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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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TZID:UTC
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DTSTART:20220101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231211T100000
DTEND;TZID=UTC:20231211T170000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
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:20260404T232553
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:20260404T232553
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:20260404T232553
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:20260404T232553
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:20260404T232553
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240423T100000
DTEND;TZID=UTC:20240423T170000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
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:20260404T232553
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/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/04/Artboard-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240705T080000
DTEND;TZID=UTC:20240705T170000
DTSTAMP:20260404T232553
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20241101T080000
DTEND;TZID=UTC:20241101T170000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
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:20260404T232553
CREATED:20241210T121611Z
LAST-MODIFIED:20241210T121631Z
UID:12008-1733817600-1733850000@cees.mak.ac.ug
SUMMARY:PHD
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/phd/
LOCATION:KAMPALA
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:20260404T232553
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/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2024/11/Sis_Betty_PHD.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250409T080000
DTEND;TZID=UTC:20250409T170000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
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:20260404T232553
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/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/05/Mr.-Byekwaso-flyer-new.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250530T080000
DTEND;TZID=UTC:20250530T170000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/05/Mr.-Garuzooka-flyer.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20250621T080000
DTEND;TZID=UTC:20250621T170000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/05/Physics_Society.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251003T100000
DTEND;TZID=UTC:20251003T130000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
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:20260404T232553
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
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251017T100000
DTEND;TZID=UTC:20251017T130000
DTSTAMP:20260404T232553
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/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2025/10/Sembirige2.png
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251021T100000
DTEND;TZID=UTC:20251021T130000
DTSTAMP:20260404T232553
CREATED:20251014T121038Z
LAST-MODIFIED:20260218T083401Z
UID:12998-1761040800-1761051600@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Ms. Aminah Mukasa
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: Ms. Aminah Mukasa \n\n\n\nTitle of Thesis: Proprietor vis-à-vis Headteacher Power Dynamics \n\n\n\nin Managing for Profit Secondary School Finances in Kampala \n\n\n\nMetropolitan Area\, Uganda \n\n\n\nDate:  Tuesday 21st  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\nDr. Badru Musisi and Associate Professor Betty A. Ezati \n\n\n\nAbstract: \n\n\n\nEffective financial management in schools is a fundamental administrative function entrusted to school managers. Operating within established regulatory frameworks\, school managers align financial decisions with achieving educational excellence. In Uganda’s for-profit secondary schools\, proprietors and headteachers are responsible for ensuring institutional efficiency through prudent mobilization and utilization of financial resources. Any lapses in managing school finances can lead to wastage of scarce resources\, which undermines school effectiveness. This study investigated the power dynamics between proprietors and headteachers in managing school finances in Kampala Metropolitan Area (KMA). Specifically\, the study explored how proprietors and headteachers exercise powers in four key financial management domains of; school budgeting\, fees collection\, procurement\, and financial accountability. Grounded in an interpretivist philosophical paradigm\, the study was a qualitative multiple case study conducted in six for-profit secondary schools in KMA. Two schools cater for high-income families\, two for middle-income\, and two to low-income families. Data were collected from 12 purposively selected participants (six proprietors and six headteachers)\, and was analysed using content and thematic analysis techniques. Findings indicate that\, proprietors routinely appropriate and centralize decision-making powers\, thereby constraining headteachers’ statutory powers to manage; school budgeting\, fees collection\, procurement\, and financial accountability. This imbalance of power diminishes headteachers’ professional autonomy and in some cases undermines effective financial management practices. In one case where the proprietor delegated greater financial