Skip to main content

Alice Kagoda

Followers

8

Following

65

Mentions

1

Public Views

Teacher educator since 1993. I train geography teachers and integrate gender as much as possible. I love publishing my work for networking purposes. I am a farmer when I get time like in this covid 19 period. I am a researcher as well.

less

Interests

Uploads

Papers by Alice Kagoda

Interactive Teaching/Learning Strategies for Large Classes: Revitalising Initial Teacher Education Pedagogy, School of Education, Makerere University

ICERI2013 Proceedings, 2013

Contribution of Primary Teacher Education Curriculum to Quality Primary Education in Uganda

Problems of education in the 21st century, Mar 20, 2013

With the frequent changes in education environment caused by dynamic economy, politics, and globa... more With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers.

Editor in Chief

Economics. MJSS is open for the academic world and research institutes, academic and departmental... more Economics. MJSS is open for the academic world and research institutes, academic and departmental libraries, graduate students and PhD candidates, academic and nonacademic researchers and research teams. Specifically, MJSS is positioned as a vehicle for academics and practitioners to share field research. In addition to scientific studies, we will also consider letters to the editor, guest editorials, and book reviews. Our goal is to provide original, relevant, and timely information from diverse sources; to write and publish with absolute integrity; and to serve as effectively as possible the needs of those involved in all social areas. If your research will help us achieve these goals, we would like to hear from you. MJSS provides immediate open access to its content on the principle that making research freely available to the public supporting a greater global exchange of knowledge. All manuscripts are subject to a double blind peer review by the members of the editorial board who are noted experts in the appropriate subject area.

Learning from experience: Improving equality of access and outcomes for girls in Uganda's universal post-primary education and training initiative

Girls’ access to education has improved in many of the world's developing countries. These co... more Girls’ access to education has improved in many of the world's developing countries. These countries are striving to meet the United Nations Millennium Development Goals (MDGs) requiring them to provide gender equality, promote the empowerment of women, and establish universal primary education (UPE) by 2015. The success of UPE in achieving gender equality in enrollment in those countries able to institute it is encouraging. Where previously girls trailed boys in their ability to access education due to parent inability or reluctance to pay the costs, they are now entering primary schools in comparable numbers (UNESCO, 1999, 2006).

Secondary School Teachers' Perception of "Teacher Professional Development": A Case Study of Teachers from Five Districts of Uganda

Journal of Teacher Education and Educators, 2014

Teacher professional development (TPD) is important in keeping teachers abreast with changes that... more Teacher professional development (TPD) is important in keeping teachers abreast with changes that characterise the 21st century schools. However, TPD will only be valuable if teachers perceive it as important. Moreover the varying perceptions of teacher professional development by teachers are likely to affect their view of TPD. Using data collected from secondary school teachers, this study explored teachers' understanding of the concept "teacher professional development, TPD approaches used by teachers and barriers/constraints they face. Results show that teachers have narrow understanding of the concept, and that to many TPD meant subject content upgrading by going back to teacher training college, while others view it as attending workshops and seminars. Barriers mentioned included shortage of time, lack of funds, lack of motivation and support by head teachers and government as a whole. Researchers recommend that teacher education should incorporate a component of prof...

Teaching and Learning Geography Through Small Group Discussions

This study explores ways that can be used to enhance the teaching and Learning of Geographythroug... more This study explores ways that can be used to enhance the teaching and Learning of Geographythrough small group discussions. The writer discusses the Ugandan context of the classroom environment, theintegrative framework for teaching geography, the process of group discussions and justification for usinggroup discussions. The challenges and strategies to overcome them are also discusses. The following arerecommended; teachers in secondary schools are encouraged to use group discussions, refresher courses shouldbe organised by the Ministry of Education and Sports w ith the School of Education for geography teachers inSchools. Teacher trainers should emphasize learner-centred methods in the processes of training teachers.

