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X-WR-CALNAME:CEES | Makerere Univsity
X-ORIGINAL-URL:https://cees.mak.ac.ug
X-WR-CALDESC:Events for CEES | Makerere Univsity
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BEGIN:VTIMEZONE
TZID:UTC
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TZOFFSETFROM:+0000
TZOFFSETTO:+0000
TZNAME:UTC
DTSTART:20220101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20230117T100000
DTEND;TZID=UTC:20230117T170000
DTSTAMP:20260404T232602
CREATED:20230112T135652Z
LAST-MODIFIED:20230112T135826Z
UID:3722-1673949600-1673974800@cees.mak.ac.ug
SUMMARY:PhD Public Defense of Mr Enock Kibuuka
DESCRIPTION:The Dean\, East African School of Higher Education Studies and Development\, invites you to the PhD Public Defense of Mr Enock Kibuuka\, scheduled to take place on Tuesday\, 17th January 2023\, in the Curriculum Building starting at 10 AM. \nSupervisors: Associate Professor Joseph Kimoga\nAssociate Professor Ronald Bisaso \nOpponent: Larazus Nabaho \nThe abstract is herein attached. Click here
URL:https://cees.mak.ac.ug/event/phd-public-defense-of-mr-enock-kibuuka/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2023/01/banner-cees.png
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230123T100000
DTEND;TZID=UTC:20230123T170000
DTSTAMP:20260404T232602
CREATED:20230123T203043Z
LAST-MODIFIED:20230123T203043Z
UID:4160-1674468000-1674493200@cees.mak.ac.ug
SUMMARY:PhD Public defense of Lukwago Rashid
DESCRIPTION:The Dean\, East African School of Higher Education Studies and Development\, invites you to the PhD Public defense of Lukwago Rashid scheduled for Monday\, 23 January 2023\, in Curriculum Building Room 126\, starting at 10 AM.
URL:https://cees.mak.ac.ug/event/phd-public-defense-of-lukwago-rashid/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2022/10/Capture.png
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230124T100000
DTEND;TZID=UTC:20230124T170000
DTSTAMP:20260404T232602
CREATED:20230120T130134Z
LAST-MODIFIED:20230120T130303Z
UID:4057-1674554400-1674579600@cees.mak.ac.ug
SUMMARY:PhD Public Defense of Sr. Bernadette Lutaaya
DESCRIPTION:The Dean\, East African School of Higher Education Studies and Development\, invites you to the PhD defence for Sr. Bernadette Lutaaya\, scheduled to take place in Curriculum Building – Room 126 on Tuesday\, 24th January 2023\, starting at 10:00 AM. I’ve attached hereon the student’s abstract.\n\nSupervisors:\nAssoc.Prof. Ronald Bisaso\n             Dr: Florence Nakamanya\n\nDownload Abstract: Click here
URL:https://cees.mak.ac.ug/event/phd-public-defense-of-sr-bernadette-lutaaya/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2023/01/Sr.-Bernadette-Lutaaya.png
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230512T080000
DTEND;TZID=UTC:20230520T170000
DTSTAMP:20260404T232603
CREATED:20230417T085527Z
LAST-MODIFIED:20230417T085527Z
UID:5415-1683878400-1684602000@cees.mak.ac.ug
SUMMARY:Bi-Annual National Science Workshop
DESCRIPTION:Download Letter here :NATIONAL SCIENCE WORKSHOP
URL:https://cees.mak.ac.ug/event/bi-annual-national-science-workshop/
LOCATION:School of Education Main Block\, Lecturer Room 4\, School of Education main Block\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/04/FLYER-National-Science-Workshop-April-2023.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230724T080000
DTEND;TZID=UTC:20230727T170000
DTSTAMP:20260404T232603
CREATED:20230717T121055Z
LAST-MODIFIED:20230717T122306Z
UID:6491-1690185600-1690477200@cees.mak.ac.ug
SUMMARY:The Distance Education and Teacher Training In Africa (DETA) Conference
DESCRIPTION:The College of Education and External Studies invites you to the Distance Education and Teacher Training In Africa (DETA) Conference organized in collaboration with the University of Pretoria.\nThis international Conference will take place on Monday July 24th to July 27th in the Yusuf Lule Central Teaching Facility Auditorium. The opening Ceremony will be held on July 24th at 2pm.\nYou are all invited to the opening ceremony.
URL:https://cees.mak.ac.ug/event/the-distance-education-and-teacher-training-in-africa-deta-conference/
LOCATION:Yusuf Lule Central Teaching Facility Auditorium\, Makerere University
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/07/WhatsApp-Image-2023-07-17-at-10.13.15-AM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230728T143000
DTEND;TZID=UTC:20230728T170000
DTSTAMP:20260404T232603
CREATED:20230717T121750Z
LAST-MODIFIED:20230717T123039Z
UID:6495-1690554600-1690563600@cees.mak.ac.ug
SUMMARY:Omissions in Sloane's Jamaican collections: African slave trade and modern slavery building shared futures
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/omissions-in-sloanes-jamaican-collections-african-slave-trade-and-modern-slavery-building-shared-futures/
LOCATION:Online Event
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/07/WhatsApp-Image-2023-07-17-at-10.13.35-AM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230731T140000
DTEND;TZID=UTC:20230731T170000
DTSTAMP:20260404T232603
CREATED:20230727T132716Z
LAST-MODIFIED:20240102T152201Z
UID:6632-1690812000-1690822800@cees.mak.ac.ug
SUMMARY:ChatGPT and Its Implications on Teaching and Learning
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/chatgpt-and-its-implications-on-teaching-and-learning/
LOCATION:Online Event
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/07/WhatsApp-Image-2023-07-25-at-12.02.59-PM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231002T100000
DTEND;TZID=UTC:20231002T170000
DTSTAMP:20260404T232603
CREATED:20230922T200337Z
LAST-MODIFIED:20240102T152138Z
UID:6842-1696240800-1696266000@cees.mak.ac.ug
SUMMARY:PhD Candidate due for viva defense
DESCRIPTION: Monday 2nd October at 10 am in Room 126 Curriculum Building (East African School for Higher Education Studies and Development)\nCandidate for the Degree of Doctor of Philosophy in Educational Management of Makerere University \nThesis Title: Predictors of student engagement in the online component of Blended distance learning programs at Makerere University\nName of Candidate: Tumwesigye Tibs Jimmy\nReg. No.: 2015/HD04/1737U \nSupervisors:\n1. Assoc. Prof. Paul Muyinda Birevu\n2. Prof. Anthony Muwagga Muggaga \nAbstract\nStudent engagement is an antecedent of a successful learning process and educational outcomes. Student engagement enhances student learning motivation\, reduces the sense of isolation and dropout rates\, and enhances student cognitive development. This study investigated the predictors of student engagement in the online component of blended distance learning programs at Makerere University. The study particularly investigated whether teaching presence\, social presence\, and cognitive presence significantly predicted student engagement. The study was prompted by raising worries about the low levels of student engagement