Dissertations / Theses on the topic 'Teachers – Uganda'

Includes bibliographical references (p. 280-295).
This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity.

Claims about the potential of Information and Communication Technology (ICT) to transform education in the less developed countries of the world abound. This qualitative case study, which took place at Bondo (pseudonym) Primary Teachers’ College (PTC) in Uganda, from April to December 2008, was guided by two specific research questions, (1) What is the relationship between ICT policy and educational practice in Uganda? (2) To what extent do teacher educators use ICT in their professional practice and what challenges do they face in developing digital literacy? To address question one, the researcher did a content analysis of the National ICT policies and held a key informant interview with the ICT minister in Uganda. In order to address question two, the researcher drew on data collected from a sample of six teacher educators using questionnaires, focus group discussions, online group discussions, and journal reflections. The study found that at policy level, Uganda has made significant progress in systematizing the integration of ICT in education. The introduction of ICT training programs in PTCs has received positive response from the teacher educators, who are eager to use ICT in their professional practice and to develop their digital literacy skills. However, the study established that the teacher educators only use ICT in their professional practice to a limited extent, due to factors such as limited Internet access points at the PTC and in their communities. Other challenges include inadequate training and lack of support for professional development, cultural constraints, and irrelevant materials from the Internet. Another major concern is that ICT initiatives in Uganda are geared more towards accessing global information than using ICT for knowledge production and wealth creation. It also emerged that ICT is still being used to perpetuate teacher-centered, examination-oriented, information-based teaching and learning in PTCs. The study concludes with a recommendation for more qualitative case studies on the possibility of incorporating ICT programs such as the e-Granary Digital Library, which do not rely on connectivity, as a basis for ICT and digital literacy skills development.

Research indicates that students perform better academically in schools with higher levels of trust than in schools with lower levels of trust. School leaders are primarily responsible for building cultures of trust but are often at a loss as to how to do so effectively. With the assumption that as perceptions of school leader trustworthiness improve, teachers will be more likely to place their trust in that school leader, this research seeks to clarify how Ugandan headteachers improve teachers' perceptions of headteacher trustworthiness. In particular, we examined how specific types of headteacher visibility related to teachers' perceptions of headteacher relational and competence trustworthiness. This qualitative research used grounded theory methodology to interpret and analyze the interview responses of 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings from this research suggest that teachers' perceptions of headteacher relational trustworthiness were strongly related to both the level of risk and formality of headteacher visibility. Additional findings suggest that perceptions of both headteacher relational and competence trustworthiness were influenced by differences in teacher and headteacher personal characteristics. The final finding indicates that certain types of headteacher visibility moderated the influence that teacher characteristics have on perceptions of trustworthiness. These findings can inform school leaders about how to more effectively improve teachers' perceptions of school leader trustworthiness. The grounded theory model presented will provide opportunities for further theory building and testing with respect to the relationship between school leader visibility and teachers' perceptions of school leader trustworthiness.

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual education in ten primary schools in Uganda. The primary aim of this study was to explore how teachers understand and manage the process of transitioning from mother tongue (MT) education to English as a language of learning and teaching (LoLT). In this study I used a multi-method approach involving questionnaires, classroom observations, follow-up interviews and note taking. Data was analysed using a theme-based triangulation approach, one in which insights gleaned from different sources are checked against each other, so as to build a fuller, richer and more accurate account of the phenomenon under study. This data was gathered firstly from teachers and classes in the first three years of formal schooling (P1 to P3) in order to understand the nature of multilingualism in the initial years of primary schooling and how teachers use MT instruction in preparation for transition to English-medium education that occurs at the end of these three years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the manner in which teachers handle transition from MT instruction in P4 and then shift into the use of English as LoLT in P5. The study has identified discrepancies between de jure and de facto language policy that exist at different levels: within schools, between government and private schools in implementing the language-in-education policy, and, ultimately, between the assumptions teachers have of the linguistic diversity of learners and the actual linguistic repertoires possessed by the learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect that transfer of skills from MT to English can take place after only three years of teaching English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers operate under circumstances that are not supportive of effective policy implementation. In addition, there is a big gap between teacher training and the demands placed on teachers in the classroom in terms of language practices. Moreover, teachers have mixed feelings about MT education, and some are unreservedly negative about it. Teachers’ indifference to MT education is partly caused by the fact that MTs are not examined at the end of primary school and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to all Ugandan children, and universally is offered only in English. The findings of this study inform helpful recommendations pertaining to the language-ineducation policy and the education system of Uganda. Firstly, there is a need to compile countrywide community and/or school linguistic profiles so as to come up with a wellinformed and practical language policy. Secondly, current language-in-education policy ought to be decentralised as there are urban schools which are not multilingual (as is assumed by the government) and thus are able to implement MT education. Thirdly, the MT education programme of Uganda ought to be changed from an early-exit to a late-exit model in order to afford a longer time for developing proficiency in English before English becomes the LoLT. Fourthly, government ought to make pre-primary schooling compulsory, and MT should be the LoLT at this level so that all Ugandan children have an opportunity to learn through their MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools, the language of examination and/or the examination of MTs will have to be reconsidered. In summary, several reasons have been identified for the mentioned discrepancies between de jure and de facto language-in-education policy in Uganda. This policy was implemented in an attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the policy and its implementation will need revision before this achievable aim can be realised as there is great difficulty on the teachers’ side not only in the understanding but also in managing the process of transitioning from MT education to English as LoLT.
AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer (TLO) verstaan en bestuur. Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3) ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en (ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die gebruik van Engels as TLO in P5 hanteer. Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook ‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig, en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word. Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys- beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys- beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word. Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na Engels as TLO te bestuur.
Ekisengejje (Luganda) Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu kusomera mu lulimi oluzaaliranwa okudda mu Lungereza. Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo, okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa. Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza. Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina, P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza mu kuyigira mu Lungereza mu P5. Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale, n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza. Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda. Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu, enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate. Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula

