Faculty of Education and Humanities

Permanent URI for this community

http://localhost:4000/handle/20.500.14270/3

Browse

Now showing 1 - 20 of 68

Christianity and rural community literacy practices in Uganda
(Blackwell Publishing,, 2007) Openjuru, George Ladaah
In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private, using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
An examination of the difference between the contents of the FAL literacy curriculum/primers used in Uganda and everyday literacy practices in rural community life.
(Journal of Research and Practice in Adult Literacy, 2007) Openjuru, George
Adult literacy learning programmes in Uganda and, I believe, in most African countries, are largely driven by national and community development concerns (see Carr-Hill et al., 2001; Fiedrich & Jellema, 2003; Wagner, 1995). These concerns are informed by the dominant theories of literacy. However, how the content of adult literacy learning programmes relates to literacy uses in everyday life is often taken for granted when developing adult learning programmes. In this article, I used the Uganda Functional Adult Literacy [FAL] programme as a case study, to show the difference between the content of the FAL curriculum/primer and what rural people read and write in their everyday life in Uganda‟s rural community life. I then recommend a social practices or the real literacy approach to adult literacy education as a better alternative that can reconcile literacy learning and literacy use in rural community life, and help the learner to make the connection between what they are learning in the literacy classes and the literacies that goes on outside the classrooms.
Traditional Gender Roles and the Management Performance of Female head Teachers of Primary Schools in Gulu District
(Gulu University, 2008) Adimola, Amongi Margaret
Strategies of Managing Student Discipline in Secondary Schools in Gulu District, Uganda
(International Journal of current research, 2011-10) Denis Thaddeus Ofoyuru; Lawrence Too-Okema
The issue of student discipline is a pervasive and constant challenge. Secondary schools in Gulu District have also suffered alarming deterioration in student discipline in the past decade. This study aimed at establishing relationship between school ownership and strategies of managing student discipline in Gulu District with specific objectives of identifying strategies used in managing student discipline. Cross-sectional parallel sample survey design was used in the study with both qualitative and quantitative orientation. Target population consisted of headteachers, teachers and students with 377 respondents sampled. Questionnaire survey and key informants interview were used as techniques; interview guide and questionnaires as research instruments for data collection respectively. Data were analysed using Statistical Package for Social Sciences (SPSS). Frequencies and percentages were used. The results showed that strategies of managing student discipline in secondary schools in Gulu district included rewards, punishment, communication, and counselling. The researchers concluded that strategies of managing student discipline in secondary schools in Gulu District include rewards, punishment, communication and counselling and both faith-based and non faith-based schools in Gulu district use similar strategies of managing student discipline. Recommendations were made that policies on discipline management be streamlined, implementers should balance all the strategies and researchers should delve further into each strategy of managing student discipline.
Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
(Greener Journal of Agricultural Sciences, 2013-05-29) Nuwategeka,Expedito; Ayine,Robert; Ofoyuru,Denis Thaddeus
The study was conducted in Busoro Sub County in Kabarole District to assess the physical and economic suitability of the land for Tea, Maize and Bananas. Physical suitability was evaluated using a soil map of the study area. Soil types with their parameters of Cation Exchange Capacity, base saturation, pH, organic matter, nitrogen, potassium, and phosphorous were studied. The climate of the area was studied using annual monthly rainfall and temperature values for the area for more than thirty years. Production costs, market prices and annual yields per hectare for tea, maize and bananas were computed. Using Net Present Value approach, the economic suitability of each crop was computed. The economic and physical parameters were entered into a model built in Automated Land Evaluation System (ALES) software using the decision trees. Overall suitability evaluation results were produced for each of the respective crops. The results of the study indicated that different soil types (management units) had varying suitability among the three crops. Tea registered higher overall economic suitability followed by Bananas and then Maize. However, Bananas presented a higher overall physical suitability on all soil types followed by Tea and Maize. The study recommends conducting a mini agro-ecological zonation in planning and decision for maximum utilization of the land resources for a potential LUT is an important tool in ensuring improved agricultural livelihoods and household income.
Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
(Greener Journal of Agricultural Sciences, 2013-05-29) Expedito Nuwategeka; Robert Ayine; Denis Thaddeus Ofoyuru
The study was conducted in Busoro Sub County in Kabarole District to assess the physical and economic suitability of the land for Tea, Maize and Bananas. Physical suitability was evaluated using a soil map of the study area. Soil types with their parameters of Cation Exchange Capacity, base saturation, pH, organic matter, nitrogen, potassium, and phosphorous were studied. The climate of the area was studied using annual monthly rainfall and temperature values for the area for more than thirty years. Production costs, market prices and annual yields per hectare for tea, maize and bananas were computed. Using Net Present Value approach, the economic suitability of each crop was computed. The economic and physical parameters were entered into a model built in Automated Land Evaluation System (ALES) software using the decision trees. Overall suitability evaluation results were produced for each of the respective crops. The results of the study indicated that different soil types (management units) had varying suitability among the three crops. Tea registered higher overall economic suitability followed by Bananas and then Maize. However, Bananas presented a higher overall physical suitability on all soil types followed by Tea and Maize. The study recommends conducting a mini agro-ecological zonation in planning and decision for maximum utilization of the land resources for a potential LUT is an important tool in ensuring improved agricultural livelihoods and household income.
