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DTSTART;TZID=UTC:20251217T090000
DTEND;TZID=UTC:20251217T120000
DTSTAMP:20260420T015947
CREATED:20251215T045515Z
LAST-MODIFIED:20260218T091339Z
UID:70709-1765962000-1765972800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr.Geoffrey  Kiyingi
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, School of Education under the College of Education and External Studies (CEES)\, cordially invites you to the PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr.Geoffrey  Kiyingi \n\n\n\nTitle of Thesis:  \n\n\n\nEvaluation of Approaches to Values Education: A case of Primary Science Teachers in selected Schools in Luweero District. \n\n\n\nDate:  Wednesday 17th  December 2025. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nSchool of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nABSTRACT \n\n\n\nPolicy frameworks in Uganda emphasise the importance of all teachers fostering values in learners. However\, recent reports indicate numerous challenges related to morality among learners in primary schools\, suggesting that the fostering of values is minimal or absent in these schools. Drawing on this\, the current study evaluated the approaches teachers in selected primary schools in Luweero District use in fostering values in learners\, aiming to devise measures that can enhance their capacity to foster values. Specifically\, the study sought to: (1) assess the values which science teachers deliberately foster in learners; (2) analyse the teaching approaches science teachers use in fostering values in learners; (3) examine how science teachers utilise co-curricular activities (CCAs) in fostering values in learners; and (4) devise measures to enhance teachers’ capacity of fostering values in learners. Using Habermas’ Theory of Communicative Action\, the study analysed the process by which teachers’ foster values in a classroom setting. To interpretively understand the lived experiences of fostering values in schools\, it employed a qualitative multiple-embedded case study design in two purposively selected government-aided primary schools. Amidst arguments in literature about what values and how science teachers foster them\, six teachers were purposively selected and observed. Five of these were later interviewed to examine whether and how they deliberately foster values. Documentary analysis was also carried out\, focussing on values that teachers listed in their schemes of work or lesson plans. Additionally\, focus group discussions were conducted with 28 pupils to understand their perspective on values education practices. Data was analysis by inductive content analysis and an affective coding method\, value coding. The findings revealed generally that\, all five sampled teachers fostered multiple values\, respect and responsibility appearing to be the most popular. However\, the values that teachers planned to teach were often not the ones fostered during class interactions. In most instances\, values were fostered spontaneously through interactions rather than deliberate instruction. Teachers also used other avenues to foster values\, especially outside class. While all the teachers acknowledged that values can be acquired through CCAs\, their participation was low due to very tight weekly academic schedules\, inadequate funding\, and lack of departmental support. Measures identified to enhance teachers’ capacity of fostering values included proactive use of teaching techniques\, updating or revising reference materials such as the curriculum to have a values focus\, and multiple stakeholders playing a significant role in promoting values education. Conclusively\, despite demonstrating a sound understanding of values\, teachers did not deliberately integrate them during science lessons. Furthermore\, the teaching strategy used in fostering values was implicit\, with values being embedded only in class interactions. Additionally\, although teachers recognised CCAs as important channels for fostering values\, their potential was not fully utilised. Various measures could also enhance the capacity of teachers in fostering values in learners. The study recommends that the National Curriculum Development Centre includes detailed guidelines for integrating values in the primary school curriculum. Additionally\, the Ministry of Education and Sports should train inservice teachers to systematically plan and adopt an explicit strategy and CCAs in fostering values. The study developed a values education model to facilitate deliberate efforts by primary school teachers in Uganda to foster values in learners. \n\n\n\nKey words: values education   curriculum     interpretivism      Habermas    case study \n\n\n\nSupervisors \n\n\n\n\nDr. John Sentongo                                 \n\n\n\nDr. Peter Ssenkusu     \n\n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-geoffrey-kiyingi/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/KIYINGI-PHOTO-tuhairwe-dinah.jpg
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DTSTART;TZID=UTC:20251217T090000
DTEND;TZID=UTC:20251217T120000
DTSTAMP:20260420T015947
CREATED:20251216T055724Z
LAST-MODIFIED:20251216T122536Z
UID:70730-1765962000-1765972800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Edwin  Tushabe
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES)\, cordially  Invites you to a PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Edwin  Tushabe \n\n\n\nTitle of Thesis:  \n\n\n\nRefugee Access to University Education in Uganda: A Case of Nakivale Refugee Settlement \n\n\n\nDate:  Wednesday 17th  December 2025. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nCurriculum Building\, Room 127. \n\n\n\nABSTRACT \n\n\n\nUniversity education not only protects refugees from the trenches of socio-economic marginalization\, it also primes them to contribute robustly to their adopted societies\, and to their nations when conditions permit a return. However\, access to university education remains a critical challenge for refugees. I examined factors influencing refugee access to university education in Uganda\, with a specific focus on Nakivale refugee settlement. Guided by Bourdieu’s theory of practice (1977)\, I examined how habitus\, capital\, and field factors influence refugee access to university education in Uganda. I used qualitative single case study research design. I collected data through interviewing\, review of documents\, and focus group discussions. I used purposive and snow ball sampling to select 34 refugee students\, three zonal leaders\, three representatives from the NGOs\, two representatives from OPM\, and one representative from UNHCR\, and I reviewed eight documents. Thematic data analysis revealed that habitus manifests in both enabling and constraining ways: strong educational aspirations and resilience enhance refugees access to university education\, while entrenched socio-cultural beliefs\, gender norms\, and diminished self-confidence limit refugee access. Refugees with stronger economic means\, supportive social networks\, and greater cultural and educational capital are more likely to access university education. Broader field dynamics such as the institutional structures\, power relations\, and systemic norms inhibit refugee access to university education. I conclude that habitus factors shape how refugees perceive and pursue university education opportunities; absence of interconnected economic\, social\, and cultural capital reinforces refugee educational exclusion\, while field dynamics constrain refugee access to university education. I recommend that higher education policies and interventions targeting refugees should integrate cultural and psychosocial dimensions alongside structural support mechanisms. \n\n\n\n Supervisors: \n\n\n\n\nDr. Irene Etomaru\n\n\n\n\nDoctoral Committee: \n\n\n\n1.Professor. Anthony Muwagga Mugagga \n\n\n\n2.Assoc. Professor. Jude Ssempebwa \n\n\n\n3.Assoc. Professor. Joseph Kimoga \n\n\n\n4.Dr. Justine Namaganda \n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by/
LOCATION:Room 127\, Curriculum Building-Makerere University\, Makerere University DICTS\, KAMPALA\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Edwin_Tushabe.jpg
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