Leaders and policy makers in Uganda developed a national strategy of placing female administrators in traditionally male-dominated coeducational secondary schools in the belief that their vision would promote equitable education by changing gender regimes that play in schools. Gender regimes are patterns of gender arrangements that could disadvantage the education of boys or girls (Connell, 2002). The purpose of this study was to discover if female administrators perceived and had developed strategies to change gender regimes in their schools. Participants were 13 female administrators of government-supported coeducational mixed/day secondary schools in Kampala and Wakiso urban districts. Participants ranged in age from 37 to 59 years and in school experience from 12 to 32 years. Nine participants held masters' degrees and 4 were currently enrolled in masters' programs. All participants were members of a female organization. The investigator used qualitative methodology to collect and analyze data and to report findings. With each participant, the investigator engaged in an open dialogue and used a semi-structured protocol to conduct an interview that was recorded and transcribed. The investigator examined archival records and collected artifacts from each school. Data were analyzed emically with NVivo software to facilitate the iterative process of identifying and refining themes. Themes had to reach a threshold of 50% to be considered significant. The findings revealed that female administrators perceived gender regimes related to family culture, school culture, sexuality, and power and authority. All female administrators had developed strategies to change the gender regimes that disadvantaged girls' education. These perceptions and strategies indicated that gender regimes were part of the vision of female administrators, but insufficient evidence was collected to determine the degree they were part of their strategic goals. These findings are significant because if these female administrators can change the gender regimes at play in their schools, they will make a significant contribution to providing equitable education to their students. While these findings cannot be generalized, this work may help other educators gain a better understanding of the influence of gender regimes in their schools.

This case study investigated teachers’ perceptions of contextual influences on their instruction and student engagement on sexuality discourses within four selected schools in Kampala, Uganda. The question that guided the study was: What and how are the contextual factors as perceived by health education teachers in Uganda influencing classroom discourses on sexuality? The research is grounded within two relevant theoretical frameworks; constructivism and the conceptual change theory (CCT). Constructivism acknowledges that individuals have preconceived notions rooted in their social, cultural and historical backgrounds, and CCT enables teachers to develop strategies that allow learners opportunities to reexamine their preconceptions about phenomena with a view of aligning them with canonical science. Through a narrative methodological approach, teachers narrated their stories based on their lived classroom experiences. Data sources included researcher’s field notes, e-mail correspondences, semi-structured questionnaires, and audio recordings of the teachers’ narratives. The data corpus was analyzed following intense dialogic analysis procedures, which encompassed elements of thematic and structural analytical methods as well as other broad interpretive dimensions such as how talk among speakers is dialogically produced. The findings revealed that while there is some form of sexuality education in schools and while teachers are very enthusiastic about its implementation, it is largely constrained by a plethora of contextual factors. Four themes that best addressed the inquiry were identified: 1) Dilemmas around navigating conflicting social stances; 2) Competing dichotomies with regards to adolescent sex health provision; 3) Teachers’ inadequate training to play the envisioned roles as sexuality educators; and 4) Relegation of Sex Health Education (SHE) to extracurricular status undermines its value and potential. The teachers therefore have a steep task to continue searching for appropriate pedagogical approaches to diffuse these dilemmas. This thesis provides a nuanced approach to understanding the practical realities and complexities involved in designing a framework for SHE delivery in schools, and also suggests various approaches teachers can employ to bring about meaningful learning.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 255. Thesis director: Elizabeth Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 240-254). Also issued in print.

The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.

The purpose of this study was to qualitatively examine the possible formation of surrogate families within Ugandan schools to provide a context for positive development experiences, especially for orphans who lack positive development opportunities provided by parents. The sample for this study consisted of 66 Ugandan Secondary School students from eight schools in the Mukono district of Uganda. This study found a potentially widespread family formation pattern between students and their teachers/coaches. More than 75% of students self-identified their teacher and/or coach as family. The results provide insight concerning why orphans and vulnerable children are forming surrogate families with staff members at school. Teachers and coaches were able to offer the students positive developmental assets and were therefore identified as family.

