Faculty of Science and Education

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    Analysis of the Shift from Knowledge Based to Competency Based Education among Secondary School Teachers in Uganda
    (International Journal of Educational Research, 2021) Olema, D. K.; Nabitula, A.; Manyiraho, D.; Atibuni, D.Z
    This paper analyzes the context of secondary school teachers’ continuous professional development as a key requirement of shifting from knowledge based to competency based education in Uganda. The shift is aimed at equipping teachers with knowledge, skills, attitudes, and values needed both at school and in the various fields of work. However, the shift from a knowledge based to a competency based education has challenges including but not limited to inadequate preparation on the side of stakeholders, negative attitude of teachers, inadequate resources, and rigorous requirements for teacher training. For efficient and effective implementation of the shift from knowledge based to competency based education, there is need for implementation of critical strategies as suggested in the article. Key words: Teachers professional development, knowledge based education, competence based education, curriculum reform
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    Sickness presenteeism correlates to teaching-learning activities:
    (Paradigm Academic Press Limited, 2024) Wanyama, Anthony; Muweesi, Charles; Nabateregga, Judith; Kabasiita, Jessica; Mugagga, Anthony Muwagga; Sserwadda, Lawrence; Ssemakula, Noah; Nassozi, Pomlet; Mugenyi, Disan Kuteesa; Tomusange, Robert; Mirembe, Rose Namaganda; Mugabo, Augustine; Onyadi, Franklee Zerubabel
    To evaluate the implications of sickness presenteeism on the teaching-learning services in public secondary schools in Busia district, Eastern Uganda. The study adopted a cross-sectional design and gathered responses both qualitatively and quantitatively using structured interviews and questionnaires from secondary school teachers and Headteachers in government secondary schools in Busia District. The study used a stratified sampling technique with a sample size of 215 respondents. The study reveals that teacher’ on-time work plans, focus on their duties, and understanding of students’ needs and learning styles are crucial for effective teaching and learning. Teachers must prioritize and meet deadlines to maintain classroom cleanliness and discipline. The study recommended that the Ugandan government, through the Ministry of Education and Sports, should provide continuous professional development opportunities for teachers, enabling them to update their skills and knowledge. Additionally, the government should put in place mechanisms to encourage the use of technology in classrooms to foster interactive and engaging learning environments. Implication of the study, the government through the Ministry of Education and Sports should advocate for the introduction of insurance for teachers to further support and incentivize their commitment to their profession. This insurance could provide financial protection for teachers in the event of illness, injury, or any unforeseen circumstances that may prevent them from working. By offering this benefit, schools can demonstrate their commitment to the well-being of their teachers and their dedication to ensuring their job security. Keywords: Sickness Presenteeism, Employee Culture, Teaching and Learning, Staff Wellness
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    Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
    (Routledge, 2024) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Taddeo, Kaahwa Yuda
    This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences. KEYWORDS: Experiential approach; inquiry-based approach; secondary school; learning; students
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    Integrating STEM Education in Uganda’s Higher Education to Produce Skills Required to Stimulate Industrialisation and Sustainable Economic Growth.
    (The Uganda Higher Education Review Journal, 2024) Nalule, Rebecca Muhumuza; Muhumuza, Asaph Keikara; Mbabazi, Fulgensia Kamugisha; Kyomuhangi, Annet; Mwasa, Abubakar; Oyem, Anselm O.; Kadedesya, Stephen; Nabirye, Topista; Nanyondo, Josephine; Wamakote, Leonard; Muweesi, Charles; Atibuni, Dennis; Ocen, Gilbert; Semwogerere, Twaib; Olema, David C.; Kanyarusoke, Kant; Rwahwire, Samson; Nabasa, Lillian Gimugumi; Aguti, Jessica Norah; Biira, Saphina; Kucel, Samuel Baker; Waako, Paul; Mwesigwa, Sheldon Fred
    The high cost of education, coupled with the high rate of unemployment, is a major concern for developing countries, including Uganda. The economic growth of any developing nation heavily relies on its capacity to create sustainable job opportunities across various sectors. An education based on Science, Technology, Engineering and Mathematics (STEM) can serve as a powerful driving force to overcome barriers and achieve this crucial milestone. The traditional methods of teaching, learning and research in higher institutions of learning (HIL) in Uganda mainly emphasise theoretical knowledge rather than practical skills development. This leads to a wider gap in the skills required of graduates for job creation, industrialisation and stimulating economic growth. This study aims to investigate the key factors that should be considered for the effective integration of STEM education into Uganda’s higher education (HE) in relation to the needs of industry and community development. By adopting integrated STEM education, we envision that empowered graduates will become innovators and job creators. To gather comprehensive insights into the perception of integrated STEM education in HIL, qualitative data was collected from 42 respondents using an online semi structured questionnaire. The data was analysed using descriptive statistics. The study established that although some integrated STEM education exists in academia, industry and the community, its full integration is limited by the inadequacy of quality staff, funding and the rather weak collaboration and partnership between academia, industry and community. The study recommends that there is need to enhance the integration of STEM education into Uganda’s HIL by recruiting quality staff, increasing funding and strengthening collaboration and partnership between academia, industry and community. This will produce skilled graduates who are job creators and highly employable in industry, a requisite for sustainable economic growth in the 21st century. Keywords: STEM education; Higher education; Job creation; Industrialisation; Sustainable economic growth.
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    Contribution of infrastructural availability for school growth and sustainable improvement in academic performance in selected secondary schools in Tororo district
    (John Wiley & Sons Ltd., 2025) Muweesi, Charles; Athieno, Marcellina; Kaweesi, Muhamadi; Taddeo, Kaahwa Yuda; Mugagga, Anthony Muwagga
    The study sought to establish the contribution of infrastructural availability to school growth and sustainable improvement of academic performance in selected secondary schools in Tororo District. The study employed a qualitative approach, and data were collected from school administrators, the management team and teachers using open-ended questions based on interviews. Results were analysed thematically and presented verbatively. Findings showed that teaching aids, such as lesson plans, blackboard rulers, chalkboards, and textbooks are available and help improve academic performance, but overcrowded classrooms, poor ventilation and small space compared with the number of learners for a particular class are linked to lower levels of student engagement and learning. Noise levels have a significant impact on both teacher and student performance, and proper levels of natural illumination increase test results and teacher and student moods. Lack of commitment leads to skipping school and failing to complete assessment tasks. It was concluded that the Ugandan government supports the building of classrooms, libraries and laboratories in schools; teaching aids, such as textbooks lesson plans, blackboard rulers and chalkboards, raise teachers' morale to hold classes consistently, which helps schools expand and sustain improvements in academic performance. However, classrooms have poor ventilation and are overcrowded because of large enrolments. It is recommended that the government should improve the school infrastructure by renovating the classrooms, providing desks for children, making supplementary funding available to low-performing schools and providing teachers with accommodations at schools to check the late coming, early departure and regular absenteeism of teachers on duty.