especially in the online component of blended distance learning programs in higher education institutions (HEIs) and Makerere University in particular\, which is a threat to students’ attainment of educational outcomes. The study was underpinned by the Community of Inquiry theoretical framework and used the positivist paradigm with survey-based predictive correlational and cross-sectional research designs. Data were collected using a Self-administered Questionnaire (SAQ) from 283 students drawn from the College of Education and External Studies (CEES) and the College of Health Sciences (CHS) and analysis was done using both descriptive and inferential statistics with the help of the Statistical Package for Social Scientists (SPSS). Multiple regression analysis revealed that jointly; teaching presence\, social presence\, and cognitive presence were significant predictors of student engagement in the online component of blended distance learning programs at Makerere University (F=213.885\, = .000\, p<0.05). The three variables collectively explained 69.4% of the variance in student engagement. Social presence was observed to have the strongest predictive effect on student engagement (β = .382\, sig. .000)\, followed by the cognitive presence (β = .288\, sig. .000)\, and teaching presence (β = .228\, sig. .000). The study concluded that teaching presence\, social presence\, and cognitive presence together influence student engagement in the online component of blended distance learning programs at Makerere University. The study recommends that online course instructors need to promote strategies focused on motivating group unity amongst learners through ensuring meaningful social interactions and group cohesion; implement online course activities that stimulate deep thinking and reflection in learning among students to achieve high levels of knowledge construction; design course activities that stimulate teaching presence through ensuring a simple and consistent course design that is easily accessed by students\, a detailed syllabus with clear expectations and assignment guidelines\, appropriate rubric\, timelines and rules of engagement\, provide orientation to learners\, feedback and learner support.\nKeywords:\nCommunity of Inquiry\, Teaching presence\, Social Presence\, Cognitive presence\, Behavioral engagement\, emotional engagement\, Cognitive engagement.
URL:https://cees.mak.ac.ug/event/phd-candidate-due-for-viva-defense/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/09/Jimmy-Tibs-Tumwesigye-scaled-e1695413001567.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231016
DTEND;VALUE=DATE:20231021
DTSTAMP:20260404T232603
CREATED:20231012T152125Z
LAST-MODIFIED:20240102T152127Z
UID:6894-1697414400-1697846399@cees.mak.ac.ug
SUMMARY:Digital Pedagogy and Artificial Intelligence in the classroom
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/digital-pedagogy-and-artificial-intelligence-in-the-classroom/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/10/WhatsApp-Image-2023-10-12-at-5.29.25-PM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231206T080000
DTEND;TZID=UTC:20231206T170000
DTSTAMP:20260404T232603
CREATED:20231201T115959Z
LAST-MODIFIED:20240102T152042Z
UID:6994-1701849600-1701882000@cees.mak.ac.ug
SUMMARY:PhD Defence: Mr. Mugabo Augustine
DESCRIPTION:VENUE : Room 126\, Curriculum Building\, College of Education and External Studies (CEES)\, Makerere University. \nNAME OF CANDIDATE: Mugabo Augustine (2019/HD04/31026U) \nTITLE: Student Support Services Management in Masaka City Universal Secondary Education Schools: Implications for Student Retention. \nSUPERVISORS:       1. Dr. Ssenkusu Peter \n\nDr. Victoria Kaggwa Rosette\n\n Abstract \nThe purpose of this multiple case study was to analyze the way Masaka City USE schools manage Students’ Support Services (SSS) and its implications for student retention. The study was guided by four objectives where first three objectives were to examine the way USE schools manage the guidance and counselling; the co-curricular; and the school feeding services; while the fourth objective was to determine the implication of the way the three SSS are managed for student retention. Management of SSS was benchmarked by Max Weber’s theory of bureaucracy\, while student retention was benchmarked by Tinto’s model of student departure. A qualitative approach was adopted\, and the pragmatism paradigm provided a basis for the study.  The study was conducted in three USE schools in Masaka City\, and the respondents included\, head teachers\, teachers\, heads of non-academic Departments\, students and dropouts. Data was collected using Key Informant Interviews (KIIs)\, Nine Focus Group Discussions (FGDs)\, and Non- obtrusive observation. All respondents were purposively selected. Findings revealed that against all odds\, the three schools try their best to provide guidance and counselling\, co-curricular\, and school feeding services to students. It was also revealed that management of guidance & counselling\, co-curricular\, and school feeding at the three USE schools was at the bare minimum due to a number of barriers that inhibit effective provision of the three support services. The key barriers identified were structural and logistical in nature. The structural barriers gravitated around the bureaucratic management of the three services that leads to a one size fits all approach to service provision. The logistical barriers were inadequate human\, financial\, infrastructure and time resources suffered by the three schools. It was also established that the way the three USE schools manage the three support services has far reaching implications for student retention. In keeping with Tinto’s model of student departure\, students who are able to cope with the basic provision of the three support services stay in school\, while those who cannot cope leave and join other schools or dropout of school completely. The study concluded that the way the three USE schools manage guidance & counselling\, co-curricular\, and school feeding services leaves a lot to be desired\, given the entering behavior of the students that patronize the schools. Secondly\, the way the three services are managed largely undermine student retention in the three schools. The study recommends that management at the three USE schools should rethink the one size fits all approach to the provision of student support services and adopt a more customized approach. Secondly\, management at the three schools needs to devise innovative ways of mobilizing resources needed to support the provision of adequate services by diversifying their sources of revenue\, sensitization of key stakeholders\, involving students more in the management of these services\, and building capacity to enable staff to provide services more effectively and efficiently.