management responsibilities to the headteacher\, it was due to the proprietor’s lack of experience in school management. The study concludes that that the pursuit of business interests tempts proprietors to circumvent regulations on managing school finances\, by usurping the headteachers’ powers of managing school; budgeting\, fees collection\, procurement\, and financial accountability. Some proprietors don’t even consider themselves accountable to headteachers\, who are the schools’ statutory accounting officers. The study recommends that: Local governments strengthen their inspection\, supervision\, and advisory support mechanisms to ensure that headteachers fully participate in managing school finances. Secondly\, proprietors need to foster a culture of collaborative power-sharing\, distributed leadership\, and mutual respect to enhance efficiency and accountability in fees collection. Thirdly\, schools need to adopt structured procurement management systems consistent with the Public Procurement and Disposal of Public Assets (PPDA) Guidelines No. 5 (2014) to ensure transparent and streamlined processes. Finally\, regulatory authorities need to enforce compliance with existing laws that empower headteachers to account and report school expenditure to the relevant oversight\, in a transparent way. The study contributes to the broader discourse on educational leadership\, governance\, and accountability in private education systems. It also underscores the need for balanced power relations and institutional mechanisms that promote participatory and transparent financial decision-making\, for sustainable school effectiveness. \n\n\n\nKeywords: Financial management\, Power dynamics\, Proprietors\, Headteachers\, For-profit secondary schools\, Kampala Metropolitan Area\, Interpretivist paradigm\, Qualitative case study \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-ms-aminah-mukasa/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/10/Aminah_Mukasa.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251028T100000
DTEND;TZID=UTC:20251028T130000
DTSTAMP:20260404T232553
CREATED:20251023T054231Z
LAST-MODIFIED:20260218T083336Z
UID:13026-1761645600-1761656400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Richard Waiswa
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. RICHARD WAISWA \n\n\n\nTitle of Thesis: \n\n\n\n Exploring the Philosophy behind Teachers’ Pedagogical Practices in Secondary Schools in Kayunga District\, Uganda. \n\n\n\nDate:  Tuesday 28th  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\nAssoc. Prof. Genza Gyaviira Musoke\n\n\n\nProf. Anthony Mugagga Muwagga\n\n\n\nAssoc. Prof. Nicholas Itaaga\n\n\n\n\nAbstract: \n\n\n\nIn response to the persistent use of outdated pedagogies by teachers in Ugandan secondary schools\, with the reasons for this practice remaining unclear\, this study explored the philosophy behind teachers’ pedagogical practices in view of enhancing effective teaching and learning in secondary schools in Kayunga District\, Uganda. The teachers’ pedagogical practices examined in the study consisted of lesson preparation\, classroom management\, and instructional practices. The philosophy behind these practices comprised of teachers’ beliefs on the reality about students’ learning\, the nature and sources of valuable knowledge\, and the values teachers aim to instill in students. Danielson’s framework for effective teaching model informed the study. The interpretivist paradigm underpinned this qualitative descriptive tripartite case study. Nine teachers in three schools (cases)\, three from each school\, participated in the study. Data was collected from teachers\, head teachers\, directors of studies and students. The findings reveal that the philosophy behind teachers’ lesson preparation practices is pragmatism\, as reflected in individual teacher’s understanding of how best their respective students learn rather than by the formal guidelines that inform teachers’ preparation for lessons. Secondly\, the philosophy behind teachers’ classroom management practices is a combination of pragmatism and essentialism\, reflected in individual teachers’ understanding of how best their respective students learn as well as adherence to the demands and interests of other stakeholders within the teaching and learning process. Thirdly\, the philosophy behind teachers’ instructional practices is essentialism\, as reflected in teachers’ adherence to other stakeholders’ demands and interests. The study recommends that given the dominance of pragmatism in lesson preparation\, professional development should emphasize flexible\, practical\, and student-focused training through regular continuous professional development\, peer learning\, and mentoring supported by the MoES\, NCDC\, and schools. Secondly\, since classroom management reflects both pragmatism and essentialism\, school administrators\, MoES\, and teacher training institutions should adopt a hybrid approach to classroom management that balances responsiveness and structure through targeted professional development. Thirdly\, since current instruction aligns closely with essentialism\, NCDC\, UNEB\, and school administrators should promote structured\, and skill-based teaching by offering resources\, monitoring\, and regular lesson reviews to maintain academic standards. \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-richard-waiswa/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/10/RICHARD-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251118T090000