This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical research conducted in two UPE case study schools in Uganda. The study was conducted in order to highlight the role of teacher agency in teachers’ professional practice and to analyse the ecological factors that contribute in shaping it, as well as its effects. The thesis begins with a description of the UPE curriculum in its global dimensions. It subsequently reviews the theoretical and empirical literature dealing with the role of teacher agency in the reform of curriculum under UPE, under the themes of ‘globalisation’, ‘teacher/biographical barriers to UPE reforms’, ‘contextual challenges of the reforms on teachers’, ‘teachers’ mediation of the reform challenges’ and ‘effects of the teachers’ mediation of reforms’. The study’s theoretical position draws on the critical realist philosophy of Roy Bhaskar and Margaret Archer, which guided the development a two-phased study design comprising of secondary document analysis using retroduction (Elder-Vass 2010; Edwards et al. 2014) in phase one and field work within the framework of Priestley et al.’s (2015b) ecological approach to teacher agency in phase two. The field work involved semi-structured interviews, observation and primary document analysis. The study established that the globalisation of UPE was driven by Education for All (EFA) under a neo-liberal agenda, which involved both structural and cultural reform. The structural reform has impacted UPE’s ecology through the evolution of a new ‘governance’ structure underpinned by partnership, decentralisation and performativity. Furthermore, it has involved access and inputs reform, which has been characterised by universalisation and the adoption of a partnership funding approach. Cultural reform has focused on curriculum and pedagogy. However, at the micro level of school/classroom practice, most of the reforms have resulted in ‘first order’ changes (Cuban 1998; Priestley 2011a), which are currently manifested by only partial success in absorbing the curriculum and pedagogy reforms, coupled with the continued lack of inputs. This is attributed, among others, to the responses of the teachers, or teacher agency. The study analysed the role of teacher agency in the case studies and concluded that it is widely manifested and is primarily driven by the practical-evaluative dimension, followed by the projective and iterational dimensions respectively. Furthermore, it has significant effects, which are both positive and negative. It therefore plays a significant role in the teachers’ professional practice, which needs to be acknowledged in educational planning. Finally, the study offered some recommendations and suggestions for further research.

This study is about intent and experience in a primary teacher education mentoring initiative in Uganda. The initiative’s intent was to extend teacher educators’ capacities, enabling them to improve primary education quality in all government schools across Uganda. The main research question was about how mentoring is understood in a mentoring programme to improve teacher education in Uganda. A framework is used map three constituencies: the expectations of the mentoring initiative originators as expressed through local documentation and the expectations and experiences in the initiative of mentors and co-ordinating centre tutors (CCTs). Semi-structured interviews were the main form of data collection and included twenty-eight CCTs who were based in one primary teachers college (PTC) in Eastern Uganda and fifteen international volunteer educators (mentors) based in separate PTCs across Uganda (recruited by an NGO, VSO). The study found that mentoring is interpreted in a range of ways within the mentoring programme. These interpretations affected both sides of the mentoring relationship to different degrees and at different points in the development of the initiative. Even with the broad parity in seniority and experience of CCTs and mentors, the operationalising of the initiative resulted in mentors leading (or facilitating) the mentoring relationship. Yet the acceptance of personal professional learning in CCTs is a key phenomenon if the work is to be sustainable. The areas of challenge were the expectations of the foreign volunteer educator mentor in the placement, the impact on motivation of intermittent funding and the negotiation of productive professional relationships.

This research entitled “Promoting digital literacy in African education: ICT innovations in a Ugandan primary teachers’ college” was guided by two research questions: (1) What role can digital technology and digital literacy play in improving teacher education in a rural Ugandan primary teacher’s college? (2) How has ICT policy impacted curriculum development in Ugandan education and classroom practice in two rural Ugandan primary schools? It took the form of a qualitative case study in which data were collected using classroom observations, individual interviews, focus group discussions, semi-structured questionnaires, artefacts and document analyses. Findings of the study suggest that technology has a major role to play in improving teacher education in a rural Ugandan primary teachers’ college. These included: enhancing the tutors’ identities; increasing the tutors’ resourcefulness; promoting team work among the tutors; promoting the integration of the local with the global to facilitate teaching and learning; and promoting teamwork and team spirit among the tutors. Further, the study found that the ICT policy had positively impacted curriculum development and classroom practices in the two rural Ugandan primary schools. However, the study revealed that the positive impact of ICT policy on curriculum development and classroom practices were being undermined by multiple factors, including: fragile ICT infrastructure in the villages; inadequate supply of electricity; lack of access to the Internet; and inadequate digital literacy skills among teachers. It therefore concludes that government should take appropriate measures to address these challenges for digital literacy to sustainably take root in Ugandan education. Further studies will need to be carried out to identify appropriate strategies through which these challenges can be addressed in order to achieve meaningful educational change in Uganda.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

The purpose of this study is to contribute, with knowledge of conceptions of male and female, to Ugandan preschools and to study in what ways gender norms in the Ugandan society are reflected and developed in the daily activity in preschools. The theoretical underpinnings used in this study are social constructive and inspired by Butler, Connell and Pearse among others. Reducing or reproducing gender norms is an ethnographic study based on observations at two Ugandan preschools located in the countryside of central Uganda. In addition to the observations, a small-scale content analysis of the curricular material has been made. The results highlight two factors contributing to doing gender in the preschool context: first the teachers’ actions, and secondly the structures and routines that characterized the Ugandan preschool. In the analysis of the study, it was found that teachers mainly contribute to doing gender through repetitive acts or by positive and negative reinforcement. The discussed structures and routines, which contribute to doing gender in the observed preschools, are the curricular material, songs used as tools for education, and the environment. In these areas, the results showed that girls and boys, women and men, are represented in gender-stereotyped situations. These stereotypes of how to act and behave properly, depending on their sex, are being mediated to the children through the pictures in the material.