URL:https://cees.mak.ac.ug/event/phd-defence-mr-mugabo-augustine/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/12/New_DSCN9375-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231208T100000
DTEND;TZID=UTC:20231208T100000
DTSTAMP:20260404T232603
CREATED:20231208T095332Z
LAST-MODIFIED:20240102T152022Z
UID:7016-1702029600-1702029600@cees.mak.ac.ug
SUMMARY:PhD Defence: Ms. Nakitto Jeniffer Milly
DESCRIPTION:The Dean\, School of Education\, College of Education and External Studies (CEES) invites you to the PhD Defense of the following Candidate \nName: Ms. Nakitto Jeniffer Milly \nThesis Title: “Exploring the Integration of Career Guidance in the teaching and learning of History: A case of Selected Secondary Schools in Wakiso District.” \nDate and Time: Wednesday 13th December\, 2023 starting 10:00 AM EAT. \n\nVenue : Room 126\, Curriculum Building\, College of Education and External Studies (CEES)\, Makerere University \n\nSupervisors: \n\nDr. Dorothy Sebbowa\nDr. Tebenkana Timothy\n\nFILE ATTACHMENT \n\n\n\n\n\nPhD Abstract (369.64 KB)
URL:https://cees.mak.ac.ug/event/phd-defence-ms-nakitto-jeniffer-milly/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/02/rsz_1c5a1592-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231211T100000
DTEND;TZID=UTC:20231211T170000
DTSTAMP:20260404T232603
CREATED:20231208T095746Z
LAST-MODIFIED:20240422T125507Z
UID:7038-1702288800-1702314000@cees.mak.ac.ug
SUMMARY:PhD Defence: Ms. Namulondo Veronica
DESCRIPTION:The Dean\, School of Education\, College of Education and External Studies (CEES) invites you to the PhD Defense of the following Candidate\n\nName: Ms. Namulondo Veronica\n\nThesis Title: “Exploring Strategies for Facilitating Continuity of Learning in Pandemic: A Case Study of COVID-19 in Secondary Schools in Uganda.”\n\nDate and Time: Monday 11th December\, 2023 starting 10:00 AM EAT.\nVenue: Room 126\, Curriculum Building\, College of Education and External Studies (CEES)\, Makerere University.\nSupervisors:\n\n 	Dr. Najjuma Rovincer\n 	Dr. Walimbwa Michael\n\nFILE ATTACHMENT\n\n\n\n\n\n\nPhD Abstract (107.5 KB)
URL:https://cees.mak.ac.ug/event/7038/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2019/05/gradu.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231221
DTEND;VALUE=DATE:20231222
DTSTAMP:20260404T232603
CREATED:20231213T204523Z
LAST-MODIFIED:20240102T151901Z
UID:7054-1703116800-1703203199@cees.mak.ac.ug
SUMMARY:PhD Defense : Ms Annet Mbabazi
DESCRIPTION:The Dean\, East African School of Higher Education Studies and Development\, College of Education and External Studies (CEES) invites you to the PhD Defense of the following Candidate \nName: Ms Annet Mbabazi \nThesis Title: “Work Place Environment and the Well-being of Academic Staff at Makerere University” \nDate and Time: Thursday 21st December at 10 am \nVenue: Room 126 Curriculum Building (East African School for Higher Education Studies and Development)\, College of Education and External Studies (CEES)\, Makerere University.\nSupervisors: \n\nDr. Tom Balojja\nDr. Nakimuli Amina (NCHE)\n\nFILE ATTACHMENT \nClick to download abstract
URL:https://cees.mak.ac.ug/event/phd-defense-ms-annet-mbabazi/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/02/Makerere-CEES-CLL-UBTEB-Graduation-18thFeb2023-Group.jpeg
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240108T100000
DTEND;TZID=UTC:20240108T170000
DTSTAMP:20260404T232603
CREATED:20240102T145106Z
LAST-MODIFIED:20240102T151843Z
UID:7105-1704708000-1704733200@cees.mak.ac.ug
SUMMARY:PhD Defense : Ahmed Katalemwa
DESCRIPTION:Title: Application of the Contingency Approach in Supervision of PhD Students at Makerere University\nSupervisee: Ahmed Katalemwa\nSupervisor: Associate Professor Ssempebwa Jude (PhD)\nAbstract\nSupervision is one of the major avenues for sustaining students’ satisfaction with the PhD programme. Since effective supervision relies heavily on the nature of the relationship between the student and the supervisor\, supervisory style is also a critical element in the supervisory relationship. In view of this\, I explored the fit between the supervisory styles used by supervisors of PhD students and the styles preferred by their supervisees at Makerere University. Reports of slow completion and high attrition of PhD students at Makerere University triggered my interest. I was guided by Gale et. al’s Framework Method of data analysis. I adopted a qualitative\, multiple case study design fixed in the interpretivist paradigm. I purposively selected 39 doctoral supervisors and 43 doctoral students\, from whom I collected data using semi-structured interviews. I triangulated data sources with field notes. I analyzed data using thematic discourse analysis. The findings were that most supervisors at the university apply the contractual style of supervision\, whereby they share supervisory functions with the supervisees as the latter have a greater say in decision making. Most supervisees also preferred the contractual style of supervision because it provides conducive interpersonal proximity with the supervisor. Therefore it was concluded that\, on the whole\, there is a fit between supervision styles applied by supervisors and supervision styles preferred by PhD students at Makerere University. For some students\, however\, there was a misfit; whereas most supervisors expect students to be the ‘drivers’ of their research projects many of the latter expected to be ‘pushed’ by their supervisors. It was also discovered that inspite of supervisors’ preference for a particular supervisory style\, they endeavor to adjust supervision to students’ needs and stages of the PhD project. Hence the conclusion that the supervision follows a contingency approach. Accordingly delayed completion and attrition is attributable to factors other than supervision styles/ approaches. Research into these factors is recommended. \n  \n 
URL:https://cees.mak.ac.ug/event/phd-defense-ahmed-katalemwa/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/02/rsz_1c5a1592-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240327T080000
DTEND;TZID=UTC:20240327T170000
DTSTAMP:20260404T232603
CREATED:20240321T134427Z
LAST-MODIFIED:20240321T134744Z
UID:7258-1711526400-1711558800@cees.mak.ac.ug
SUMMARY:PhD Defense : Ms Winifred Namuwonge