Quality Benchmarks and the Management of Massification in Science-Based Faculties at Gulu University
(Gulu University, 2014-01) Lam-Lagoro James
The study addressed the management of massification in the Science-based Faculties at Gulu University guided by the National Council for Higher Education Quality Benchmarks. The study used the single-case study and parallel sample cross-sectional survey design. It covered three science-based departments: Human Anatomy, Computer Science and Bio-Systems Engineering. 294 respondents participated in the study out of the 417 targeted. The sampling techniques used were purposive, random and stratified. Data collection instruments included closed ended structured questionnaires, oral interview schedules, direct observation guide, focus group discussion guides and the archival record guides. Raw data was presented and analyzed by use of descriptive statistics. Major findings indicated that the science-based faculties at Gulu University are experiencing massification: Increasing students’ enrolment against insufficient educational resources, inadequate and un-customized infrastructure, large students to lecturer ratio and unplanned diversification of programmes. In light of the findings therefore, the study recommends that Science-based faculties at Gulu University should draw their development plans mindful of the National Council for Higher Education’s (NCHE) quality standards in order to address massification tendencies in the University. It further recommended that the University Management must tally students’ enrolment commensurately with improvement in the education resources, facilities and infrastructure. The study suggested that further research needs to be carried out in the Universities, to determine how the challenges posed by massification can be addressed and turned into opportunities. Finally it opined that massification should be studied from the perspective of Corporate Management especially with regards to infrastructural planning, education resource allocation and funding.
Perceptions on remunerations and turnover intentions in public universities in Uganda
(International Journal of Development Research, 2014-10-09) Okello, Nicholas Gregory; Lamaro, Gloria
Introduction: One of the biggest challenges many Public Universities worldwide and more so in developing economies will continue to face is the accelerated academic staff turnover intention due to pay inadequacy. The increasing level of academic staff attrition in Public Universities worries the quality of higher education if corrective measures are not employed. Objective: This research set out to investigate the academic staff perception regarding remuneration and turnover intension in Public Universities. Methods: A cross-sectional survey design was used and the study adopted a quantitative approach. A sample of 134 (105 males and 29 females) full time academic staff were randomly drawn from Gulu University. Results: The study established that academic staff perception regarding remuneration at Gulu University was low. Further, the key challenges facing academic staff regarding remuneration at Gulu University were delays in payment of basic salary and allowances as well as the unmatched salary scale and allowances with academic qualifications and experiences.
Perceptions on remunerations and turnover intentions in public universities in Uganda
(International Journal of Development Research, 2015-01-31) Okello, Nicholas Gregory; Lamaro, Gloria
Introduction: One of the biggest challenges many Public Universities worldwide and more so in developing economies will continue to face is the accelerated academic staff turnover intention due to pay inadequacy. The increasing level of academic staff attrition in Public Universities worries the quality of higher education if corrective measures are not employed. Objective: This research set out to investigate the academic staff perception regarding remuneration and turnover intension in Public Universities. Methods: A cross-sectional survey design was used and the study adopted a quantitative approach. A sample of 134 (105 males and 29 females) full time academic staff were randomly drawn from Gulu University. Results: The study established that academic staff perception regarding remuneration at Gulu University was low. Further, the key challenges facing academic staff regarding remuneration at Gulu University were delays in payment of basic salary and allowances as well as the unmatched salary scale and allowances with academic qualifications and experiences.
Motivations for participation in higher education
(International Journal of Lifelong Education, 2016) Peace Buhwamatsiko;, Tumuheki,; Jacobus;, Zeelen; George L., Openjuru
ABSTRACT The objective of this qualitative study was to establish motivations for participation of non-traditional students (NTS) in university education. The findings are drawn from empirical data collected from 15 unstructured in-depth interviews with NTS of the School of Computing and Informatics Technology at Makerere University, and analysed with the aid of qualitative data analysis software ATLAS. ti. Three major findings were established: (1) motivations were found to be multiple, multifaceted and varied for each individual; (2) the sociocultural context of the African society including societal perceptions of university education were found to be the major factor shaping motivations of NTS to upgrade their educational qualifications; and (3) most motivations were found to be extrinsic in nature rather than intrinsic and based more on push rather than pull factors. Yet, although the demand for university education is increasing, life beyond university can no longer guarantee some of the anticipated rewards such as employment and its related benefits. It therefore becomes important that the purpose of education within universities in Africa is directed towards achieving development of the whole human being. In this way, a graduate’s capacity to function will not be seen only in the economic and professional life, but also in other spheres of life.