DTEND;TZID=UTC:20251118T120000
DTSTAMP:20260404T232553
CREATED:20251117T113729Z
LAST-MODIFIED:20260218T083731Z
UID:70498-1763456400-1763467200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Ms. Zula Namubiru
DESCRIPTION:INVITATION: PhD Public Defense \n\n\n\nThe Dean\, School of Distance and Lifelong Learning 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: Ms. Zula Namubiru \n\n\n\nTitle of Thesis:  \n\n\n\nFishers’ Ways of Learning: A participatory Action Research at Kigungu ground on Lake Victoria \n\n\n\nDate:  Wednesday 18th November 2025. \n\n\n\nTime:  9:00am-12:00pm \n\n\n\nVenue:   \n\n\n\nAVU Room\, School of Distance and Lifelong Learning\, College of Education and External Studies\, Makerere University. \n\n\n\nSupervisors: \n\n\n\nDr. Aganyira Kellen (Makerere University) \n\n\n\nProf. Openjuru George Ladaah (Gulu University). \n\n\n\nProf. Josje Van Der Linden (University of Groningen)
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-ms-zula-namubiru/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/Zula_Nam-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251119T100000
DTEND;TZID=UTC:20251119T130000
DTSTAMP:20260404T232553
CREATED:20251114T090126Z
LAST-MODIFIED:20251118T050509Z
UID:70476-1763546400-1763557200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Rose Costa Nakawuki
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: NAKAWUKI ROSE COSTA \n\n\n\nTitle of Thesis: TEACHERS’ PROFICIENCY IN IMPLEMENTING COMPETENCE BASED CURRICULUM FORMATIVE ASSESSMENT PRACTICES IN SELECTED PUBLIC SECONDARY SCHOOLS IN MPIGI DISTRICT\, UGANDA \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. CHARLES KYASANKU\n\n\n\nDR. TIMOTHY TEBENKANA\n\n\n\n\nABSTRACT \n\n\n\nThis study investigated the proficiency of teachers in implementing Competence-Based Curriculum (CBC) formative assessment practices in selected public secondary schools in Mpigi District\, Uganda. Guided by Biggs’s Constructive Alignment Theory\, the research concentrated on four principal areas: teachers’ knowledge of CBC formative assessment\, their capability to design formative assessment tools\, competence in marking and scoring\, and proficiency in providing feedback. Utilizing a qualitative case study design\, data were collected through in-depth interviews with teachers\, school administrators\, and education officials\, non-participant lesson observations\, and document reviews. Thematic analysis was conducted using Atlas software. The findings reveal that while teachers possess a fundamental understanding of formative assessment as an ongoing classroom process\, their application remains significantly influenced by traditional summative approaches. Teachers exhibited emerging competence in designing formative assessment tools\, particularly in science subjects where external guides were available\, yet they encountered difficulties in developing rubrics and fully aligning tools with CBC competencies. Marking and scoring practices were inconsistent and frequently lacked the use of competency-based rubrics\, often focusing on right/wrong answers rather than the progression of skills. Feedback was predominantly oral and generic\, lacking specificity or actionable guidance to support student learning. Systemic challenges\, such as large class sizes\, limited instructional materials\, and insufficient targeted professional development\, have impeded effective implementation across all areas. This study underscores the necessity for sustained\, practice-oriented Continuous Professional Development (CPD) tailored to CBC formative assessment\, emphasizing rubric development\, competency-aligned scoring\, and effective feedback strategies. Policymakers and school leaders should address resource constraints and promote accessible national guidelines to enhance assessment fidelity. Improving teacher proficiency in CBC formative assessment is critical for advancing learner-centred education\, fostering 21st-century skills\, and achieving Uganda’s national education and development goals. \n\n\n\nKeywords: Competence-Based Curriculum\, Teacher Proficiency\, Formative Assessment \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-2/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University\, Makerere University CEES\, KAMPALA\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/Rose_Costa_Nakawuki.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251125T100000
DTEND;TZID=UTC:20251125T130000
DTSTAMP:20260404T232553
CREATED:20251119T061848Z
LAST-MODIFIED:20260218T084524Z
UID:70529-1764064800-1764075600@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Ronald Mulondo