DESCRIPTION:An Interpretive Study on Experiences and Support Services for International Graduate Students at Makerere University \n\n\n\nAbstract \n\n\n\nThe enrollment of international graduate students is declining at Makerere University. Yet\, Makerere aspires to be a research-led institution with an internationalization agenda. There is need to increase the numbers of international graduate students as this would help Makerere University to realize her vision. This study therefore explored international graduate students’ experiences and how they are supported at Makerere University. It was guided by two objectives: (1) To explore experiences of international graduate students at Makerere university. (2) To explore how international graduate students are supported at Makerere University. This study was based on the interpretive world view\, subscribing to the transcendental phenomenology of Edmund Husserls which states that those who have experienced a phenomenon can give meaning to it. Eight international graduate students at Makerere University were interviewed and they were selected from different academic disciplines which were categorised according to Becher and Biglan’s classification of academic disciplines. Data analysis followed thematic analysis whereby three themes including non-academic experiences\, academic experience and support emerged as experiences and support that was provided to international graduate students at Makerere University. It was therefore concluded that those international graduate students had non-academic and academic experiences which were both positive and negative at Makerere University. It was also concluded that those international graduate students received non-academic and academic support at Makerere University. This study recommends that Makerere University Management should provide more resources that is financial\, human\, and physical to the International Office to deal with some possible negative experiences that international graduate students are facing at the University. The International Office may work with the Office of the Dean of Students to organise events for graduate students to facilitate interactions between international and domestic students and they may also put in place peer mentors for new international graduate students to foster a sense of community. This study recommends that the International Office needs to work very closely with the Deans of Schools in the different Colleges of Makerere University as this will improve their academic experiences and ultimately their numbers at Makerere University. Finally\, the university management should strengthen and streamline the activities of the International Office at Makerere University \n\n\n\nWinifred Namuwonge \n\n\n\n2019/HD04/21390U \n\n\n\nM.A(PAM)\, PGDE\, BA (Arts) Makerere University \n\n\n\nSupervisor: Dr Florence Nakamanya
URL:https://cees.mak.ac.ug/event/phd-defense-ms-winifred-namuwonge/
LOCATION:Room 126 Curriculum Building (East African School for Higher Education Studies and Development)
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/03/WINIFRED-NAMUWONGE-PICTURE.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240402T103000
DTEND;TZID=UTC:20240402T170000
DTSTAMP:20260404T232603
CREATED:20240321T135524Z
LAST-MODIFIED:20240325T071625Z
UID:7267-1712053800-1712077200@cees.mak.ac.ug
SUMMARY:PHD DEFENSE : Mr. Aminu Malami Sifawa
DESCRIPTION:Effectiveness of Use of Makerere University E-Learning Environment (MUELE) in the Lens of DeLone and McLean’s Model\n\n\n\nPatrick Waiswa \n\n\n\n Supervisors: Prof. Fred E K Bakkabulindi and  Dr. David Kabugo\n\n\n\n Abstract\n\n\n\nThe global trend of embracing electronic learning (e-learning) platforms in higher education raises a crucial need to have evidence of achieving their goals. In other words\, are higher learning institutions getting the benefits of investing in e-learning platforms? Hence\, a study on effectiveness of use of Makerere University E-Learning Environment (MUELE) was conducted. The study was guided by the DeLone and McLean’s (2003) information systems success model which suggests six dimensions of effectiveness of use of an information system. In the case of MUELE\, these six dimensions were\, namely\, net benefits of use of MUELE\, use of MUELE\, user satisfaction with MUELE\, quality of information generated by MUELE\, quality of performance of MUELE and quality of technical support received by a user of MUELE. These dimensions were interrelated\, hence\, providing five hypotheses (H1 – H5) that were tested. The study used a mixed method approach of research but was predominantly quantitative. A self-administered questionnaire was used to collect quantitative data from a total of 492 undergraduate students from four colleges in Makerere University while interview guides were used to collect qualitative data from seven participants of different categories. Descriptive analysis was used to assess the effectiveness of use of MUELE and linear regression was used to test the hypotheses. Findings indicated an average overall mean for each of the six constructs of the effectiveness of use of MUELE. In addition\, all the hypotheses were supported. This study made a theoretical contribution by operationalizing the dimensions of effectiveness of use of MUELE and\, hence\, developing a tool for its measurement. This study further tested and enhanced the applicability of the DeLone and McLean’s (2003) system success model in the evaluation of effectiveness of e-learning findings of which shall be used by other researchers in future studies. As a policy contribution\, findings from the study shall provide guidance in the review of policy documents at national and institutional levels which provide for the use of ICT in the teaching and learning. \n\n\n\nKey words/Phrases: DeLone and McLean\, effectiveness\, e-learning\, information systems success\, MUELE\, teaching and learning.
URL:https://cees.mak.ac.ug/event/phd-defense-mr-aminu-malami-sifawa/
LOCATION:Room 126 Curriculum Building (East African School for Higher Education Studies and Development).
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/03/MALAMI-AMINUS-PIC-1-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240405T100000
DTEND;TZID=UTC:20240405T170000
DTSTAMP:20260404T232603
CREATED:20240321T140318Z
LAST-MODIFIED:20240325T071623Z
UID:7271-1712311200-1712336400@cees.mak.ac.ug
SUMMARY:PHD DEFENSE : MR. Waiswa Patrick\,
DESCRIPTION:Continuous Professional Development and Performance of Academic Staff in Sokoto State University\, Nigeria \n\n\n\nBy \n\n\n\nAminu Malami Sifawa \n\n\n\n2018/HD04/3869X \n\n\n\nSupervisor \n\n\n\nDr. David Onen \n\n\n\nAbstract\n\n\n\nThis study explored the effect of Continued Professional Development (CPD) on the job performance of academic staff at Sokoto State University in North-West Nigeria\, focusing on teaching\, research\, and community service. Employing a positivist research paradigm and a predictive cross-sectional survey design\, data were gathered from 216 academic staff members through a structured questionnaire survey. The study’s findings reveal a significant and positive relationship between CPD and teaching performance\, indicating that investing in CPD programs can enhance teaching effectiveness among academic staff. However\, CPD’s effect on research performance is modest and statistically insignificant\, suggesting that it may have limited effects on research outcomes. On the other hand\, CPD significantly enhances community service performance\, implying that academic institutions should promote CPD initiatives to increase staff engagement in community service activities. Based on these conclusions\, recommendations include prioritizing and investing in CPD programs tailored to teaching enhancement\, customizing CPD to address research-related skills\, and fostering a culture of community engagement through CPD initiatives to ensure academic staff’s active involvement in socially impactful work.
URL:https://cees.mak.ac.ug/event/phd-defense-mr-waiswa-patrick/
LOCATION:Room 126 Curriculum Building (East African School for Higher Education Studies and Development).