Mechanisms of Resource Mobilization for Support of Universal Free Primary Education by Women of Mbale District, Uganda

Education is a process by which society perpetually recreates the conditions of its very existenc... more Education is a process by which society perpetually recreates the conditions of its very existence (Tomasevsky 2004; Phillips 1975). By this very process, the gap between generations is bridged as old and new values are passed on to the young by the process of teaching/learning. In formal education, there are social aims and objectives that constitute guidelines toward this progressive growth which develops an individual's capacity and basic means for preservation of a society. The quality of learning is influenced by a number of factors including school attendance, distance walked to school, feeding, socio-economic status of the family, attitudes of parents towards education, peer influence, the school learning environment, quality of teachers and many other factors. Uganda Introduced universal free education in 1997 as a policy that grants every citizen opportunities to access all forms literacy. The purpose of this study was to assess the achievements, constraints and future ...

Women teachers' aspirations to school leadership in Uganda

International Journal of Educational Management, 2010

PurposeThe under‐representation of women in the leadership of secondary schooling is a problem co... more PurposeThe under‐representation of women in the leadership of secondary schooling is a problem common to many developing countries, raising issues of social justice and sustainable development. It has its roots in societal understandings about leadership, the schooling and career aspirations of girls, the organizational characteristics of the education system, and the expectations and preparation of teachers for leadership positions. The purpose of this paper is to identify factors, both specific to the country and common across cultures, contributing to the low numbers of female teachers leading Ugandan secondary schools.Design/methodology/approachA survey of 62 female secondary school teachers from six coeducational schools in different areas of Uganda, is used to establish leadership aspirations and teacher perceptions of the factors helping or hindering them in realizing these aspirations.FindingsThe paper reveals that the majority of female teachers surveyed aspired to school l...

A Survey of Teacher Trainees’ Expectations, Experiences and Assessment in Uganda

Journal of Educational and Social Research, 2013

112 Teacher Trainees participated in this study. The purpose of the study was to identify and exp... more 112 Teacher Trainees participated in this study. The purpose of the study was to identify and explain teacher trainee's perceptions, experiences and their assessment of the teacher education programme in the school of Education. The objectives of the study included; To assess the teacher trainees' expectations when joining the School of Education. Identify the teacher trainee's experiences at the School of Education as they undergo the programme. To solicit the views of the teacher trainees on how to improve the teacher education programme. A qualitative approach was used to collect data using open ended questionnaires and focus group discussions. Results show that Teacher trainees do not receive adequate and appropriate career guidance at secondary school level. The School of Education does not effectively explain to them what is involved in the programme. Teacher trainees feel they are not adequately prepared to meet the demands and needs of secondary school curriculum. Recommendations include lecturers attending/oriented to a course of teacher education, more government funding and revision of teacher education curriculum

Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

Universal Journal of Educational Research, 2015

Geography education in Uganda: a critical analysis of geography programs in National Teachers Colleges

United Nations. ADDRESSING INEQUALITIES The Heart of the Post-2015 Development Agenda and the Future We Want for All Global Thematic Consultation BARRIERS TO LEADERSHIP AND CHALLENGES FACED BY FEMALE HEADS IN EDUCATIONAL

A significant number of women are now participating in education as a result of the integration o... more A significant number of women are now participating in education as a result of the integration of the affirmative action programme into the political structure by government starting in 1987. Within the education sector, women’s participation remains below that of men, with a net enrolment rate of only 21 % for girls in secondary schools (UNICEF). In University education, women have remained a minority as students and staff. The situation of women as school heads in both primary and secondary schools is not different. This study was carried out in 2010-2011 and its purpose was to explore and identify the underlying causes of the barriers to women leadership in primary, secondary and tertiary institutions. The researcher also sought to understand the challenges faced by women as heads of educational institutions in Uganda. Traditional culture, personal reasons, domestic work, lack of relevant qualifications, discrimination at the workplace, lack of role models and mentors, lack of s...

Teaching of Geography in Uganda Secondary Schools: Reflections of Geography Teacher Trainees at the School of Education, Makerere University, Uganda

Advances in Social Sciences Research Journal, 2016

This paper examined the status of Geography Education in Secondary Schools of Uganda through the ... more This paper examined the status of Geography Education in Secondary Schools of Uganda through the eyes of Geography teacher trainees. This study was based on a constructivist theory of learning. The teacher trainees with the guidance of the researcher were sent out to secondary schools in three Districts of Uganda. The eighty students in the class worked in groups of four each to carry out this study. Each group selected two schools, one well established with facilities and the other, a “third world” school which is rather deprived. The status of Geography in this study referred to the quality of teachers and students, availability of teaching materials, the teaching methods used by the in-service teachers, the learning environment, and use of technology, relevance of topics taught, availability of geography clubs and other learning activities. Results show that there is shortage of teaching materials, text books are outdated, teachers do not use interactive teaching methods, and ...