This study examined the multilevel factors that influence mathematics and English performance on the Primary Leaving Examinations (PLEs) among primary seven pupils (i.e., equivalent to the United States [U.S.] 7^th graders) in Uganda. Existing student state test data from the Wakiso District were obtained. In addition, a newly created Teacher Quality Measure (TQM) was used to collect teacher data from the same district. Pupil data from primary seven (7^th grade) and the TQM data were analyzed via Rasch Analysis, Analysis of Covariance, and Hierarchical Linear Modeling to investigate the following two main objectives: (1) Developing a behavioral frequency measure of teacher quality for Ugandan teachers, (2) Examining the relationship between pupil-, teacher-, and school-level factors on pupil achievement on the PLEs in Uganda.

Specific to the first objective, it was found that a psychometrically sound measure of teacher quality can be developed. The results rendered a 38-question measure focusing on four domains: (1) Teacher Planning and Preparation, (2) Classroom Environment, (3) Teacher Instruction, and (4) Teacher Professionalism.

The second objective found that there are no significant differences between boys and girls on English achievement controlling for prior ability in English. However, there were significant differences between the sexes on mathematics achievement, with boys having higher scores. Additionally, the results showed that there is a significant relationship between student SES (i.e., boarding and day schools) and student achievement, with higher SES students (i.e., boarding schools) having higher achievement. It was also found that teacher TQM scores were a significant predictor of student PLE mathematics and English test scores, with higher teacher quality rendering higher student mathematics and English scores. There was also a significant difference between school types (i.e., urban and rural) on student achievement in mathematics, with rural schools (i.e., lower SES schools) having higher means compared to urban schools.

Future research should continue to define the network of relationships between pupil-, teacher-, and school-level factors and pupil achievement, and maintain the measure revision and validation process of the TQM. Assessment is becoming commonplace in the classroom in Uganda, and the need to examine the influence of the teacher on pupil achievement is in high demand. Results from this study can provide insight into the disparities involving sex, student SES, and school SES that influence pupil achievement in Uganda. The findings also support administrative demands for more efficient ways to monitor teacher quality, and in turn, meet educational standards and increase student achievement.

This was a comparative study of FAL and REFLECT'S adult literacy facilitator training processes in Uganda. It was based on the government's Functional Adult Literacy (FAL) programme, and Action Aid Uganda's (AAU) REFLECT Programmes.The purpose of this study was to: Find out the similarities and differences between the FAL and REFLECT facilitator training process. Establish how FAL and REFLECT facilitator training is organised. Establish how FAL and REFLECT facilitators are selected for training. Identify the teaching and learning materials used for training FAL and REFLECT literacy facilitators. Find out how the trained facilitators of FAL and REFLECT feel about the training and the approach they have been trained to use. Establish the kind of post training support arrangements provided for the trained adult literacy facilitators under FAL and REFLECT. These issues were all raised in the form of research questions and answered by the study. A qualitative research study was used to address the research questions. This included the use of focus group discussions, key informant interviews, questionnaires, direct observation and documentary analysis. The findings of this study are presented in chapter four under various headings applicable to both FAL and REFLECT. These are: the ideological view of literacy, selection of trainees and trainers, the training programmes, the training materials, funding for the training, employment arrangements after training, post training support arrangements, and evaluation of the training programme. From the findings, a general conclusion was drawn that the training processes of FAL and REFLECT were similar in the areas of organisation of the training programmes, selection of trainees, the sources of funding for the training programmes, deployment of trainees and evaluation of the training. Differences were found in the ideology which informs the two literacy approaches and therefore the training programmes for the literacy facilitators, the training methods and materials used and the post training support arrangements made for the trained literacy facilitators. The study concludes that the FAL and REFLECT literacy facilitator training is different. REFLECT has a better approach to training their literacy facilitators than FAL, although both approaches have many areas which should be improved for better training of their literacy facilitators. It was also noted that the differences between FAL and REFLECT occur in areas which are crucial for the success of a training programme and the performance of the trainees. This could explain the difference in the performance and effectiveness of the programmes using the two approaches. The recommendations call for serious attention to be given to the training of adult literacy facilitators to ensure that only qualified people are entrusted with the work of teaching adult literacy.
Thesis (M.Ed.) - University of Natal, Durban, 2002.