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/03/waiswa-patrick-pass-port-photo.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20240423T100000
DTEND;TZID=UTC:20240423T170000
DTSTAMP:20260404T232603
CREATED:20240423T061455Z
LAST-MODIFIED:20240423T074848Z
UID:7479-1713866400-1713891600@cees.mak.ac.ug
SUMMARY:PHD DEFENSE : Safina Galenda
DESCRIPTION:Experiences of female scientists in research networks in STEM fields in public universities in Uganda \n\n\n\nSafina Galenda \n\n\n\n2018/HD04/866U       \n\n\n\nAbstract \n\n\n\nResearch networks are inevitable for female scientists in STEM fields where research is carried out in teams in higher education. It was on this basis that this study explored the experiences of female scientists in research networks in STEM fields in public universities in Uganda. This study was guided by three objectives: (1) To explore the experiences of female scientists in research networks in STEM fields in public universities in Uganda. (2) To explore how female scientists were uplifted by research networks in STEM fields in public universities in Uganda and (3) To explore how female scientists accessed resources in research networks in STEM fields in public universities in Uganda. This study was anchored on the existential phenomenology by Martin Heidegger in the interpretive world view. Eight female scientists in research networks in STEM fields in public universities in Uganda were interviewed and they were selected from the hard applied and hard pure disciplines as classified in Becher and Biglan’s typology of academic disciplines. Using thematic analysis\, four themes such as research collaboration activities\, capacity development and positive and negative experiences emerged in this study. This study concludes that those female scientists in research networks had positive and negative experiences such as funding\, networking\, research skills\, career growth\, conferences\, mentoring\, and hectic schedules. This study concludes that research networks are uplifting those female scientists in STEM fields in public universities in Uganda because they were internationally exposed\, networked\, funded\, research skills were strengthened\, and progressed in career. This study concludes that it was important for those female scientists to access physical and human resource in their research networks as this increased their research performance and outputs in STEM fields in public universities in Uganda. Those female scientists accessed resources through their institutional account\, networks\, infrastructure\, capacity building\, mentorship\, and research competencies from research networks in STEM fields in public universities in Uganda. This study therefore recommends to management of public universities in Uganda to establish formal research networks and strengthen the existing informal research networks. To uplift female scientists in research networks in STEM fields in public universities in Uganda\, this study recommends to those female scientists in the research networks and senior colleagues to act as ambassadors and mentors to those young female scientists in STEM fields. Finally\, this study recommends to Management of public universities in Uganda to establish a Research and Grants Office for STEM fields in Uganda and equip it with skilled human resource to drive the administrative research agenda of their fields in their different Colleges and Faculties.
URL:https://cees.mak.ac.ug/event/phd-defense-safina-galenda/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/04/Safina-photo-Makerere-e1713858094242.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240430T080000
DTEND;TZID=UTC:20240430T170000
DTSTAMP:20260404T232603
CREATED:20240403T102809Z
LAST-MODIFIED:20240403T104503Z
UID:7367-1714464000-1714496400@cees.mak.ac.ug
SUMMARY:Call for Papers: Makerere University Journal of Research and Innovations in TeacherEducation (RITE)
DESCRIPTION:Makerere University Journal of Research and Innovations in Teacher Education (RITE) isnow accepting submissions for its special issue to be published in August 2024. RITE Journalcovers a wide range of topics within teacher education\, including but not limited to: \n\n\n\n\n Innovative pedagogies in Pre-primary\, Primary\, Secondary\, Tertiary\, and UniversityTeacher Education\n\nStudies on Emerging Technologies in Education (ETs).\n\n\n\nCapacity building and Continuous Professional Development (CPDs) for teachers andteacher educators\n\n\n\nEducation Policy ReviewsJournal Information:\n\n\n\nPublication Model: RITE Journal is published both in print and online versions.\n\n\n\nPublishing Formats: Accepted formats include PDF\, EPUB\, and HTML.\n\n\n\nPublication Frequency: Bi-annually.\n\n\n\nPeer Review Model: Double-Blind Review.\n\n\n\nIndexed in: Google Scholar\, Web of Science\, and ERIC.\n\n\n\n\n\nAuthor Information:For submission guidelines\, please visit the Author Information page:https://rite.mak.ac.ug/for-authorsJournal Statistics:Acceptance Rate: The average first decision on papers is in 15 days\, and the average finaldecision on peer-reviewed papers is in 45 days.Sponsors and Affiliated Institutions:The RITE Journal’s scholarship is supported by funding from:\n\n Makerere University Research and Innovations Fund (MakRIF).\n\n\n\nGovernment of Uganda.\n\n\n\nMakerere University Institute of Teacher Education and Research (MITER)\, Collegeof Education and External Studies\, Kampala\, Uganda.\n\n\n\n\n\nFor submission of articles and more details about the journal\, please visit the submissionportal: https://rite.mak.ac.ug.Contact Information:Publisher: Makerere University Institute of Teacher Education and Research (MITER).E-mail: rite@mak.ac.ugAlt e-mail: miter@mak.ac.ugDeadline for Submissions:Please submit your articles by 30th April to be considered for the special issue in August2024
URL:https://cees.mak.ac.ug/event/call-for-papers-makerere-university-journal-of-research-and-innovations-in-teachereducation-rite/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/04/Artboard-1.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20240705T080000
DTEND;TZID=UTC:20240705T170000
DTSTAMP:20260404T232603
CREATED:20240624T073408Z
LAST-MODIFIED:20240703T090551Z
UID:7593-1720166400-1720198800@cees.mak.ac.ug
SUMMARY:PHD Defence : Mr. Muteesasira Christopher
DESCRIPTION:The Dean\, East African School for Higher Education Studies and Development\, College of Education and External Studies (CEES)\,  invites you to the public PhD defence of  the following candidate.  \n\n\n\nName: Muteesasira Christopher \n\n\n\nThesis Title:  Predicting Research Productivity of Academic Staff with PhDs in Universities in Uganda Using Bean’s Model \n\n\n\nDate and Time: Wednesday 3rd July\, 2024 at 9:00 AM EAT. \n\n\n\nFILE ATTACHMENT \n\n\n\nPhD Abstract (7.56 KB)
URL:https://cees.mak.ac.ug/event/phd-defense-mr-muteesasira-christopher/
LOCATION:Room 126 Curriculum Building (East African School for Higher Education Studies and Development).\, Wandegeya\, Kampala\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/06/Christopher-Muteesasira-Photo-e1719214803235.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20241101T080000
DTEND;TZID=UTC:20241101T170000
DTSTAMP:20260404T232603
CREATED:20240822T073818Z
LAST-MODIFIED:20240822T075457Z
UID:7698-1730448000-1730480400@cees.mak.ac.ug
SUMMARY:CABUTE Postdoctoral Scholarships for 2024-2026 
DESCRIPTION:https://www.uib.no/en/node/172295#eligibility-criteria-nbsp-\n\n\n\n\nCABUTE is pleased to announce the availability of 8 Postdoctoral Scholarships\, effective from November 2024. These scholarships will be allocated as follows: Five (5) for Makerere University\, two (2) for Kyambogo University\, and one (1) for UNITE. 