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: Ronald Mulondo \n\n\n\nTitle of Thesis:  \n\n\n\nExamining the Role of Parents and Pupils in the Implementation of the Mother Tongue Policy in Rural Primary Schools in Uganda \n\n\n\nDate:  Tuesday 25th  November 2025. \n\n\n\nTime: 10:00 am \n\n\n\nVenue:  \n\n\n\nSchool of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors:\n\n\n\n\nDr. Rebecca Nambi\n\n\n\nDr. Julius Segantebuka\n\n\n\nProf. Masagazi Fred Masazi\n\n\n\n\nABSTRACT\n\n\n\nThis study examines the critical involvement of parents and pupils in the implementation of the Mother Tongue Policy (MTP) within rural primary schools in Uganda\, emphasizing gaps in execution\, roles of pupils\, and parental support for language competence. Underpinned by Epstein’s (1995) Theory of Overlapping Spheres of Influence and Vygotsky’s (1978) Sociocultural Theory of Cognitive Development\, the research was partly motivated by persistent resistance\, misinterpretation\, and partial implementation of the MTP in settings such as Luweero District. A qualitative research approach was adopted in a government-aided primary school\, utilizing purposive\, convenience\, and random sampling to select three teachers\, 10 parents\, and 15 pupils. Data collection comprised focus group discussions\, key informant interviews\, and direct observation. Data analysis was guided by thematic and content methods alongside constant comparison techniques. \n\n\n\nFindings indicate that community participation is limited\, and schools face inadequate resourcing and insufficient professional development for teachers. Additional challenges are observed in language delivery and curriculum execution. Despite these barriers\, pupils play integral roles across cognitive (comprehension)\, affective (engagement)\, and psychomotor (creativity and knowledge co-construction) domains\, fostering culturally relevant and contextual learning. However\, passive teaching methods and inconsistent home support constrain pupil engagement. Parents support learning at home\, promote local knowledge\, and actively use Luganda in daily interactions to enhance children’s language fluency and confidence. Their role further encompasses providing learning materials and facilitating involvement in culturally relevant activities related to farming\, craft\, and water harvesting\, which reinforce curriculum concepts like local environment\, sustainability and weather. \n\n\n\nThe study concludes that although the MTP possesses sound pedagogical foundations\, it is impeded by institutional\, cultural\, and communicative obstacles that sideline both parents and pupils. Recommendations include enhanced parental sensitization\, integration of mother tongue pedagogy in teacher training\, and development of participatory frameworks to empower pupils\, alongside curriculum adjustments to ensure gradual and supportive transitions from mother tongue to English. \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-ronald-mulondo/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University\, Makerere University DICTS\, KAMPALA\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/DSC_0227.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251127T100000
DTEND;TZID=UTC:20251127T130000
DTSTAMP:20260404T232553
CREATED:20251121T065803Z
LAST-MODIFIED:20260218T084456Z
UID:70540-1764237600-1764248400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Ms. Esther Kirabo
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: Esther Kirabo \n\n\n\nTitle of Thesis:  \n\n\n\nGeoGebra-Supported Problem-Based Learning for In-Service Primary Mathematics Teachers’ Understanding of Three-Dimensional Geometry in a Primary Teachers’ College in Western Uganda. \n\n\n\nDate:  Wednesday 27th  November 2025. \n\n\n\nTime: 10:00am – 1:00pm \n\n\n\nVenue:  \n\n\n\nSchool of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors:\n\n\n\n\nDr. Marjorie Sarah Kabuye Batiibwe\n\n\n\nDr. Julius Shopi Mbulankende\n\n\n\nDr. Johan Lie – University of Bergen\, Norway\n\n\n\n\nABSTRACT\n\n\n\nTeachers in many African contexts continue to face persistent challenges in integrating technology into mathematics instruction\, despite the increasing availability of digital tools designed to enhance conceptual understanding. GeoGebra\, being free\, dynamic\, and functional both online and offline\, has become one of the most accessible and impactful platforms for supporting the teaching and learning of mathematics. This study examined the effectiveness of a GeoGebra-supported problem-based learning (GSPBL) approach in improving in-service primary mathematics teachers’ understanding of three-dimensional geometry. Using an explanatory sequential mixed-methods design\, the study purposively sampled 92 IPMTs from a Core Primary Teachers’ College in Western Uganda. Quantitative data were collected through a pre-test–post-test control group experiment and a 5-point Likert-scale questionnaire. A paired samples t-test showed that the experimental group’s post-test scores improved by an average of 4.72 points (t = –6.565\, df = 45\, p < 0.001)\, while an independent samples t-test revealed a significant mean difference of 2.533 between the post-test scores of the experimental and control groups (t = 4.703\, df = 62.82\, p < 0.001). Qualitative data from lesson observations and focus group discussions were analyzed thematically and supported the quantitative results\, revealing enhanced engagement in problem-solving\, improved visualization through GeoGebra\, increased collaboration\, and deeper application of geometric concepts among participants. Although the teachers reported positive perceptions of the GSPBL approach\, they also identified challenges such as limited time\, difficulty initiating tasks\, group dynamics issues\, and conflicts during discussions. The study concludes that GSPBL significantly improves IPMTs’ understanding of three-dimensional geometry. It recommends that the National Council for Higher Education (NCHE) prioritize the integration of GeoGebra into teacher education programmes\, while ensuring adequate digital infrastructure across all higher institutions before implementation. Additionally\, to sustain effective use of GSPBL\, the Ministry of Education and Sports should prioritize ongoing professional development for both in-service and pre-service teachers. \n\n\n\nKey Words: Core Primary Teachers’ Colleges\, GeoGebra-Supported Problem-Based Learning\, In-Service Primary Mathematics Teachers\, Three-Dimensional Geometry\, Western Uganda. \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-esther-kirabo/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University\, Plot 2 Makerere road\, kampla\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/Kirabo-Passphoto-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251203T100000
