Department of Educational Management and Administration

Permanent URI for this community

http://localhost:4000/handle/20.500.14270/419

Browse

Browsing Department of Educational Management and Administration by Subject "Uganda"

Now showing 1 - 7 of 7
  • Thumbnail Image
    Item
    Funding and Support Supervision under Universal Primary Education
    (Journal of Education and Practice, 2021-09-30) Okello, Nicholas Gregory; Kidega, Phonic Onekalit; Lamaro, Gloria
    Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.
  • Thumbnail Image
    Item
    Funding and Support Supervision under Universal Primary Education
    (Journal of Education and Practice, 2021) Okello, Nicholas Gregory; Kidega, Phonic Onekalit
    Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.
  • Thumbnail Image
    Item
    Funding and Support Supervision under Universal Primary Education
    (Journal of Education and Practice, 2021-09-30) Okello Nicholas Gregory; Onekalit Phonic Kidega; Lamaro Gloria
    Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study, and simple random sampling was used to select the teachers, while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, and the level of support supervision is also low. However, funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools are attributed to the low status of funding under UPE schools in Nwoya district. Uganda.
  • Thumbnail Image
    Item
    Implications of climate change on grain yield of sorghum and millet over selected areas in Uganda
    (2023-10-28) Bamutaze, Y,; Nsengiyunva, M,; Oriangi, G
    Climate change undoubtedly raises serious productivity and livelihood challenges in Uganda’s socio-ecological sys tems, which are dominated by smallholder farmers practising rainfed agriculture. While sorghum and millet are some of the key food security crops in Uganda’s socioecological systems, they have received suboptimal attention with re spect to how they will be affected by climate change. In this study, we investigated patterns of climate change and its effect on yields of sorghum and millet in Soroti and Gulu areas of Uganda on a medium timescale of up to 2040. Downscaling and projections of future climatic conditions up to 2040 was undertaken using the PRECIS Model fo cussing on rainfall and temperature. Projected daily temperature and rainfall conditions were incorporated into Aqua Crop and Penman Grindley Soil moisture balance model to simulate sorghum and millet yields for Soroti and Gulu, respectively. Results shows projected rainfall increase in Soroti, while for Gulu, a slight decrease is anticipated by 2040. In Soroti, sorghum yields are expected to respond positively to rainfall with yields increasing by up to 35% by 2040. The highest increments are second season (SON) in comparison to the first season (MAM) crops. Millet will experience dismal changes in yields 2.6%, which are projected to be negative, but tending towards red as the short rains (SON) increased. Surprisingly, there was a decline in the annual minimum and maximum temperature of 0.3 oC and 1.0 oC, respectively. More attention needs to be paid to stabilizing millet production including optimization of water use.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Institutional Policy for Community Transformation Activities by Disciplinary Fields in Ugandan Universities: Case Study of Gulu University
    (Research Gate, 2018-06) 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.
  • Thumbnail Image
    Item
    Towards a Typology of Activities for Community Transformation: Case Study of Gulu University
    (INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH AND KNOWLEDGE, 2018-06) Ofoyuru,Denis Thaddeus; Bisaso,Ronald; Muwagga,Muwagga Anthony
    More than ever, pressure is being brought to bear on universities to contribute directly to societal transformation. However, research about this phenomenon in Africa is rare. The objective of the study was to explore activities for community transformation by disciplinary fields in Gulu University, in northern Uganda. We sought to understand how community transformation activities manifest in disciplinary fields in Gulu University through a qualitative case study. Twelve senior faculty and three top managers constituted the sample. We collected data using in-depth interviews and documents check; and analysed thematically. Findings reveal inter- and intra disciplinary asymmetry and variation; and functional asymmetry in activities for community transformation by disciplinary fields. We conclude that the overall state of community transformation is fragile. A mutli- and inter disciplinary approach to activities for community transformation is proposed.