URL:https://cees.mak.ac.ug/event/cabute-postdoctoral-scholarships-for-2024-2026/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/02/Makerere-CEES-CLL-Jinja-Campus-UBTEB-Graduation-3rdFeb2024-Group.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20241210T080000
DTEND;TZID=UTC:20241210T170000
DTSTAMP:20260404T232603
CREATED:20241210T121611Z
LAST-MODIFIED:20241210T121631Z
UID:12008-1733817600-1733850000@cees.mak.ac.ug
SUMMARY:PHD
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/phd/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2024/11/Nov_1.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20241210T080000
DTEND;TZID=UTC:20241210T170000
DTSTAMP:20260404T232603
CREATED:20241210T122300Z
LAST-MODIFIED:20241210T122642Z
UID:12010-1733817600-1733850000@cees.mak.ac.ug
SUMMARY:phd
DESCRIPTION:On September 3\, 2024\, the College of Education and External Studies at Makerere University hosted a significant research dissemination event\, presenting pioneering findings on integrating Indigenous Knowledge Systems (IKS) such as ethnomathematics in teaching and learning school mathematics. The research\, funded by the Carnegie Corporation of New York through the Makerere University Directorate of Research and Graduate Training\, highlighted innovative approaches to making mathematics education more relevant and accessible to students in Uganda. \n\n\n\nEthnomathematics is an interdisciplinary field that explores the relationship between mathematics and culture. It investigates how different cultural groups understand\, articulate\, and apply mathematical concepts in ways that are often unique to their traditions and everyday practices. Educators and researchers can bridge the gap between formal\, academic mathematics and the diverse mathematical practices found in various cultural contexts by exploring ethnomathematics. This approach can serve as a powerful medium for teaching and learning mathematics\, offering several benefits such as cultural relevance in education. \n\n\n\n\n\n\n\nEthnomathematics helps make mathematics more culturally relevant to students by connecting abstract mathematical concepts to their real-world experiences and cultural backgrounds. This relevance can increase student engagement\, making mathematics feel more accessible and meaningful. For example\, students from agricultural communities may better understand mathematical concepts when they are presented using traditional farming practices\, such as crop rotation patterns or land measurement techniques.
URL:https://cees.mak.ac.ug/event/phd-2/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/11/Sis_Betty_PHD.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20250409T080000
DTEND;TZID=UTC:20250409T170000
DTSTAMP:20260404T232603
CREATED:20250407T062732Z
LAST-MODIFIED:20250407T064345Z
UID:12551-1744185600-1744218000@cees.mak.ac.ug
SUMMARY:
DESCRIPTION:EAST AFRICAN TEACHER EDUCATION SYMPOSIUM
URL:https://cees.mak.ac.ug/event/12551/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2025/04/college-banner-300-x-120_001.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250527T080000
DTEND;TZID=UTC:20250527T170000
DTSTAMP:20260404T232603
CREATED:20250519T110449Z
LAST-MODIFIED:20260218T081756Z
UID:12738-1748332800-1748365200@cees.mak.ac.ug
SUMMARY:PHD Defense for Mr. Jordan Byekwaso Lwanga
DESCRIPTION:PHD Defense: \n\n\n\nTOPIC: \n\n\n\nTowards an Inclusive Higher Education System for Non-Traditional students in Uganda: A case of Makerere university \n\n\n\nAbstract \n\n\n\nIn this qualitative case study\, I explored the learning aspirations and participation experiences of Non-Traditional Students (NTSs) at Makerere University with the aim of building an inclusive higher education (HE) system that supports a diverse student body within the changing work and social realities.  Drawing from the social justice theory\, the study focused on analysing the purpose of widening university access routes; the central meaning of NTSs’ decision to return to HE; teaching and learning strategies; and opportunities for re-aligning the HE mission and provision. Data were collected from NTSs\, university managers and mature age coaches through interviews and focus group discussions\, and analysed thematically. The major study findings revealed that: (i) widening access routes aims to expand and legitimise access and participation opportunities to participants from non-traditional backgrounds; (ii) NTSs’ decision to return to class meant renewed hope for self-reorganisation and a bridge for linking personal aspirations; (iii) a gradual shift from using teacher-centred to more learner-centred instructional approaches; and (iv) their recruitment invites institutions to use their participation and transition experiences to explore what learners’ diversity means to inclusive support and service delivery. These findings suggest that a system that was not historically designed for NTSs cannot be responsive to their unique learning needs due to the system’s rigidities. Consequently\, universities that focus on recruiting NTSs need to explore how HE should be organised to serve the learning needs and support the aspirations of the different generations of students. Conclusively\, the recruitment of NTSs in HE is an issue of diversity and intergenerational fairness\, which demonstrates the feasibility of boosting intergenerational learning and capacity. These students have an estimate of what to achieve that an institution should explore to re-align its mission\, policy and practice to these learners’ uniqueness. Failure to utilise this opening means that NTSs will have to traverse an inadequately prepared institutional environment\, and their participation might be blindly defined\, considered\, and judged as a luxury amidst the changing times. Hence\, the study recommends that efforts to build an inclusive HE system should\, among other things\, focus on establishing an inclusion steering committee that can be used to undertake learners’ analysis and envision plans for a strategic shift towards inclusive-inspired policy\, practice and support services. \n\n\n\nSupervisors: \n\n\n\nAssoc. Prof. Willy Ngaka – Department. Of Adult\, Community and Lifelong Learning Kyambogo University \n\n\n\nProf. George Ladaah Openjuru – Department. Of Adult\, Community and Lifelong Learning Gulu University \n\n\n\nDefense Chair: \n\n\n\nAssoc. Prof. Janice Busingye – Consultant Vice Chairperson RENU \n\n\n\nDate: \n\n\n\n27th May 2025 – Time: 9:00 a.m (EAT) \n\n\n\nVenue: \n\n\n\nSODLL AVU Board Room and Online
