Department of Education

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    1,400 unlicened schools defy govt, reopen.
    (Daily Monitor, 2017-10-03) Ahimbisibwe, Patience
    At least 1,422 private schools have defied government and reopened for third term after they were closed last term over failing to meet their basic minimum required standards. Dr. Kedrace Turyagyenda, the Directorate of Education Standards (DES) director;
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    10 head teachers fired over poor PLE results
    (Daily Monitor, 2018-02-01) Nakato, Tausi
    Advised. Parents have been advised to check status of various schools before enrolling their children. Jinja. The poor performance by Jinja in the recently released Primary Leaving Examinations (PLE) has forced authorities to close more than 200 unregistered and unlicensed schools and also demote 10 headteachers.
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    300 private schools blocked from opening, says federation
    (Daily Monitor, 2018-02-06) Ahimbisibwe, Patience
    About 300 private primary and secondary schools did not open yesterday for first term after they failed to meet the minimum standards as required by the Ministry of Education, according to the Federation of Non-state Education Institutions (Fenei), an umbrella organisation for all private schools in Uganda
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    300 scholarships available for science students
    (Daily Monitor, 2017-10-23) Kasozi, Emphraim
    A women's educational organisation and the United States-based Mastercard Foundation have announced a new package of 300 scholarship slots for Ugandan students to study science courses at tertiary institutions and Universities.
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    49 charged over UCE exam leak
    (Daily Monitor, 2018-02-07) Ahimbisibwe, Patience
    Uganda National Examinations Board (UNEB) has said about 49 people were arrested, charged and some released on bail over their alleged involvement in examination malpractice.
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    5 KIU students die in accident.
    (Daily Monitor, 2017-11-06) Kato, Joseph; Wandera, Dan
    Students of Kampala International University (KIU) in Kansanga, Kampala, are perished in an accident in Nakasongola district on Saturday. Four students and a Rwandan national died on spot after a taxi they were travelling in rammed in to a truck parked by the roadside at Kakooge village on the Kampala -Gulu highway.
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    55% of pupils drop out of school in Luuka- Survey.
    (Daily Monitor, 2018-03-06) Kolyangha, Mudangha
    Joan Namukobe, 15, dropped out of school when in primary four at Bugomba primary school after her parents failed to provide her with scholastic materials and uniform. Namukobe says going to school was "hell on earth" because she would be sent back home over lack of uniform, books and pens daily.
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    58-year-old school has no classrooms.
    (Daily Monitor, 2017-10-25) Emwamu, Simon Peter
    A visit to Tokor Primary School in Bukedea district reveals what has become a common sight in many Ugandan rural schools: pupils learning under trees. The government- aided school's structures were destroyed by rain storm over four months ago.
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    6 arrested over O-Level exam leak.
    (Daily Monitor, 2017-10-27) Ahimbisibwe, Patience; Ngwomoya, Amos
    Six people have been taken into custody and a head teacher is on the run after a massive leak of the ongoing O-Level examinations triggered a police crackdown on masterminds. "I can confirm to you that arrests have been made and investigations are going on",
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    990 lawyers fail LDC entry examinations.
    (New Vision, 2017-08-18) Walubiri, Moses
    the Law Council yesterday released exams for the mandatory pre-entry exams for layers, indicating that 814 out of the 1,812 who registered to sit for the paper passed. With five of the lawyers who registered to sit for the exams skipping the examinations,
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    A descriptive analysis of the progress made in the implementation of the competence based Curricuilum in the selected schools in Karamoja region.
    (Busitema University, 2023) Namoe, Amalia
    Quality of education depends on various factors among which are good preparations of students’ education programmes. The development of a student requires a lot of application of skills learnt through practice, various class activities and personal research which are all aimed at proper development of the child. However, to achieve proper development of students, there needs to be implementation of a competent based curriculum which makes students active participants during study time other than passive participants like in the knowledge-based curriculum where the teacher is the fountain of knowledge. The main stakeholders in implementing competence-based curriculum are teachers, thus the professional competence of teachers can endow learner’s competent knowledge in their profession which promotes national and global development. Soon after her independence in 1962, Uganda, like many other African countries, adopted a knowledge-based curriculum. However, in 2008, the Ministry of Education and Sports set a plan to introduce a curriculum which would to the development of competence-based curriculum for learning and assessments in the lower secondary level (Ordinary level). The curriculum was later implemented in the 2020 academic year, and it met a big challenge of the pandemic. Nevertheless, the ministry continued to emphasize its use across the country. This study sought to investigate the progress of the implementation of competence-based curriculum in secondary school in Karamoja region in North Eastern Uganda. Specifically, the study focused on the resources, instructional strategies, training provided for the teachers and assessment procedures in implementing competence-based curriculum. The study employed qualitative research methods with a phenomenological approach to come up with the best possible results, and data was analyzed qualitatively. The study used Kaabong Secondary School and Jubilee 2000 Secondary School as the case study to analyze the progress of the competence-based curriculum in Karamoja region in Eastern Uganda.