This study focused on examining distance education In-Service Teacher Education (INSET) programmes for the education of secondary school teachers in Uganda. The study traced the historical development of distance education, explored some of the theories underpinning it and related these to distance education in Uganda. In addition the study explored INSET programmes provided in Uganda through Distance Education since 1990. The study then focused on Makerere University’s Bachelor of Education (B.Ed) (External) Programme. This study explored issues related to the viability of distance education to meet the increasing demands of education in Uganda, factors impacting this growth, strengths and weaknesses of the teacher education programmes that have been run in the country since 1990 especially the B.Ed (External) programme and the possibility of integrating Information Communication Technologies (ICTs) in these programmes. To gather the relevant data, two instruments were used; questionnaires for students of B.Ed and Bachelor of Science (External), prospective students, tutors, managers and administrators of the B.Ed (External); an interview schedule for policy makers at the Ministry of Education and Sports, District Education offices, National Teachers’ Colleges and Primary Teachers’ Colleges. A total of 305 respondents participated in this study and they were drawn from different districts - Soroti, Tororo, Masindi, Mbarara, Kampala, Entebbe, Wakiso, and Mpigi - in the country. The data gathered was then analysed using descriptive and inferential statistics; and presented descriptively, in tables and graphs. The study established that distance education has a huge potential in Uganda but there are a number of factors that may be limiting the full realisation of this potential especially with regard to the running of science-oriented courses and with regard to meeting the practical demands of teacher education. However, with careful planning of the programmes, it is possible to effectively and efficiently provide any course. The study revealed a number of strengths and weaknesses in INSET programmes that have been run by distance education, and in the B.Ed (External) in particular. The specific areas included content, practical work; management and administration; study materials development and provision; student support; assessment and examination; and integration of ICTs in these programmes. To make these programmes much more effective and efficient, the study identified some strategies that could be used. Of particular note is the need to decentralise services and to put in place quality assurance mechanisms. Also, since ICTs occupy a central role in distance education programmes, the study explored the different ICTs that the B.Ed (External) stakeholders have access to, strategies of financing and making this technology more accessible, reasons for choosing a particular technology and the prerequisites that must be put in place for these to work. Furthermore, the study revealed that, in Uganda, access to the ICTs, is still a huge problem to students and staff of the B.Ed (External) programme. Personal ownership of the video, TV, computer and Internet is limited. Alternative ways especially collaborative ventures, and use of centres should therefore be utilised much more. Finally, a Framework for High Quality INSET Distance Education for Secondary School Teachers in Uganda was suggested. Makerere University can use this framework as the beginning of a restructuring and reorganisation process so as to ensure the B.Ed (External) achieves its objectives and produces high quality teachers.
Thesis (PhD)--University of Pretoria, 2005.
Education Management and Policy Studies
Unrestricted

Today, 1.2 billion adolescents stand at the challenging crossroads between childhood and the adulthood. Driven by a combination of biological, psychological and social forces, adolescence is a period of “stress and storm” for many adolescents predisposing them to risky behaviours with long term consequences. Adolescence is not only a time of vulnerability; it is also an age of opportunity for investment in sustained health and wellbeing through education and preventive efforts to help them navigate risks and vulnerabilities. Evidence-based sexuality education programmes are a cornerstone in reducing adolescent sexual risk behaviours and promoting sexual health. A qualitative, grounded theory study was undertaken to explore and describe experiences of adolescents, teachers and perceptions of parents of school-based sexuality education (SBSE). An indepth literature review through concept analysis on the phenomenon was conducted to assist the researcher with theoretical sensitivity and theoretical saturation. In-depth Individual interviews and focus group interviews were conducted to generate data. Interviews were audio-taped and transcribed by the researcher verbatim. The direct quotes of participants were coded and arranged into meaning units for analysis. A constant comparison method of data analysis was applied by following a Strauss and Corbin (1998) analysis process of open, axial and selective coding to analyse textual qualitative data until themes, categories and sub-categories were identified and developed. Data analysis revealed that adolescents benefitted from SBSE but the implementation of programme was undermined by challenges at national, institutional, community, family and individual levels enshrined in the physical. There were also challenging contextual factors at various levels that influenced the benefits of the SBSE. It is recommended that there is need to review the teaching and learning resources and to fully integrate sexuality education into the formal curriculum. The ministry of education in Uganda should take a leadership role in fostering engagement and participation of major stakeholders, particularly teachers, parents and other community groups in delivering school-based sexuality education that addresses the needs of the schoolgoing children
Health Studies
D. Litt. et Phil. (Health Studies)

This study focused on learners’ assessment practices in overcrowded classes in Kamwenge District, Uganda. Apart from a literature review, an empirical investigation based on qualitative and quantitative methods were used to collect data by the researcher at 4 primary schools in Kamwenge district so as to find answers to the research questions. The empirical findings elicited that all teachers agreed that assessment was useful to them and had a clear idea of what classroom assessment was all about. An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of learners’ assessment practices within their school contexts. There was a mismatch between what teachers said they do and what they practiced and this follows that the majority of teachers may have the theoretical knowledge of methods and tools used to assess learners but fail to translate it to classroom practice.
Educational Leadership and Management
M. Ed. (Educational Management)