Motivations for participation in higher education
(International Journal of Lifelong Education, 2016-03-28) Jacobus, Zeelen; George L., Openjuru; Tumuheki, Peace Buhwamatsiko
The objective of this qualitative study was to establish motivations for participation of non-traditional students (NTS) in university education. The findings are drawn from empirical data collected from 15 unstructured in-depth interviews with NTS of the School of Computing and Informatics Technology at Makerere University, and analysed with the aid of qualitative data analysis software ATLAS. ti. Three major findings were established: (1) motivations were found to be multiple, multifaceted and varied for each individual; (2) the sociocultural context of the African society including societal perceptions of university education were found to be the major factor shaping motivations of NTS to upgrade their educational qualifications; and (3) most motivations were found to be extrinsic in nature rather than intrinsic and based more on push rather than pull factors. Yet, although the demand for university education is increasing, life beyond university can no longer guarantee some of the anticipated rewards such as employment and its related benefits. It therefore becomes important that the purpose of education within universities in Africa is directed towards achieving development of the whole human being. In this way, a graduate’s capacity to function will not be seen only in the economic and professional life, but also in other spheres of life.
Extent of Institutional Autonomy in Determination of Content and Quality of University Education in Uganda
(Sciedu Press, 2016-06-17) Ofoyuru,Denis Thaddeus; Lukwago,Rashid; Kimoga,Joseph
Outcry about deplorable content and quality of university education in Uganda is widespread. Yet, studies about the same are rare. This paper explored the extent of institutional autonomy in the determination of content and quality of university education in Uganda. The political model of university governance was the guiding theory. Findings revealed that the government, the National Council for Higher Education, and universities determine the content and quality of university education. We conclude that partial institutional autonomy is inherent in the determination of content and quality of university education in Uganda. However, we recommend that universities should be accorded more institutional autonomy in order to achieve better content and quality of education suitable for national development.
The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda
(Taylor & Francis, 2016-07-14) Buhwamatsiko Tumuhekia, Peace; Zeelenb, Jacques; Openjuru Ladaah, George
Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants’ self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS’ university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.
Is Effective Teaching and Learning the Solution to Quality Management of Massification in Science-Based Faculties? A case of Gulu University, northern Uganda.
(Merit Research Journal of Education Review, 2016-11) Lam-Lagoro, J; Ocitti, J. P; Neema-Abooki, P.
In higher education and in education generally, the quality of teaching and learning is paramount. Teaching and learning are key elements of any education system without which there is no legitimacy for any educational institution. In this research, quality teaching and learning of practical science discipline is the main focus against a backcloth of the rapid transformation sweeping the higher education sub-sector globally resulting into a situation of massification; where the ratio of educational resources and class numbers become incompatible, giving rise to the poor quality standard (Mohamedbhai, 2008). Furthermore, massification is assumed results into stressful learning conditions for both the lecturers and learner, and the loss of quality and or lowering of standards. Using qualitative and quantitative research paradigms, the survey, single-case and parallel cross-sectional designs, this study was done involving 294 respondents out of the 395 sampled populations. The sampling techniques used were purposive, random and stratified. Data was collected through closed ended structured questionnaires, oral interviews, direct observations, focus group discussions and search into archival records. Analysis was by use of descriptive statistics. Major findings indicated that the quality of teaching and learning in the science-based faculties at Gulu University is eroding because of massification and can be mitigated by effective teaching and learning.
The influence of out-of-institution environments on the university schooling project of nontraditional students in Uganda
(Routledge- Taylor &Francis, 2018) Buhwamatsiko Tumuheki, Peace; Zeelen, Jacques; Ladaah Openjuru, George
Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants’ self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS’ university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.
Institutional Policy for Community Transformation Activities by Disciplinary Fields in Ugandan Universities: Case Study of Gulu University
(International Journal of Education and Research, 2018-06-06) Ofoyuru Denis Thaddeus; Bisaso Ronald; Muwagga Anthony Mugagga
