Department of Curriculum Studies, Education Technology and Media

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    The Contributions of Mentoring on Teachers’ Effective Classroom Management Strategies in Government Aided Secondary Schools in the Acholi Sub-Region
    (Journal of Education and Practice, 2019) Okumu,John.Bismarck; Kaggwa,VictoriaTamale; Wafula,Scott.Wycliffe
    The study investigates the extent to which mentoring services improve on teachers’ instructional processes in government aided secondary schools. Teacher effectiveness requires concerted effort and interventions to change the way teachers conduct their teaching. The research used cross sectional survey and mixed methods. Questionnaires and interviews were used to collect data. Data was collected from 462 secondary school teachers and school administrators and analyzed using descriptive statistics and Chi-Square frequency. The results statistically significantly suggested that teachers are able to supervise and control learners during class activities as a result of mentoring services (M = 4.40). The study findings statistically significantly suggested (M =4.32) that teachers have acquired skills of controlling learners’ behaviours in the class as a result of mentoring services. It was also statistically significantly suggested (M= 4.25) that teachers acquired skills of controlling noise as a result of mentoring services. The findings through quantitative methods revealed that mentoring influence teacher effectiveness in government aided secondary schools. However, findings through qualitative methods revealed that Mentoring does not have any influence on teacher effectiveness. Findings through documents checked revealed that mentoring activities are not documented meaning no mentoring services in the schools. Mentors have not had formal training in mentoring, they have no mentoring skills. This is why teachers do not effectively manage their classroom and students’ performance remain poor. The study suggests that Ministry of Education and Sports should be empowered to regularly organize appropriate training for teachers and school administrators to scale-up teachers’ awareness and skills in mentoring to help improve on teachers’ instructional processes in government aided secondary schools
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    Vocational Education and Training for African Development: Reviewing the Past: A literature review
    (Routledge (Taylor & Francis), 2019) Monk, David; McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila; Openjuru, George Ladaah; Russon, Joaana
    Offers a comprehensive review of historical VET policy models across Africa, tracking transitions from post-colonial industrial models to modern sustainability frameworks.
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    Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers
    (wiley, 2020) Monk, David; Nyirumbe, Rosemary; Pia Okecha, Esther
    Explores primary teachers' perspectives in Northern Uganda on decolonizing literacy instruction by centering indigenous mother-tongue instruction alongside English learning
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    Compounded exclusion: Education for disabled refugees in Subsaharan Africa
    (Frontiers in Education, 2020) Walton, Elizabeth; McIntyre, Joanna; Awidi, Salome; De Wet, Nicole; Dixon, Kerryn; Monk, David; Madziva, Roda; Chamunogwa, Nomakwezi
    Examines how structural displacement and bodily impairment intersect to cause compounded exclusion for disabled refugees across Sub-Saharan African educational settings
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    When the guns fell silent: Poets 4 change and research for a sustainable future
    (UTS ePRESS, 2020) Monk, David; Odoch, Martin; Ongom, Simon; Nono, Denis; Loum, Constantine; Openjuru, George Ladaah
    a research article that demonstrates community based participatory action research through research cases of the Gulu Knowledge 4 Change hub.
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    Intermezzo: Lifelong Learning Café’s and youth aspirations in Gulu
    (Groningen University Press, 2020) Monk, David
    A reflective chapter on the implementation of Lifelong Learning Cafés in Gulu, demonstrating how informal participatory dialogue spaces foster youth agency, community healing, and aspirational goal-setting
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    Embracing Love as an educational force in the Anthropocene
    (EEASA / AJOL, 2021) Monk, David; Hammond-Todd, Michael
    A think-piece proposing love, relational care, and ecological empathy as vital educational forces necessary to counter eco-anxiety and environmental degradation in the Anthropocene epoch.
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    Conceptualising Regional Skills Ecosystems: Reflections on Four African Cases
    (wiley, 2021) Wedekind, Volker; Russon, Joanna; Ramsarup, Presha; Monk, David; Metelerkamp, L; McGrath, Simon
    Synthesizes empirical case studies from South Africa and Uganda to develop a regional skills ecosystem framework suitable for African political economies
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    Gender and education in Uganda
    (Oxford University Press, 2021) Monk, David; Davidson, Maria del Guadalupe; Harris, John
    This entry provides a historical and socio-political analysis of gender and educational access in Uganda, highlighting policy shifts, structural inequalities, and post-conflict grassroots interventions in Northern Uganda.