Abstracts in English, Zulu and Xhosa
The study developed a management model to address burnout among teaching staff at private universities in Uganda. It examined the causes of burnout among teaching staff; explored the effect of prolonged stressors on burnout; and investigated the impact of burnout on the performance of teaching staff. A qualitative research approach with a case study design was followed. Lecturers (50), senior lecturers (40), faculty deans (25), and directors of teaching and learning and academic registrars (5) from five private chartered universities in central Uganda participated in the study. Participants were purposively selected to constitute multiple case studies. This study was ethically cleared by the research ethics committees of the University of South Africa (Unisa) and Gulu University. The Uganda National Council for Science and Technology subsequently permitted the adoption of an inductive thematic synthesis to analyse the qualitative data. Empirical data revealed that burnout among teaching staff had institutional causes such as: • conflicting directives • teaching staff’s need to accomplish tasks by a known deadline • delays in the issuance of teaching staff contracts • job insecurity • teaching staff’s incompetence due to skills gaps • limited teaching staff support leading to inadequacy • students’ disruptive behaviour • workload Interpersonal causes were: • unresolved family challenges • being overly ambitious • failing to progress academically • financial obligations • limited resources The study indicated that prolonged stress, such as stress caused by being part of a sub-quality product or having limited authority, leads to emotional burnout. Prolonged stress also leads to physical burnout, as was evident in the panic that ensued when payments were delayed after examination results had been submitted. Prolonged stress results in emotional exhaustion and behavioural challenges in the work environment. Participants reported the following: • limited autonomy • overload and pressure arising from deadlines • teaching staff incompetence • conflicts of responsibilities Empirical data revealed that burnout led to the following: • cognitive workplace deficiencies • emotional detachment • employee turnover • ineffectiveness • poor relationships Psychological burnout among teaching staff presented as unfriendliness towards students and poor student performance. A burnout management model was developed based on the findings of the study to address burnout among teaching staff at private universities. The model emphasises individual and institutional management strategies. Suggestions for further research were made.
Lolu cwaningo lusungule isifanekiso sokuphathwa ukwethulwa inkulumo ngokutubeka phakathi kwabafundisi ezimfundweni eziphakeme ezizimele e-Uganda. Luhlole izimbangela zokutubeka phakathi kwabafundisi; luhlole umphumela ongapheli wabacindezeli ekutubekeni; futhi luphenye umthelela wokutubeka ekusebenzeni kwabafundisi. Indlela yocwaningo yokuqoqa nokuhlaziya ngokocwaningo oluhleliwe yalandelwa. Abafundisayo (50), abafundisayo abakhulu (40), abaphathi bezigaba zemfundo ezimfundweni eziphakeme (25), kanye nabaqondisi bokufundisa nokufunda kanye nababhalisi bezemfundo (5) kusukela ezimfundweni eziphakame ezinhlanu ezizimele ezingaphansi kwesivumelwano sikahulumeni wesifundazwe enkabeni yase-Uganda zibambe iqhaza kulolu cwaningo. Ababambe iqhaza bakhethwe ngokwenhloso ukuze bakhe ucwaningo oluningi. Lolu cwaningo lugunyazwe ngamakomidi okuziphatha ngokwezimiso aseMfundweni Ephakeme yaseNingizimu Afrika (Unisa), kanye neMfundo Ephakeme yaseGulu. Umkhandlu kaZwelonke wezeSayensi noBuchwepheshe e-Uganda kamuva uvumele ukwamukelwa kokungenisa kwenhlanganisela yendikimba ukuhlaziya kokuqoqwa komniningwano. Umniningwano wezobuciko wembule ukuthi ukutubeka phakathi kwabafundisi kube nezimbangela zesikhungo ezifana: • iziqondiso ezingqubuzanayo • izidingo zabafundisi ukufeza imisebenzi ngomnqamulajuqu owaziwayo • ukubambezeleka kokukhishwa kwezinkontileka zabafundisi • uvalo lokuphelelwa ngumsebenzi • Ukuhluleka kwabafundisi ngenxa yezikhala zamakhono • ukusekwa okulinganiselwe kwabafundisi okuholela kokungafanelekile • ukuziphatha okuphazamisayo kwabafundi • Izinga lomsebenzi izimbangela zokusebenzisana bekuyilezi: • izinselela zomndeni ezingaxazululwanga • ukuba ngovelele ngokweqile • ukwehluleka ukuqhubekela phambili ezifundweni • izibopho ngokwezimali • izinsiza ezilinganiselwe Ucwaningo lwakhombisa ukuthi ukucindezeleka okungapheli, okufana nokucindezeleka okubangelwa ukuba yingxenye yomkhiqizo engaphansi ngekhwalithi noma ekubeni negunya elilinganiselwe, kuholela ekutubekeni ngokozwelo. Ukucindezeleka okungapheli kuphinde kuholele ekutubekeni ngokomzimba, njengoba kwabonakala ovalweni olwalandela lapho izinkokhelo zabambezeleka emva kokuba imiphumela yokuhlolwa isithunyelwe. Ukucindezeleka okungapheli kubangela ukukhathala ngokozwelo nezinselela ekuziphatheni endaweni yomsebenzi. Ababambe iqhaza babike okulandelayo: • ukuzimela okulinganiselwe • umsebenzi omningi ngokweqile osuka kumnqamulajuqu • Ukungakwazi ukusebenza kwabafundisi • ukungqubuzana kwezibopho Umniningwano wezobuciko wembule ukuthi ukutubeka kwaholela kulokhu okulandelayo: • ukuntula kokuqonda endaweni yomsebenzi • ukuhlukanisa ngokozwelo • Inzuzo yomsebenzi • ukwehluleka • ubudlelwano obungebuhle Ukutubeka kwengqondo phakathi kwabafundisi kunikezwe njengokungabi nabungane maqondana nabafundi kanye nokungasebenzi kahle komfundi. Isifanekiso sokuphathwa sasungulwa ngokususelwe kokwatholakala kwesifundo ukwethula ukutubeka phakathi kwabafundisi ezimfundweni eziphakeme ezizimele. Isifanekiso sigcizelela amasu omuntu ngamunye nezikhungo zokuphathwa. Iziphakamiso zokuqhutshekiswa kocwaningo zenziwe.
Uphononongo lwavelisa imodeli yolawulo ukujongana nokudinwa phakathi kwabasebenzi abafundisayo kwiiyunivesithi zabucala eUganda. Luvavanye oonobangela bokudinwa phakathi kwabasebenzi abafundisayo; luvavanye impembelelo yezinto ezidala uxinzelelo lwexesha elide ekudinweni; kwaye iphande igalelo lokudinwa kwinkqubo yokusebenza kwabasebenzi abafundisayo. Inkqubo yophando esemgangathweni kunye noyilo lwezifundo lwalandelwa. Abahlohli (50), abahlohli abadala (40), iintloko zamasebe ezifundo (25), kunye nabalawuli bokufundisa nokufunda kunye nababhalisi bezemfundo (5) abavela kwiiyunivesithi ezintlanu zabucala ezinamalungelo kumbindi weUganda bathatha inxaxheba kolu phando. Abathathi-nxaxheba bakhethwa ngokwenjongo ukuba yinxalenye yezifundo zophando ezininzi. Olu phononongo lwacaciswa ngokusesikweni ziikomiti zokuziphatha zophando zeYunivesithi yoMzantsi Afrika (i-Unisa) kunye neYunivesithi yaseGulu. IBhunga leSizwe lase-Uganda lezeNzululwazi kunye neThekhnoloji kamva lavumela ukwamkelwa kwenkuthazo yokudityaniswa kwezihloko zokucalula idatha esemgangathweni. Idatha yangokwenene iveze ukuba ukudinwa phakathi kwabasebenzi abafundisayo (kwabafundisintsapho) kube ngoonobangela amaziko anje ngala: • izikhokelo eziphikisanayo • Iimfuno zabasebenzi abafundisayo ukugqiba imisebenzi ngomhla obekiweyo • Ukulibaziseka ekukhutshweni kweekhontrakthi zabafundisintsapho • Ukungaqiniseki ngomsebenzi • Ukungakwazi kwabasebenzi abafundisayo (abafundisi) ukufundisa ngenxa yezikhewu kwizakhono • Inkxaso engonelanga kubasebenzi abafundisayo ekukhokelela ekusileleni • Ukuziphatha okuphazamisayo kubafundi • ubungakanani bomsebenzi Oonabangela bonxibelelwano phakathi kwabantu ngaba: • iingxaki ezingasonjululwanga kusapho • ukuba namabhongo ngokugqithisileyo • ukungabi nankqubela phambili ngokwezemfundo • izibophelelo zemali • izixhobo ezingonelanga Uphononongo lubonise ukuba uxinzelelo oluthathe ixesha elide, olufana noxinzelelo olubangelwa kukuba yinxalenye yemveliso ekumgangatho ophantsi okanye ukuba negunya elilinganiselweyo, kukhokelela ekudinweni ngokweemvakalelo. Uxinzelelo lwexesha elide lukwakhokelela ekudinweni ngokwasemzimbeni, njengoko kwakubonakala kuloyiko olwalulapho xa kulibaziseka ukuhlawulwa emva kokungeniswa kweziphumo zoviwo. Uxinzelelo lwexesha elide luba neziphumo zokudinwa ngokweemvakalelo kunye nemicelimngeni yokuziphatha kwindawo yokusebenza. Abathathi-nxaxheba baxele oku kulandelayo: • Ukuzilawula okunyiniweyo • umsebenzi omninzi kunye noxinzelelo oluvela kwimihla emiselweyo yokungenisa • umsebenzi. • Ukungakwazi kwabasebenzi abafundisayo ukufundisa ngokupheleleyo • Ukungqubana koxanduva lwemisebenzi Idatha yokongokwenene iveze ukuba ukudinwa kukhokelele koku kulandelayo: • ukusilela kwengqondo emsebenzini • ukukhululeka ngokweemvakalelo • Ukutshintsha kwabaqeshwa • ukungasebenzi kakuhle • ubudlelwane obubi Ukudinwa kwengqondo phakathi kwabasebenzi abafundisayo (abafundisi) kuboniswe njengokungenabubele kubafundi kunye nokusebenza kakubi kwabo.Imodeli yokulawula ukudinwa yaphuhliswa ngokusekwe kwiziphumo zophando ukujongana nokudinwa phakathi kwabasebenzi abafundisayo kwiiyunivesithi zabucala. Imodeli igxininisa izicwangciso zolawulo lomntu ngamnye neziko. Iingcebiso zophando olunokuqhutyelwa phambili zenziwa.
Educational Management and Leadership
D. Ed. (Educational Leadership and Management)