Role Models and Life Histories of Teacher Trainers as Tools for Effective Teacher Education: A Case for Geography Teacher Trainers in Uganda

Mediterranean journal of social sciences, 2011

Two hundred (310) undergraduate and postgraduate students participated in this study. The partici... more Two hundred (310) undergraduate and postgraduate students participated in this study. The participants were requested to write down the best and worst teachers in their life right from primary to high school which is 14 years of schooling. They had to identify qualities that made that teacher good/and role model and likely to influence their development as geography teachers. Results show that students value and love teachers that are intelligent and have good knowledge of the subject matter, approachable, morally upright, approachable/accessible, honest and guides the students, smartly dressed and presentable. They particularly liked geography teachers that used the environment round the school as a laboratory making the subject real and relevant, used fieldwork as a method of teaching, use of maps, pictures, graphs regularly in class. They particularly hated teachers who sexually abused students, discriminated against dull students, had no teaching aids, didn't mark books, con...

Improving teacher education through organizational learning and networks

This research focuses on strategies/approaches to continuous professional learning in an organiza... more This research focuses on strategies/approaches to continuous professional learning in an organization such as teacher education institutions. After discussing main theoretical appraoches it presents results from a case study focused on the process of preparing teacher trainees for internship (teaching practice) as a component of teacher education. This first section analyses how organizational learning and professional networks promote the professional learning of teacher educators.

The Influence of the Schools Learning Environment on the Performance of Teacher Trainees on School Practice - A Case of the School of Education, Makerere University, Uganda

Schools practice" is a learning process through which teacher trainees are exposed to school... more Schools practice" is a learning process through which teacher trainees are exposed to school environment during their internship. The purpose of this study is to identify the nature of the schoo.ls' learning environments prevailing in Ugandan secondary schools and how they influence the performance of teacher trainees. The objectives are to both identify the physical infrastructure and teaching materials in schools, and to examine the relationships between, teacher trainees, and the teachers, administrators, supervisors and students they encounter. A qualitative approach was used to collect data, namely interviews and focus group discussions. The results reveal; (1) The poor infrastructure and sanitary conditions in some schools both government and private. The teaching materials which include textbooks, science equipment, audio visual teaching aids and other essential teaching material are inadequate in a number of schools. (2) The teacher trainees are not effectively supe...

The Effect of Land Tenure System on Women's Knowledge-Base and Resource Management in Manjiya County, Uganda

Educational Research Review, 2008

This study examines the status of women in relationship to land ownership, the resources they are... more This study examines the status of women in relationship to land ownership, the resources they are exposed to and management practices, consequently its effect on the environment of Manjiya County, Mbale District in (now Manafwa since 2008) Uganda. It was found out that low levels of education limit women’s abilities of creativity and innovativeness to work on the land sustainably. They lack access to land and family property making it difficult for them to hire casual labour, to make long term investment in land conservation, such as terracing the hillsides and other good farming practices on the hill slopes. This has resulted in high rate of land degradation as a result of soil erosion and landslides. There is need to empower women through education to enable them accept and use family planning practices to reduce the high fertility (7.1), adopt modern farming practices, as well as improving their opportunity to get formal employment.

Advancing Women into Educational Leadership in Developing Countries: The Case of Uganda

Gender and Education at Makerere University, Uganda

Gender and Practice: Insights from the Field, 2019

Education of teachers and students is crucial for the implementation of Uganda’s governmental goa... more Education of teachers and students is crucial for the implementation of Uganda’s governmental goals regarding educational gender equity and equality and the achievement of United Nations Strategic Development Goals (SDG), especially Goal #4 relating to education and Goal #5 mandating gender equality. This chapter begins with an overview of the nation, its geography, history and policies with regard to education and gender. This is followed by a discussion of pedagogy and especially gender responsive pedagogy and the barriers to implementing it. The chapter continues with the methods, goals and results of a qualitative study designed to assess the understanding of gender and its practices of the staff and teacher trainees in the School of Education at Makerere University and offers recommendations and conclusions stemming from the study. Most students and staff have basic understandings of concepts such as gender, sex, and sexual harassment, but are unfamiliar with the idea of gender...

Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

Developing a teacher education curricular content is an enduring concern for teacher educators. A... more Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social c...

Interactive Teaching/Learning Strategies for Large Classes: Revitalising Initial Teacher Education Pedagogy, School of Education, Makerere University

ICERI2013 Proceedings, 2013

Contribution of Primary Teacher Education Curriculum to Quality Primary Education in Uganda

Problems of education in the 21st century, Mar 20, 2013

With the frequent changes in education environment caused by dynamic economy, politics, and globa... more With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers.

Editor in Chief

Economics. MJSS is open for the academic world and research institutes, academic and departmental... more Economics. MJSS is open for the academic world and research institutes, academic and departmental libraries, graduate students and PhD candidates, academic and nonacademic researchers and research teams. Specifically, MJSS is positioned as a vehicle for academics and practitioners to share field research. In addition to scientific studies, we will also consider letters to the editor, guest editorials, and book reviews. Our goal is to provide original, relevant, and timely information from diverse sources; to write and publish with absolute integrity; and to serve as effectively as possible the needs of those involved in all social areas. If your research will help us achieve these goals, we would like to hear from you. MJSS provides immediate open access to its content on the principle that making research freely available to the public supporting a greater global exchange of knowledge. All manuscripts are subject to a double blind peer review by the members of the editorial board who are noted experts in the appropriate subject area.

Learning from experience: Improving equality of access and outcomes for girls in Uganda's universal post-primary education and training initiative

Girls’ access to education has improved in many of the world's developing countries. These co... more Girls’ access to education has improved in many of the world's developing countries. These countries are striving to meet the United Nations Millennium Development Goals (MDGs) requiring them to provide gender equality, promote the empowerment of women, and establish universal primary education (UPE) by 2015. The success of UPE in achieving gender equality in enrollment in those countries able to institute it is encouraging. Where previously girls trailed boys in their ability to access education due to parent inability or reluctance to pay the costs, they are now entering primary schools in comparable numbers (UNESCO, 1999, 2006).

Secondary School Teachers' Perception of "Teacher Professional Development": A Case Study of Teachers from Five Districts of Uganda

Journal of Teacher Education and Educators, 2014

Teacher professional development (TPD) is important in keeping teachers abreast with changes that... more Teacher professional development (TPD) is important in keeping teachers abreast with changes that characterise the 21st century schools. However, TPD will only be valuable if teachers perceive it as important. Moreover the varying perceptions of teacher professional development by teachers are likely to affect their view of TPD. Using data collected from secondary school teachers, this study explored teachers' understanding of the concept "teacher professional development, TPD approaches used by teachers and barriers/constraints they face. Results show that teachers have narrow understanding of the concept, and that to many TPD meant subject content upgrading by going back to teacher training college, while others view it as attending workshops and seminars. Barriers mentioned included shortage of time, lack of funds, lack of motivation and support by head teachers and government as a whole. Researchers recommend that teacher education should incorporate a component of prof...

Teaching and Learning Geography Through Small Group Discussions

This study explores ways that can be used to enhance the teaching and Learning of Geographythroug... more This study explores ways that can be used to enhance the teaching and Learning of Geographythrough small group discussions. The writer discusses the Ugandan context of the classroom environment, theintegrative framework for teaching geography, the process of group discussions and justification for usinggroup discussions. The challenges and strategies to overcome them are also discusses. The following arerecommended; teachers in secondary schools are encouraged to use group discussions, refresher courses shouldbe organised by the Ministry of Education and Sports w ith the School of Education for geography teachers inSchools. Teacher trainers should emphasize learner-centred methods in the processes of training teachers.

Mechanisms of Resource Mobilization for Support of Universal Free Primary Education by Women of Mbale District, Uganda

Education is a process by which society perpetually recreates the conditions of its very existenc... more Education is a process by which society perpetually recreates the conditions of its very existence (Tomasevsky 2004; Phillips 1975). By this very process, the gap between generations is bridged as old and new values are passed on to the young by the process of teaching/learning. In formal education, there are social aims and objectives that constitute guidelines toward this progressive growth which develops an individual's capacity and basic means for preservation of a society. The quality of learning is influenced by a number of factors including school attendance, distance walked to school, feeding, socio-economic status of the family, attitudes of parents towards education, peer influence, the school learning environment, quality of teachers and many other factors. Uganda Introduced universal free education in 1997 as a policy that grants every citizen opportunities to access all forms literacy. The purpose of this study was to assess the achievements, constraints and future ...