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    Learning Informally: A Case for Arts Learning in Vocational Education and Training in Uganda
    (IUPUI Arts and Humanities Institute, 2022) Monk, David; Ladaah, Openjuru Godwine; Sanford, Kathy; de Oliveira Jayme, Bruno; Openjuru George2
    Argues for integrating arts-based informal learning methodologies into formal VET programs in Uganda to boost creativity, problem-solving, and civic engagement among youth
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    Learning with digital portfolios: Teacher candidates forming an assessment identity
    (Society for Teaching and Learning in Higher Education, 2022) Hopper, Tim; Sanford, Kathy; Hong, Fu; Monk, David
    Investigates how pre-service teachers develop their professional assessment identities using digital e-portfolios, highlighting reflective learning and formative assessment practices.
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    Learning informally: A case for arts in vocational education and training in Uganda
    (2022-06-22) LADAAH OPENJURU, GEORGE; SANFORD, KATHY; DE OLIVEIRA JAYME, BRUNO; MONK, DAVID
    This paper advocates for the inclusion of the arts in vocational learning programs in Uganda, as an integrated form of holistic learning oriented towards empowerment and entrepreneurship. Using community-based research in the context of vocational education and training (VET), our data emerged from open-ended interviews, focus groups and youth-led radio talk shows with stakeholders from public and private sectors, instructors, artists, NGO’s. Three significant themes arose from the data collected. Firstly, the pathways available to learners to become artists are limited by neoliberal and technicist orientations towards education. Secondly, there are significant potential opportunities and interests. Secondly, there is a thriving informal youth-led arts community in northern Uganda, which thirdly, without ways for learners to generate income, they are not able to devote their time to learning through the arts, and their artistic endeavours are not recognized as important skills in their communities or in society. We demonstrate that there is a vibrant space in the informal sector of arts, that if supported could become important and much needed sectors Uganda.
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    Social Ecosystem for Skills Research: Inclusivity, Relationality and Informality
    (Bristol University Press, 2023) Metelerkamp, Luke; Monk, David
    Eighty per cent of Africans work in the informal economy. This chapter considers the highly informal, unregulated and often marginalized contexts that form the majority experience of living, working and learning. Situating the praxis of horizontal learning within these very normal contexts of informality demands renewed analysis into the questions of how horizontal learning is facilitated, by whom, with what resources, and why. This is explored through two empirical case studies offering distinct lenses on the informal sector. In Gulu, the current dynamics of learning and inclusion among informal traders and community initiatives are considered. In Alice, South Africa, the chapter reflects on efforts by formal institutions to support expansive informal learning through food-growing initiatives.
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    The gendered post conflict city: Possibilities for more livable urban transformations in Gulu, northern Uganda
    (Routledge (Taylor & Francis), 2023) Monk, David; Harris, John; Komakech, Daniel; Davidson, Maria Del Guadalupe
    Examining post-conflict urban development in Gulu, this article analyzes gendered spatial experiences and advocates for inclusive urban planning models centered on safety, care, and livelihood support for women
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    Designing the Future: Youth innovation, informality and transformed VET
    (EEASA / African Journals OnLine (AJOL), 2023) Monk, David; Adrupio, Scovia; Akite, Irene; Muhangi, Sidney
    Investigating youth-driven informal innovations in Northern Uganda, this paper explores how VET systems can adapt to recognize and nurture grassroot climate adaptation and informal technical skills.
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    Revisiting VET research paradigms: Critical perspectives from the South
    (Routledge (Taylor & Francis), 2023) Monk, David; Metelerkamp, Luke; Molebatsi, Palesa; McGrath, Simon; Adrupio, Scovia; Openjuru, George Ladaah; Robbins, Glen; Tshabalala, Thembinkosi
    Reflecting on a large multi-site project in Uganda and South Africa, this article critically evaluates conventional human capital models of VET research and proposes Southern-led paradigms centered on social justice and ecological sustainability.
