Faculty of Science and Education

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    Overcome bad results
    (Daily Monitor, 2018-03-01) Musolini, Ethan
    Healing starts with acknowledging where you are at . Getting out of denial as fast as possible is key.
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    Heavy school bags are dangerous
    (Daily Monitor, 2018-03-04) Mbabaali, Desire
    "Once in Mapeera village, there lived a man - his name Lag, who looked like a young boy, because of his height. His back was bent, so he could not grow any taller, which made him remain more like a boy while his friends were growing into big men." Andrew one of the boys in Mapeera village narrates.
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    Why pay Science teachers More?
    (Daily Monitor, 2018-04-18) Ahmad Odong
    I express my disappointment at what I view as poor planning at the ministry of education
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    World needs new mode of learning
    (Daily Monitor, 2018-04-22) Ahmed Mohammed Aniku
    There is global effort calling for a new model of learning in 21st Century. It has been reasoned that formal education must be altered to enable new forms of learning that are required to tackle Complex global challenges.
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    Change how we teach children
    (New Vision, 2018-05-02) Enyasu, Cosmas
    The greatest pain the intellectuals face is to be led by the irrelevant people who are educated and presumed not just to be informed but transformed by what they have come across in the academia. Irrelevance is worse than ignorance - Abraham Lincoln.
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    Are teachers the foundation of education system?
    (New Vision, 2018-05-18) Bwebare, Nicholas
    According to the salary review documents which public service submitted to the ministry of Finance for adoption, science teachers will be some of the biggest beneficiaries of the new enhanced salary structure for public servants.
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    MINISTRY SHOULD ACT ON RISING SCHOOL DEMANDS.
    (daily monitor, 2018-05-25) EDITORIAL
    By Monday may 2018, all schools will have officially opened for second 2018. taking children back to school is one of the most trying moments for parents and students.
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    UNIVERSITY STUDENTS MUST LEARN TO STEAL FOOD.
    (daily monitor, 2018-05-27) ALAN TACCA
    This is the age of the thief to achieve ones objectives, one generally expected to steal especially from public funds. I don't know what is wrong with students especially university students, they are such a pain.
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    BLIND TEACHERS SHOWING THE WAY TO BLIND PUPILS.
    (daily monitor, 2018-05-31) ALEX TUMUHIMBISE
    On a cloudy Monday morning , I arrive at st Thereza Bujuni boys primary school which has a section of children's with special learning needs.
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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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    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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    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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    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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    Effects of market forces on the academic performance of students with disabilities in public secondary schools in Kamuli municipality
    (Taylor & Francis, 2025) Muweesi, Charles; Nankoma, Faith
    This qualitative exploratory study assessed the implications of market forces on the academic performance of students with disabilities in public secondary schools in Kamuli Municipality. Specifically, the availability and accessibility of instructional materials influence the academic performance of students with disabilities, the availability of competent teachers on the academic performance of students with disabilities, and the influence of external support from different stakeholders on the academic performance of students with disabilities. Using Interviews, responses from teachers and selected students were acquired. Findings indicate that access to instructional materials, assistive technology, and individualised education programs significantly improve academic performance for students with special needs. External forces, such as government and parental partnerships, play a crucial role in providing these resources and training teachers. Schools should foster collaboration among teachers, parents, and students to implement individualised education programs. Investing in teacher training, resources, and partnerships with external organisations can create an inclusive environment. The study concluded that market forces, specifically instructional materials, competent human resources, and external support, have a significant influence on the academic performance of students with disabilities. The study recommends that stakeholders should work towards ensuring that students with disabilities in secondary schools study in a conducive environment.
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    Impact of regulatory frameworks on the quality of distance education in Uganda’s higher education : a case of Uganda Martyrs University Nkozi (UMU)
    (Taylor & Francis, 2025) Muweesi, Charles; Mayanja, Frank Mikando
    This study focuses on the impact of regulatory frameworks on the quality of distance education in Uganda’s higher education institutions with a focus on: identifying the existing regulatory frameworks for distance education, their impact and challenges as well as strategies to enhance them with a case of Uganda Martyrs University (UMU) using an exploratory design. Findings reveal that UMU implements different regulatory frameworks which include accreditation by the National Council of Higher Education (NCHE), quality assurance, credible and efficient assessment of the students and student support services. These have enabled the university to improve and maintain the quality of education through employing qualified staff, assessing students credibly, providing appropriate student support services and fostering open communication and collaboration among the students. These arise with challenges which included some distance learners being located in remote areas where access to online services is challenging due to poor internet and unreliable power sources, lack of proficiency in using digital platforms by some students and the rapid advancements in technology which leads to issues in data protection services. Therefore, government should put in place appropriate monitoring and evaluation mechanisms to ensure that higher education institutions comply with the existing regulatory frameworks.
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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.
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    The contribution of philosophy of education to the moral and ethical conduct of teacher trainees at Busitema University
    (Makerere University, 2025) Mirembe Rose Namaganda
    This study investigated the contribution of a philosophy course unit called Moral Ethics offered to teacher trainees in Busitema University and its contribution in shaping the moral and ethical behavior of teacher trainees during and after training. This study made an indepth content analysis of the couse appoved program by NCHE. The study further explored how the acquired knowledge and skills from Moral and Ethical Teacher’s Professional Growth and Development contributed to deterring teacher trainees from defiant behavior, examination mal-practice and adherence to the university dress code by teacher trainees
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    Role of Higher Education Institutions' Capacity Building Programs in Promoting Transnational Education in Uganda : A Case of Makerere University
    (John Wiley & Sons Ltd., 2026) Muweesi, Charles; Nabukalu, Aisha; Kaahwa, Taddeo Yuda; Sserwadda, Lawrence; Kaweesi, Muhamadi; Mugenyi, Kuteesa Disan; Mugagga, Muwagga Anthony
    The study on The Role of Higher Education Institutions' capacity-building programs in Promoting Transnational Education (TNE) in Uganda focuses on both host and home institutions. The research aimed to assess the impact of TNE, investigate challenges affecting its sustainability, and suggest strategies for improvement. A qualitative exploratory design was adopted, wherein data were collected from university administrators, lecturers, and student leaders at Makerere University. Their responses were coded, transcribed, and analysed thematically. Findings revealed that TNE plays a significant role in expanding access to higher education by offering students international learning opportunities, enhancing academic advancement, and providing global exposure, thereby improving education quality. However, challenges such as inadequate funding and regulatory inconsistencies hinder the long-term sustainability of TNE programs. The study concludes that Transnational Education is instrumental and fundamental in transforming the host university's infrastructure and technology, on top of promoting quality education. The study recommends increased government funding for local universities, through grants, subsidies, and policy incentives, to improve their competitiveness in the TNE space. Additionally, the National Council for Higher Education (NCHE) should establish clear regulatory frameworks to harmonise TNE policies, ensuring quality education and supporting the sustainability of both host and home institutions in Uganda. Keywords: host higher education institutions | long- term sustainability | transnational education
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    UCU dean Murder: Prime suspect found with Tumwebaze's Property.
    (New Vision, 2026-02-16) Charles Etukuri
    The police havebarrested the prime suspect linked to the Muder of pamela Tumwebaze, the students dean at Uganda Christian University (UCU) Mukono