Marginalizing indigenous experts was common practice during the colonial period in Uganda, and it has continued to some extent today. This study was an attempt to reclaim the indigenous history unmentioned by many Western scholars who were quick to glean a vast amount of indigenous knowledge, yet failed to recognize or credit the intellectual expertise and contributions of indigenous experts. The purpose of this study was to investigate the marginalization of an indigenous master-musician teacher as seen through the life experiences and career of Evalisto Muyinda (1916-1993). With a musical career that spanned over fifty years, Mr. Muyinda served as a leading teacher and performer of indigenous Ganda music in various institutions. Muyinda's contributions to the field of indigenous (Ganda) music teaching are many, yet his expertise and contributions to music education have not been fully explored. He served as a court musician in Kabaka Muteesa II’s palace from 1939 to 1966; he was chief musician at the Uganda Museum from 1948 to 1984; and he was a lead musician and innovator in Uganda's national cultural troupe (the Heart Beat of Africa) from 1963 to 1981. Mr. Muyinda's legacy continues to exist through the scholarly work of various music educators, ethnomusicologists and indigenous performers of Ganda music, who all credit their learning to this expert musician. World music scholars such as Klaus Wachsmann, Lois Anderson, Gerhard Kubik, and Peter Cooke all studied and researched indigenous Ganda music under Muyinda’s guidance and tutelage. In this study I examined Muyinda’s contributions to music education as a teacher and performer of indigenous (Ganda) music in twentieth century Uganda (1939-1993). Mr. Muyinda was a well-known resource for hundreds of indigenous Ganda folksongs that he used in teaching the akadinda and amadinda (xylophone) traditions to both local and foreign students. As a master musician-teacher, Muyinda also performed and taught indigenous music in several places in and outside Uganda. During Muyinda’s career and travels his music was recorded and archived in British and Viennese archival libraries, making these materials a useful resource for music educators and ethnomusicologists. The methodology employed in gathering data for this study included personal interviews with people who interacted with Evalisto Muyinda during his life time. Archived printed materials were carefully examined and used to construct a sequence of significant events as they unfolded in Muyinda's life experiences and career. Although Muyinda was not an expert musician in the Western formal sense, his expertise in indigenous music enabled him to serve as an accomplished teacher and research associate to the many Western scholars who worked with him. Since the marginalization of an indigenous master-musician teacher is the central focus of this study, Afrocentricity was used as the most suitable theoretical framework to discuss an African subject and the historical discourse involved. The current study would be of interest to music practitioners, researchers and historians with an interest in the indigenous music and music education of Uganda and other countries with a similar history.