Women teachers' aspirations to school leadership in Uganda

International Journal of Educational Management, 2010

PurposeThe under‐representation of women in the leadership of secondary schooling is a problem co... more PurposeThe under‐representation of women in the leadership of secondary schooling is a problem common to many developing countries, raising issues of social justice and sustainable development. It has its roots in societal understandings about leadership, the schooling and career aspirations of girls, the organizational characteristics of the education system, and the expectations and preparation of teachers for leadership positions. The purpose of this paper is to identify factors, both specific to the country and common across cultures, contributing to the low numbers of female teachers leading Ugandan secondary schools.Design/methodology/approachA survey of 62 female secondary school teachers from six coeducational schools in different areas of Uganda, is used to establish leadership aspirations and teacher perceptions of the factors helping or hindering them in realizing these aspirations.FindingsThe paper reveals that the majority of female teachers surveyed aspired to school l...

A Survey of Teacher Trainees’ Expectations, Experiences and Assessment in Uganda

Journal of Educational and Social Research, 2013

112 Teacher Trainees participated in this study. The purpose of the study was to identify and exp... more 112 Teacher Trainees participated in this study. The purpose of the study was to identify and explain teacher trainee's perceptions, experiences and their assessment of the teacher education programme in the school of Education. The objectives of the study included; To assess the teacher trainees' expectations when joining the School of Education. Identify the teacher trainee's experiences at the School of Education as they undergo the programme. To solicit the views of the teacher trainees on how to improve the teacher education programme. A qualitative approach was used to collect data using open ended questionnaires and focus group discussions. Results show that Teacher trainees do not receive adequate and appropriate career guidance at secondary school level. The School of Education does not effectively explain to them what is involved in the programme. Teacher trainees feel they are not adequately prepared to meet the demands and needs of secondary school curriculum. Recommendations include lecturers attending/oriented to a course of teacher education, more government funding and revision of teacher education curriculum

Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

Universal Journal of Educational Research, 2015

Geography education in Uganda: a critical analysis of geography programs in National Teachers Colleges

United Nations. ADDRESSING INEQUALITIES The Heart of the Post-2015 Development Agenda and the Future We Want for All Global Thematic Consultation BARRIERS TO LEADERSHIP AND CHALLENGES FACED BY FEMALE HEADS IN EDUCATIONAL

A significant number of women are now participating in education as a result of the integration o... more A significant number of women are now participating in education as a result of the integration of the affirmative action programme into the political structure by government starting in 1987. Within the education sector, women’s participation remains below that of men, with a net enrolment rate of only 21 % for girls in secondary schools (UNICEF). In University education, women have remained a minority as students and staff. The situation of women as school heads in both primary and secondary schools is not different. This study was carried out in 2010-2011 and its purpose was to explore and identify the underlying causes of the barriers to women leadership in primary, secondary and tertiary institutions. The researcher also sought to understand the challenges faced by women as heads of educational institutions in Uganda. Traditional culture, personal reasons, domestic work, lack of relevant qualifications, discrimination at the workplace, lack of role models and mentors, lack of s...

Teaching of Geography in Uganda Secondary Schools: Reflections of Geography Teacher Trainees at the School of Education, Makerere University, Uganda

Advances in Social Sciences Research Journal, 2016

This paper examined the status of Geography Education in Secondary Schools of Uganda through the ... more This paper examined the status of Geography Education in Secondary Schools of Uganda through the eyes of Geography teacher trainees. This study was based on a constructivist theory of learning. The teacher trainees with the guidance of the researcher were sent out to secondary schools in three Districts of Uganda. The eighty students in the class worked in groups of four each to carry out this study. Each group selected two schools, one well established with facilities and the other, a “third world” school which is rather deprived. The status of Geography in this study referred to the quality of teachers and students, availability of teaching materials, the teaching methods used by the in-service teachers, the learning environment, and use of technology, relevance of topics taught, availability of geography clubs and other learning activities. Results show that there is shortage of teaching materials, text books are outdated, teachers do not use interactive teaching methods, and ...