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    A study of the difference in language use in ideational, interpersonal, and textual meta functions between s1 and s4 students at Tororo mixed school in Tororo district, Eastern Uganda.
    (Busitema University, 2024) Nabwire, Ketty
    This study aims to explore the differences in the use of meta functions between Senior 1 (S1) and Senior 4 (S4) students at Tororo Mixed Secondary School. Meta functions, as defined by Michael Halliday in Systemic Functional Linguistics, encompass ideational, interpersonal, and textual functions that facilitate language as a tool for meaning-making. The research aims to identify how these functions are employed differently across the two academic levels, considering the linguistic and cognitive development stages of the students. A mixed-methods approach will be employed, combining quantitative analysis of written texts and qualitative interviews. Text samples will be collected from a random selection of S1 and S4 students, and these samples will be analyzed for their use of meta functions using Halliday’s framework. Additionally, semi-structured interviews shall be conducted to gain insights into the students ’understanding and intentionality in their use of language. The study's results may underscore the importance of targeted linguistic support at different educational stages. By understanding these differences, educators can better tailor their teaching strategies to address the specific needs of students at various levels, ultimately enhancing language proficiency and academic performance. This research contributes to the field of educational linguistics by providing empirical evidence of how language functions evolve with age and education. It also offers practical implications for curriculum development and instructional methodologies aimed at fostering advanced linguistic skills among secondary school students.
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    A study on the factors causing girl child dropout in primary schools in busolwe town council, Butaleja district. (case study of Busolwe primary school)
    (Busitema University, 2024) Nanima Joseph
    The study on the cause of girl child drop out of school in Busolwe Town Council is one of the counties in Bunyole west in Butaleja district in eastern Uganda. The high constant drop out in the population of girls’ child in primary schools in Busolwe town council has caused a threat to the district of Butaleja. It was on this back ground that the study was conducted to find out the reason as to why constant drop out of girl child from school is on the increase. The objective of the study is as follows: To find out whether school environment influences girl child drop out at schools. To find out if peer groups influence girl child drop out of school in Busolwe town council. To establish if home back ground influences the drop out of girl child in Busolwe town council. Both random and purposive method of data collection were used selection of all 50 respondents and their views captured. The girls may agree that the beauty and brains are both parts to success and therefore focused on things which make them physically attractive this leads to dropping out of school and hoped for marriage as one way of climbing up social ladder to achieving new and more nature relation with age males of both sexes (peer group), achieving famine social role, accepting for marriage and family life in short. Inconclusion As seen from the survey, this minority group are likely to irregularly attend or drop out of schools due to impairments. There exists a strong relationship between class and school dropout rates as receded by the respondents. It is observed that in most cases, dropout is at the peak in primary six (29%), primary five (28%) and primary four (26%). Parents are the primary care givers to the learners in primary school and other levels of education. Recommendation Strengthen stakeholder engagement in schools and community through the school management committees, village education secretaries to do mobilization of learners to go back to school. Promote co-curricular activities to attract some of the learners back to schools Promote Sports competitions. Encourage parent and child meetings in schools to enforce close relationship and support of the parents to the learners and improve performance. Lobby for more support to cater for the minority groups like the special needs learners and creating more friendly facilities to them. This will encourage them to stay in school. Creating more youthful activities within schools to engage and empower the youth so that they are not redundant and end up in bad peer groups that leave unproductive.
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    A time bomb in the proposed teachers salary disparity
    (New Vision, 2018-04-18) Kansiime, Rosemary
    Ideally, salary enhancements should follow a systematic procedure, if they are to ensure employee motivation. However, the recent Government proposals do not respect conventional practice.
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    Abandoned blind Jinja twins start school.
    (New Vision, 2017-08-07) Bita, George
    The four-year-old duo busily piece up learning toys set on the table before them at Buckley High School in Iganga district. Except for the clattering noise made by their study tools and the click is no other sound in the classroom. Ever since Bright Tenywa and Herman Waiswa joined the school of Blind and Deaf early this year, they were started on nursery lessons.
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    Adoption of Information and Communication Technologies and Use of Learner-Centered pedagogies among Teachers in Secondary Schools in Namayingo District.