Community transformation rhetoric by some universities is so unequivocal that one would expect such universities to have institutional policies informing disciplinary activities for the same. Studies focusing this area are glaringly sparse. We investigated how policies inform community transformation activities by disciplinary fields in Gulu University, a public university in Uganda. The study answered the question: how do policies inform community transformation activities by disciplinary fields in Gulu University? A qualitative case study using in-depth interviews and documents check was conducted. Fifteen members of academic and management staff constituted the sample. Findings reveal an institutional policy-disciplinary activity disjuncture. It is recommended that institutional policy should be developed to mainstream community transformation into activities by disciplinary fields in such a university that seeks to transform community to give the university a true community oriented stature.
SUPPORT FOR COMMUNITY TRANSFORMATION ACTIVITIES BY NON-ACADEMIC UNITS IN GULU UNIVERSITY
(International Journal of Higher Education and Research, 2018-09) Ofoyuru Denis Thaddeaus; Bisaso Ronald; Muwagga Anthony Mugagga
The critical role of universities in contributing to societal transformation in the modern knowledge economy has been underscored, but support by universities towards this cause seems underreported. This study investigated institutional support by non-academic units towards community transformation in Gulu University, northern Uganda. The objective was to explore how non-academic units support activities for community transformation in Gulu University. A qualitative exploratory case study based on the relativist ontology and constructivist epistemology was conducted. Senior faculty and top management constituted the sample. Data were collected using in-depth interviews from fifteen participants in the hard and soft applied disciplines and analysed thematically. Findings reveal that support for community transformation activities are two main folds: managerial and logistical,however they are routine and non-distinctive in outlook. We conclude that, non-academic units support community transformation activities in a weak and co-incidental mode. We recommend deliberate support for community transformation activities with designated structures in a university which declares a community oriented stance.
The Role of Religion in Written Language Maintenance and Shift in Uganda
(Multilingual Matters 2019, 2019) Openjuru, George Ladaah
The primary focus of this chapter is the ambivalent role of religion in language maintenance and shift in Uganda. This chapter draws its theo-retical framework from the work of Pauwels (2005) on language mainte-nance and shift. Indeed, Pauwels’ contribution is central to this area and provides a very good definition of language maintenance and shifts in the context of language contact. Furthermore, she considers factors and forces promoting both language maintenance and shift, relevant to the case of Uganda and the Christian religion. Basically, according to Pauwels (2005), both phenomena of language maintenance (LM) and language shift (LS) come about in the context of language contact. An outcome of this process is that one language may give way to the other as the domi-nant language. The contact of significance in this Ugandan language landscape was between European Christian missionaries and native Africans in Uganda. The missionaries introduced two aspects of language use: literacy, which contributed to language maintenance, and formal school education, which promoted the use of English in favor of local languages. The Christian missionaries created two powerful social institutions in Uganda: school and church. These two social institutions produced the conflicting forces of both LM and LS in the Ugandan language landscape, as I shall show in this chapter. Language use in this chapter will be con-sidered largely in terms of the written text (literacy) and to some extent spoken language as well. Religion, language, literacy and education have always been associated in Africa to the same degree as in other parts of the world. The three noted ‘Religions of The Book’ are Islam, Christianity and Judaism (Kapitzke,1999). Accordingly, religion, especially the Christian religion, through the activities of its missionaries, has done a lot in spreading alphabetic literacy in Africa (Venezky, 1999) and has triggered both LM, through the devel-opment of orthographies and printing in local languages, and LS, through the introduction of school education based on the use of English as the language of instruction and power in Uganda. Before going into a detailed discussion, it is important to look at the language context in Uganda. I will draw on the literature and also refer briefly to my field notes.
Disablers of Activities for Community Transformation in Regional Universities in Africa: The Case of Gulu University
(East African Scholars Publisher, Kenya, 2019-07) Denis Thaddeus Ofoyuru; Ronald Bisaso; Anthony Mugagga
The knowledge economy discourse underscores the role of regional universities in socio-economic transformation, however, a number of disablers tend to undermine these efforts unnoticed or at best taken for granted. We explored disablers for community transformation activities in regional universities in northern Uganda. Employing the case study design we drew sixteen participants from academic staffs and top management. We collected data using semistructured interviews from thirteen senior faculty and three top management members and analysed using thematic analysis based on in-vivo coding and pattern coding. Strained university-community relationship, theoretical teaching, and dearth of funding were implicated as the overarching disablers for community transformation. Requisite measures are recommended to surmount the existing disablers
Vocational education and training for African development: a literature review
(Informa-Taylor & Francis, 2019-11-05) McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila; Monk, David; Openjuru, George; Russon, Jo-Anna
The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, commu nities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorization of this new vision. They agree that the world is not made up of atomized individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labor markets and education and training systems have arisen, characterized by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

Browse

Browsing Faculty of Education and Humanities by Issue Date

Results Per Page

Sort Options