URL:https://cees.mak.ac.ug/event/phd-defensetowards-an-inclusive-higher-education-system-for-non-traditional-students-in-uganda-a-case-of-makerere-university/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/05/Mr.-Byekwaso-flyer-new.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20250530T080000
DTEND;TZID=UTC:20250530T170000
DTSTAMP:20260404T232603
CREATED:20250519T063604Z
LAST-MODIFIED:20260218T081450Z
UID:12719-1748592000-1748624400@cees.mak.ac.ug
SUMMARY:PHD Defense for Mr. John Francis Garuzooka
DESCRIPTION:Title Of  Thesis: \n\n\n\nWork and Learning Experiences of Graduates from Technical and Vocational Training Institutions in Uganda. A Case of a selected institution \n\n\n\nAbstract \n\n\n\nThis study aimed to explore the work and learning experiences of graduates of Technical Vocational Education and Training (TVET) institutions who were working in central and western Uganda. Anchored in the theory of communities of practice (CoPs) and connective model of learning\, the study adopted  a qualitative approach and followed an interpretive paradigm. Data was generated through in-depth interviews\, observations and document review. The study reveals that while the TVET institution prepared learners for work using both theoretical and practical content\, there were limited practical lessons  due to limited and outdated equipment. The methods employed in  teaching and learning at the TVET institution  were largely formal\, while those employed  in the garages were non-formal. Findings further reveal that beyond the competences\, graduates obtained from TVET institutions\, they acquired additional and new competencies at workplaces. These include driving\, bargaining and training skills\, management\, detecting vehicle faults\, and handling vehicle breakdowns in emergencies\, and these were recognised by peers\, employers and customers. The competences enabled graduates improve the quality of their work\, get more job opportunities\, networks and increased their earnings. However\, the graduates perceived that it was not necessary to have these competencies assessed by DIT because assessment could not give them additional benefits. As a result\, graduates failed to acquire further qualifications due to a lack of interest\, family responsibilities\, inadequate finances\, satisfaction with the skills they obtained earlier\, and limited study time. Additionally\, findings reveal that\,  irrespective of whether graduates had obtained DIT or UBTEB certificates\, they learned how to balance work\, learning\, and training through delegation\, guidance and effective communication. Thus\, the non-formal learning in garages was perceived by the  graduates as satisfying  their learning needs. The study concludes that  while the TVET institution trains their learners with more theoretical knowledge\, this knowledge is useful in learning new and additional competences at workplace which  significantly expands their career opportunities and advances  their work potential. The study recommends that  there is need for TVET institutions and garages  to be furnished with modern equipment to provide learning and work experiences that are relevant to changing demands. \n\n\n\nSupervisors: \n\n\n\nDr. Ephraim Lemmy Nuwagaba – Department. Of Adult\, Community and Lifelong Learning Kyambogo University \n\n\n\nDr. Constant Mudondo – Department of Adult\, Community Education Makerere University \n\n\n\nProf. George Ladaah Openjuru – Department. Of Adult\, Community and Lifelong Learning Gulu University \n\n\n\nDefense Chair: \n\n\n\nDr. Harriet Nabushawo – Dean School of Distance and Lifelong Learning Makerere University \n\n\n\nDate: \n\n\n\n 30th May 2025 – Time: 9:00 a.m (EAT) \n\n\n\nVenue: \n\n\n\nSODLL AVU Board Room and Online
URL:https://cees.mak.ac.ug/event/phd-defence-work-and-learning-experiences-of-graduates-from-technical-and-vocational-training-institutions-in-uganda-a-case-of-a-selected-institution/
CATEGORIES:CEES Events
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BEGIN:VEVENT
DTSTART;TZID=UTC:20250621T080000
DTEND;TZID=UTC:20250621T170000
DTSTAMP:20260404T232603
CREATED:20250526T064046Z
LAST-MODIFIED:20250526T065132Z
UID:12782-1750492800-1750525200@cees.mak.ac.ug
SUMMARY:ANNUAL GENERAL MEETING OF UGANDA PHYSICS SOCIETY
DESCRIPTION:Your Ref:     \n\n\n\nOur Ref: UPSGA1                                                                               \n\n\n\n                                                                                             Date: Monday\, May 19\, 2025 \n\n\n\nDear Sir/Madam\, \n\n\n\nINVITATION FOR THE ANNUAL GENERAL MEETING OF UPS \n\n\n\nYou are cordially invited for the First Annual General Assembly of UPS scheduled to take place on Saturday\, June 21\, 2025. The meeting will start at 10:00 AM in the Physics Department Small Lecture Theater\, Makerere University\, and Online. \n\n\n\nMatters to be discussed are: \n\n\n\n\nFilling the positions of the Executive Committee of UPS.\n\n\n\nDeveloping an annual work plan for UPS.\n\n\n\nMaking a strategic plan on how the Society will raise funds to run its activities. \n\n\n\n\nThe agenda and zoom link will be shared in the due course. For more details\, please contact: 0774059636/0704316297. \n\n\n\nYours in Service\, \n\n\n\nNsubuga Joseph\, \n\n\n\nPresident of the Interim Committee of UPS.