    (Busitema University, 2024) Emmanuel, Masanja
    This study investigated the relationship between the adoption of information and communication technologies and the use of learner-centeredpedagogies among teachers in Secondary Schools in Namayingo District. Specifically, the study evaluated the levels of ICT adoption and use of learner-centered pedagogies. It also examined the relationship between teachers’ ICT adoption and their use of learner-centered pedagogies and analyzed the factors influencing teachers’ ICT adoption and use of learner-centered pedagogies. The study utilized a cross-sectional survey design that incorporated both qualitative and quantitative data collection methods. The study involved eight head teachers, 123 instructors, and 346 pupils chosen by purposive sample, simple random sampling, and proportionate sampling procedures respectively. Students completed a close-ended questionnaire, teachers provided quantitative data through a standardized open-ended questionnaire, and head teachers participated in interviews. The study found that the teachers’ adoption of ICT and the implementation of learner-centered pedagogies were typically low, as indicated by the majority of students' responses scoring between 2.0-2.29 and 1.2-2.1, respectively. The findings indicated a moderately positive correlation between the adoption of ICT and the utilization of learner-centered teaching methods (r = .38, p < .001), suggesting that ICT adoption supports the implementation of learner-centered pedagogies. If ICT adoption is completely accepted in secondary schools in Namayingo District, learner-centered pedagogies would improve, leading to enhanced student achievement. The study recommended that stakeholders should regularly provide comprehensive supervision for the implementation of ICT. Additionally, additional ICT devices and reliable power sources, such as electricity or alternatives, should be made available and expanded to schools. Furthermore, instructors should receive comprehensive training in ICT pedagogy.
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    African curriculum organisation revived
    (New Vision, 2018-05-31) Kiva, Nelson
    The First Lady and also Education and Sports Minister, Mrs Janet Museveni, has assured African curriculum developers, educators and researchers that Uganda is committed to ensuring that quality education is provided to all learners.
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    An investigation into the causes of poor performance in English language in primary schools in western division, Tororo municipality
    (Busitema University, 2024) Ayeet Agnes
    This study investigated the causes of poor English performance in government primary schools’ Western division, Tororo District. The study answered the following questions; does Pupil’s attendance affect their performance in English in Primary Schools in Western division, Tororo Municipality, does teachers’ attendance affect the pupil’s performance in English in Primary Schools in Western division, Tororo Municipality, does the coverage in English syllabus affect pupil’s performance in English in Primary Schools in Western division, Tororo Municipality, The study was guided by descriptive survey design and targeted a population of 6523 comprising of 7 head teachers, 98 teachers and 6403 pupil’s. Both stratified and random sampling was applied to sample the respondents. The data was analyzed according to the questions using tables, frequency, percentages, pie charts and standard deviations. It was found that pupil’s attendance, teachers’ attendance, syllabus completion was not always effective leading to poor performance of English and worse was with syllabus completion. Therefore, the study recommended absenteeism to be curbed by the effort of community and local government in primary schools.
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    An investigation into the effect of single parenthood on academic performance of pupils in Bukedea Town Council Primary Schools, Bukedea District.
    (Busitema University, 2024) Acam Lilian Frida
    Single-parent-families may be caused by separation, divorce, death, or never-married parents. This study investigated the effects of single-parent-hood on academic performance of primary school pupils in Bukedea Town Council, Bukedea. In this study, the descriptive survey research design was adopted. The descriptive survey design was deemed appropriate because the study sought to collect quantitative and qualitative data on learners’ difficulties, effects on pupils’ performance and proposed solutions to challenges and learning difficulties from pupils, teachers and parents on how single parenting affects children’s education in Bukedea Town Council through the use of questionnaires. The findings revealed that learners from Bukedea Town council have significant learning difficulties that include poor hand writing had the highest percentage score of 27%, followed by reading and writing difficulty at 24% and poor organisational skills at 19%. Other learning difficulties were comprehension and mathematical skills at 16% and challenges with spelling words correctly and consistently at 14%. The study further revealed the effects single parenthood on academics of pupils to include Lacking part of the scholastic materials and reporting late after lessons 92%, absenteeism by the affected children 67% and below average performance 46%. All the three categories of respondents proposed provision of children with scholastic materials, provision of meals at school and the need to provide counselling and guidance services to children at school as solutions to the effects of single parenthood on children’s academics. In conclusion, children from single parent families do not get sufficient study opportunities, both at school and at home and as such the phenomenon of single parenting delivers a negative effect on the academic performance and development of pupils leading them to lag. It is thus recommended that children should be provided with the necessary scholastic materials, meals at school, counselling and guidance services and where possible children should be placed to the boarding section of school.
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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