Music education in Buganda, and indeed Uganda as a whole, must re-define its role and nature by essentially changing its structure and character. Currently it is not adequate and relevant enough to cater for the real needs of the learners. This document entails the research undertaken to evaluate music education in elementary schools in Buganda, its historical developments, current status and a possible way forward. In ascertaining and gathering data for this empirical study, ethnographic as well as phenomenological methods were employed. Evidence was collected through literature search, recent publications, questionnaires, interviews, personal experiences and observations. Music at primary level of education in Uganda is categorised under the syllabus of Performing Arts and Physical Education (PAPE). This has become extremely problematic when classroom teachers and specialist teachers are required to implement the music component of PAPE. With the above in mind, a research question was formulated on the basis that a perceived problem existed in the dispensation and delivery of music education in schools in Buganda. The study evaluates the existing government policies on primary education that include the Education Strategic Investment Plan (ESIP), Universal Primary Education, Uganda Primary School Curriculum (UPSC), Uganda Syllabus of Primary Education (USPE), Education Policy Review Commission (EPRC), Education Statistical Abstract (ESA), and Complimentary Opportunity for Primary Education (COPE). In addition, the study analyses the education structure as well as the PAPE syllabus in relation to learners’ own music outside the prescribed school curriculum, teacher training programs and the available resources. Finally a comparative analysis of music and the arts education of various countries and the African perspectives was carried out. Findings reveal that the mission of the MoES through the ESIP is to support, guide, co-ordinate, regulate and promote quality education and sports for national integration, individual and national development. It further indicates that UPE was adopted to address the principle of equity as regards the education access amongst households, without exacerbating the gap between the rich and the poor. The study acknowledges that even though some educators have high qualifications, generally music is perceived as an area in which teachers have a low level of teaching efficacy as a result of inadequate training, lack of music resources and the irrelevance of the music content. The learners’ response to music as a classroom subject is influenced by their own music outside the school. The results presented in this research offer crucial insights for music education, its future role, nature and character. It is evident that among others, the insufficient funding, limited content knowledge and lack of resources remain key factors that inhibit the development of music education in Buganda. The study culminates into recommendations that offer direction and vision for music education. The recommendations set out in this research should enable the music education discipline to survive and transform itself into an autonomous key player in the education dispensation.
Thesis (DMus)--University of Pretoria, 2008.
Music
unrestricted

ICT (Information Communication Technology) has enormous potential to positively impact educational institutions in developing countries. This thesis presents the results of a five month participatory study conducted in Bushenyi, Uganda on the impact ICT and ICT training had on a local primary school. This research specifically investigated the benefits and the problems associated with ICT in education, as well as, the impact of culture, training methods and research methodology.

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.