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    TVET discourse in Uganda: Policy and literature
    (Network for International Policies and Cooperation in Education and Training (NORRAG), 2023) Muhangi, Sidney; Monk, David; Adrupio, Scovia
    A policy-focused analysis reviewing TVET discourses in Uganda, highlighting gaps between official climate change education frameworks and practical skill delivery in informal sectors.
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    Engaging in a Movement of Cognitive Justice at the Gulu University K4C Hub, Uganda
    (Brill, 2023-01-01) Monk, David; Aber, Gloria; Lamwaka, Alice Veronica; Odoch, Martin; Openjuru, George
    In this case study, the Gulu University Knowledge for Change Hub located in Northern Uganda reflects on the possibilities of knowledge pluralism, relationships and power in the work done by the hub, and shares some lessons that were learnt from engaging in a movement of cognitive justice. The research for this case was conducted using a collaborative community-based approach that included active participation of all hub members in the formulation of research questions, data collection, and analysis. In this type of approach, the documentation of the process and dissemination activities becomes part of the data collected, which is then used to inform future direction and activities for the hub. The research therefore fits into the reflexive and ongoing process of the hub, and is useful for improving the praxis and goals to further knowledge democracy and solve local problems through community-based research.
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    Social Ecosystem for Skills Research: Inclusivity, Relationality and Informality
    (Bristol University Press, 2023-01-06) Metelerkamp, Luke; Monk, David
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    School External Factors and Teacher Effectiveness in Enhancement of Learners’ Academic Achievement of Government Aided Secondary Schools in Lira District, Uganda
    (Asian Journal of Education and Social Studies, 2023-06-02) Odit,Emmanuel; Okumu,John Bismarck; Lajul,Wilfred; Opio, George; Omara,Denis
    Objective: The objective of this was to establish a relationship between school external factors and teacher effectiveness in promoting learners’ academic achievement in government-aided secondary schools in Lira District, Uganda. Background: Teacher effectiveness centers on the teacher’s knowledge of subject matter, expertise and resourcefulness that enhance students’ academic performance. Effective teachers are expected to clearly spelling out the learning outcomes to focus learners on the learning goals; make the content as clear as possible and builds on existing knowledge of the learners; engaging learners in activities during the teaching and learning process; and display of high level of enthusiasm that reflects professional competence and confidence. The initiatives by the government of Uganda to improve teacher effectiveness seems to be futile in most upcountry Districts , Lira inclusive as Uganda National Examination Board (UNEB) reported poor academic performance of learners in National Examination in most of the Northern Uganda Districts including Lira which is an indicator of teacher ineffectiveness. It is based on this context that this study explored the effects of school external factors on teacher effectiveness in promoting learners’ academic achievement in government-aided secondary schools in Lira District, Uganda. Methodology: The study employed a mixed research approach, using correlational research design. Study participant; head teachers, District Education Officer (DEO) and District Inspector of schools (DIS) were sampled purposively whereas teachers were identified using simple random sampling technique. Data were collected using interviews and questionnaires. Pearson's productmoment correlation coefficient (r) was used to determine the association between the study variables whereas multiple linear regression analysis was used to determine the degree of predictability between the study variables. The researcher used thematic analysis to analyzed qualitative data. Results: The study revealed a strong positive association between school external factors and teacher effectiveness in the promoting learners’ academic achievement in government-aided secondary schools in Lira District (r= 0.756, P<0.05). the study further revealed that school external factors significantly account for the teacher effectiveness in the promotion of learners’ academic achievement in government-aided secondary schools in Lira District , although it account for only 55.6% (R2 = 0. 572, p<0.05). The qualitative interviews held with the head teachers, District Education Officer, and District Inspector of schools also showed that school external factors influenced the teachers’ effectiveness in promoting learners’ academic achievement in governmentaided secondary schools in Lira District. Conclusion: The study revealed a strong positive significant correlation between school external factors and teacher effectiveness in the promoting learners’ academic achievement in governmentaided secondary schools in Lira District. This implies that any change on the school external factors causes a positive or negative shift on teacher effectiveness in the promoting learners’ academic achievement. Therefore, we recommend the government and policy makers and external supervisors should strike a balance between school external factors and teacher effectiveness in order to improve learners’ academic achievement. There is also need to replicate this study in tertiary institutions of learning.