Role Models and Life Histories of Teacher Trainers as Tools for Effective Teacher Education: A Case for Geography Teacher Trainers in Uganda

Mediterranean journal of social sciences, 2011

Two hundred (310) undergraduate and postgraduate students participated in this study. The partici... more Two hundred (310) undergraduate and postgraduate students participated in this study. The participants were requested to write down the best and worst teachers in their life right from primary to high school which is 14 years of schooling. They had to identify qualities that made that teacher good/and role model and likely to influence their development as geography teachers. Results show that students value and love teachers that are intelligent and have good knowledge of the subject matter, approachable, morally upright, approachable/accessible, honest and guides the students, smartly dressed and presentable. They particularly liked geography teachers that used the environment round the school as a laboratory making the subject real and relevant, used fieldwork as a method of teaching, use of maps, pictures, graphs regularly in class. They particularly hated teachers who sexually abused students, discriminated against dull students, had no teaching aids, didn't mark books, con...

Improving teacher education through organizational learning and networks

This research focuses on strategies/approaches to continuous professional learning in an organiza... more This research focuses on strategies/approaches to continuous professional learning in an organization such as teacher education institutions. After discussing main theoretical appraoches it presents results from a case study focused on the process of preparing teacher trainees for internship (teaching practice) as a component of teacher education. This first section analyses how organizational learning and professional networks promote the professional learning of teacher educators.

The Influence of the Schools Learning Environment on the Performance of Teacher Trainees on School Practice - A Case of the School of Education, Makerere University, Uganda

Schools practice" is a learning process through which teacher trainees are exposed to school... more Schools practice" is a learning process through which teacher trainees are exposed to school environment during their internship. The purpose of this study is to identify the nature of the schoo.ls' learning environments prevailing in Ugandan secondary schools and how they influence the performance of teacher trainees. The objectives are to both identify the physical infrastructure and teaching materials in schools, and to examine the relationships between, teacher trainees, and the teachers, administrators, supervisors and students they encounter. A qualitative approach was used to collect data, namely interviews and focus group discussions. The results reveal; (1) The poor infrastructure and sanitary conditions in some schools both government and private. The teaching materials which include textbooks, science equipment, audio visual teaching aids and other essential teaching material are inadequate in a number of schools. (2) The teacher trainees are not effectively supe...

The Effect of Land Tenure System on Women's Knowledge-Base and Resource Management in Manjiya County, Uganda

Educational Research Review, 2008

This study examines the status of women in relationship to land ownership, the resources they are... more This study examines the status of women in relationship to land ownership, the resources they are exposed to and management practices, consequently its effect on the environment of Manjiya County, Mbale District in (now Manafwa since 2008) Uganda. It was found out that low levels of education limit women’s abilities of creativity and innovativeness to work on the land sustainably. They lack access to land and family property making it difficult for them to hire casual labour, to make long term investment in land conservation, such as terracing the hillsides and other good farming practices on the hill slopes. This has resulted in high rate of land degradation as a result of soil erosion and landslides. There is need to empower women through education to enable them accept and use family planning practices to reduce the high fertility (7.1), adopt modern farming practices, as well as improving their opportunity to get formal employment.

Advancing Women into Educational Leadership in Developing Countries: The Case of Uganda

Gender and Education at Makerere University, Uganda

Gender and Practice: Insights from the Field, 2019

Education of teachers and students is crucial for the implementation of Uganda’s governmental goa... more Education of teachers and students is crucial for the implementation of Uganda’s governmental goals regarding educational gender equity and equality and the achievement of United Nations Strategic Development Goals (SDG), especially Goal #4 relating to education and Goal #5 mandating gender equality. This chapter begins with an overview of the nation, its geography, history and policies with regard to education and gender. This is followed by a discussion of pedagogy and especially gender responsive pedagogy and the barriers to implementing it. The chapter continues with the methods, goals and results of a qualitative study designed to assess the understanding of gender and its practices of the staff and teacher trainees in the School of Education at Makerere University and offers recommendations and conclusions stemming from the study. Most students and staff have basic understandings of concepts such as gender, sex, and sexual harassment, but are unfamiliar with the idea of gender...

Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

Developing a teacher education curricular content is an enduring concern for teacher educators. A... more Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social c...