: Changes in Teacher’s Practice in Government Aided Secondary Schools in the Acholi Sub-Region
    (Creative Education, 2022-04-25) Okumu, John Bismarck; Ogwang,Tom Henry; Opio, George; Kilama Teddy Ajok
    This article presents changes in practices of teachers in government aided secondary schools in the Acholi Sub-region taking part in mentoring feedback to improve teaching processes. Data was collected using questionnaire survey, interviews and documentary analysis with teachers, Director of studies, Deputy head teachers, Head teachers. Results describe that quality mentoring feedback is a significant contributor to professional and academic success as this helps mentors share professional experiences at different stages of teachers’ career. The study concluded that mentoring feedback improves teacher practices and further helps them to learn new activities which maintain their relevance in the contemporary world. The study recommends that mentoring guidance should focus on giving feedback, social interaction, instructional practices and clarity in teaching that have direct measurable impacts on students learning.
  • Thumbnail Image
    Item
    Universal Primary Education in East Africa: Globalisation and Local Enactment
    (The Oxford Handbook of Education in Africa, 2026-07-23) Ogwang, Tom Henry; Okumu, John Bismarck; Opio, George; Oriange, George
    Universal Primary Education (UPE) was launched in Uganda in 1997, Tanzania in 2001, and Kenya in 2003, marking their actualisation of Education for All’s (EfA) globalisation of primary education. This chapter investigates EfA’s reform of UPE in partnership with the three East African countries, premised on the following question: What underlined EfA’s globalisation of UPE in East Africa? What entailed UPE’s local enactment, and why did the reforms succeed or fail? It combines an in-depth literature review, secondary document analysis, and a case study of two UPE schools in Uganda. The ndings reveal that in globalising UPE, EfA advocated four policy technologies: top-down performance management, competition and contestability, choice and voice, and capability and capacity to standardise primary education. In alignment with EfA, the East African countries enacted performativity, liberalisation, universalisation, and reprofessionalisation of teachers. Owing to contextual imperatives, they prudently recontextualised the policy technologies. Uganda chose gradual universalisation with four children per household, Kenya opted for deconcentration instead of decentralisation, while Tanzania opted for gradual liberalisation leading to hybridity. Contrary to their intended goals, the reforms have culminated mainly in rst-order changes, such as high gross rather than net enrolment. This study argues that reform implementers should respond to contextual conditions to offset their confounding effects.