URL:https://cees.mak.ac.ug/event/annual-general-meeting-of-uganda-physics-society/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/05/Physics_Society.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251003T100000
DTEND;TZID=UTC:20251003T130000
DTSTAMP:20260404T232603
CREATED:20250923T105612Z
LAST-MODIFIED:20260218T081736Z
UID:12939-1759485600-1759496400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Bart Mukasa
DESCRIPTION:The Dean\, East African School of Higher Education Studies & Development  Under the College of Education and External Studies cordially invites you to a PhD Defense. \n\n\n\nPhD Candidate:  Mr. Bart Mukasa \n\n\n\nThesis Title: \n\n\n\nStudent Activism: An Exploration of the Nature \, Causes and Managment of Student Activism in Makerere University \n\n\n\nDate and Time:  \n\n\n\n3rd October 2025\, starting at 10:00 am \n\n\n\nVenue:  \n\n\n\nCollege of Education and External Studies Room 126 Curriculum Building   \n\n\n\nSupervisors: \n\n\n\n1.Dr. Sr. Justine Namaganda \n\n\n\n2.Assoc. Prof. Jude Ssempebwa \n\n\n\n \n\n\n\nAbstract \n\n\n\nThis qualitative study explored the complexities of student activism at Makerere University\, Uganda. It focused on its nature\, causes\, and management. The study was underpinned by Altbach’s theory of student activism which provides a framework for understanding student activism\, through student interests\, organizational dynamics\, and university responses. Utilizing a qualitative paradigm\, fourteen participants were purposively sampled including eight student leaders and six university administrators; these were interviewed\, and data was thematically analyzed. The findings provide insights for both student leaders and university administrators seeking harmonious and progressive academic environments. Findings revealed a demand for accountability and transparency from the university administrators\, highlighting issues like tuition increments\, infrastructure\, and academic freedom. It also showed that power struggles between student leaders and administrators often result in stalemates\, hindering meaningful reform. Finally\, it revealed that effective management requires a collaborative framework involving student representation\, dialogue\, and inclusive decision-making. The study concluded that student activism at Makerere University is driven by a desire for accountability\, better governance\, and improved learning conditions. Similarly\, power struggles and stalemates between student leaders and administrators hinder meaningful reforms\, and effective management of student activism requires a collaborative framework. The study therefore\, recommended that student leaders should build the capacity for effective leadership and negotiation\, foster unity among student groups\, engage in constructive dialogue\, prioritize inclusive representation\, and develop strategic partnerships. The university administrators\, should establish open communication channels with student leaders\, foster inclusive decision-making processes\, address student concerns promptly\, develop policies promoting transparency and accountability\, and provide resources for student leadership development. This study contributes to deeper understanding of the complexities of student activism at Makerere University\, informing policies and strategies for constructive engagement. \n\n\n\nPhD Candidate: Mukasa Bart
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-bart-mukasa/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/09/Mukasa_Bart.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251015T100000
DTEND;TZID=UTC:20251015T140000
DTSTAMP:20260404T232603
CREATED:20251008T093910Z
LAST-MODIFIED:20260218T083301Z
UID:12971-1760522400-1760536800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by JohnBosco Luttamaguzi
DESCRIPTION:INVITATION: The 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. Johnbosco Luttamaguzi \n\n\n\nTitle of Thesis: Institutional Factors Influencing Students’ Discipline in Universities in Uganda: A Case Study of Makerere University and Kampala International University \n\n\n\nDate:           15th October 2025. \n\n\n\nTime:           10:00 am \n\n\n\nVenue: School of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors: \n\n\n\nAssoc. Prof. Gyaviira Musoke Genza &  Prof. Anthony Muwagga Mugagga \n\n\n\nAbstract: \n\n\n\nPrompted by the growing concerns about discipline in Universities in Uganda\, the study set out to examine the influence of institutional factors on students’ discipline\, with particular focus on Makerere University and Kampala International University. Anchored in the philosophies of pragmatism and constructivism\, the study employed a qualitative duo descriptive case study design to explore the extent to which rules and regulations\, management practices\, and service provision influence student discipline. Data were collected through FGDs\, interviews\, and documentary reviews\, The Study engaged students\, administrators\, lecturers\, and security personnel as participants. Thematic analysis was used to generate patterns from the data. Findings revealed that clearly defined and consistently enforced rules and regulations\, effective management practices\, and comprehensive service provision contribute to promoting discipline among university students. Each of those three institutional factors was found to enhance students’ sense of responsibility\, honesty\, compliance with regulations\, and determination. The study concluded that institutional factors play a critical role in shaping student behavior and maintaining discipline in university settings. It recommends that university councils and management should design and enforce comprehensive discipline strategies\, strengthen orientation programs\, and establish robust frameworks for delivering high-quality student services that meet or even exceed learners’ expectations. These interventions are likely to foster a holistic approach to student management and contribute to the cultivation of responsible and disciplined graduates. \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-johnbosco-luttamaguzi/
LOCATION:School of Education Smart Room\, Plot 2 Makerere road\, kampla\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/10/Mr-Lutamaguzi-3-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251017T100000
DTEND;TZID=UTC:20251017T130000
DTSTAMP:20260404T232603
CREATED:20251014T122154Z
LAST-MODIFIED:20260218T082530Z
UID:13001-1760695200-1760706000@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Patrice Ssembirige
DESCRIPTION:INVITATION: The 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. Patrice Ssembirige \n\n\n\nTitle of Thesis: Administrators’ Leadership Styles and School Academic Performance:  A Case of Selected Secondary Schools in Mukono District-Uganda \n\n\n\nDate:  Friday 17th  October 2025. \n\n\n\nTime: 10:00 am \n\n\n\nVenue: School of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors: \n\n\n\n\nDr. Tebenkana Timothy\n\n\n\nDr. Kaggwa R. Victoria Tamale\n\n\n\n\nAbstract: \n\n\n\nThe study explored administrators’ leadership styles and school academic performance in selected secondary schools in Mukono District\, Uganda. It employed a mixed methods approach in data collection. The specific objectives were to: (i). determine the influence of participative leadership style\, (ii). assess the impact of directive leadership style (iii). examine the effect of supportive leadership style\, and (iv). explore students’ perceptions of administrators’ leadership styles and their influence on school academic performance. A cross-sectional survey design was adopted\, involving a sample of 32 headteachers\, 128 teachers\, 32 Directors of Studies\, 1 District Education Officer\, 1 District Inspector of Schools\, and 320 students. Self- administered questionnaires\, interview guides\, and document review guides were used to collect data. Data was analyzed using Pearson product moment correlation coefficient (r) for quantitative data and narrative analysis for qualitative data. The findings revealed that participative leadership significantly enhances school academic performance through improved teacher involvement\, motivation\, and communication\, with a Pearson correlation coefficient of 0.420. Directive leadership was also found to positively affect school academic performance by providing clear guidance and maintaining discipline\, although it was noted to reduce teacher autonomy and motivation\, with a correlation coefficient of 0.371. Supportive leadership was strongly correlated with better academic outcomes\, promoting a positive school climate and higher teacher morale\, with a correlation coefficient of 0.561. Students’ perceptions of administrators’ leadership styles were generally positive\, contributing to a conducive academic environment and improved academic performance\, with a correlation coefficient of 0.367. The study concluded that while all the three leadership styles positively influence school academic performance\, supportive and participative styles were more effective in fostering a collaborative and supportive school environment. It also highlighted the need for a blended approach to leadership. Recommendations included implementing regular participative decision-making opportunities\, balancing directive leadership with flexibility\, prioritizing emotional support for teachers\, and fostering an open communication system with students. \n\n\n\nKeywords: \n\n\n\nAdministrators\, Leadership Styles\, Academic Performance. \n\n\n\n Your 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-patrice-ssembirige/
CATEGORIES:CEES Events
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