DTEND;TZID=UTC:20251203T130000
DTSTAMP:20260404T232553
CREATED:20251201T084607Z
LAST-MODIFIED:20251201T084941Z
UID:70676-1764756000-1764766800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Masanyu Peter Juma
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. Masanyu Juma Peter \n\n\n\nTitle of Thesis:  \n\n\n\nInfluence of Pedagogical Innovations and Students’ Coping Strategies on student Performance on Student Performance in Science Education in Universal and Non – Universal Secondary Schools in Eastern Uganda \n\n\n\nDate:  Wednesday 3rd  December 2025. \n\n\n\nTime: 10:00am – 1:00pm \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\nThe introduction of Universal Primary Education (UPE) in Uganda in 1997 significantly increased the number of students advancing to secondary education\, and the subsequent beginning of USE in 2007 enabled many students\, who previously lacked the financial means\, to access secondary education. This expansion\, however\, led to overcrowded classrooms\, particularly in government-supported secondary schools. This study was motivated by the ongoing decline in student performance in science subjects since the implementation of USE in Uganda\, highlighting the need to identify the root causes. This research assessed the effects of pedagogical innovations and students’ coping mechanisms on science education outcomes in both universal and non-universal secondary schools in Eastern Uganda. The study was organized around four primary objectives: (i) to examine the pedagogical innovations introduced by science teachers in USE and non-USE schools in Eastern Uganda\, (ii) to explore the coping strategies employed by students in learning sciences in these schools\, (iii) to evaluate the impact of pedagogical innovations on student engagement in science lessons\, and (iv) to compare the performance in science subjects between USE and non-USE schools in Eastern Uganda. A mixed methods approach was adopted\, incorporating concurrent triangulation and cross-sectional research designs. The study sample comprised 260 (Students 207\, Biology teachers 09\, Chemistry teachers 10\, Physics teachers 10\, Head teachers 10\, director of studies 10 and MOE&S officials 04) participants. Data collection methods included surveys\, interviews\, observations\, and student-administered tests\, utilizing both simple random and purposive sampling techniques. The findings reveal that a substantial majority of science teachers (84.8%) manage large classes in the same manner as they do to smaller ones. Furthermore\, students continue to learn as if they were in smaller class settings (62.8%). This lack of adaptation and innovation in managing large classes by science teachers may contribute to the low comprehension of science concepts among many learners in large USE classes\, particularly in rural secondary schools. The study advocates for the integration of interactive\, learner-centered science pedagogical approaches in teacher education programs\, the adoption of TESSA approaches\, the use of OER\, and a focus on promoting active learner engagement in large and overcrowded science classrooms. \n\n\n\nSupervisors:\n\n\n\n\nDR. ACHAM HEDWIG\n\n\n\nDR. BUSULWA HENRY\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-masanyu-peter-juma/
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/Masanyu_Juma_Resized.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251204T100000
DTEND;TZID=UTC:20251204T130000
DTSTAMP:20260404T232553
CREATED:20251128T141237Z
LAST-MODIFIED:20260218T085826Z
UID:70664-1764842400-1764853200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Arthur  Mugisha
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\nTitle of Thesis:  \n\n\n\nModelling Content Resources on Learning Management System for Fifth Generation Distance Mode: A Case of Kiswahili Language on Bachelor of Education at Makerere University \n\n\n\nDate:  Thursday  4th  December 2025. \n\n\n\nTime: 10:00 am \n\n\n\nVenue:  \n\n\n\nAVU\, School of Distance and Lifelong Learning\, Makerere University \n\n\n\nABSTRACT \n\n\n\nModelling content resources on Learning Mmanagement System (LMS) for Fifth Generation Distance Mode (FGDM) involves creating a structured\, adaptive\, and interactive digital environment that supports personalized learning. The study; analyzed the current learning\, teaching and content resources for Kiswahili language\, designed a structure and developed guidelines which inform creation of content resources fit for FGDM on Makerere University Electronic Learning Environment (MUELE). The Analyze\, Design and Develop phases of ADDIE model informed the study and connectivism theory provided a lens to explain the findings. I adopted a descriptive case study design with qualitative approach and interpretivism research paradigm to inform the methodology. Using observation and document checklists as well as interview guides\, data were collected on MUELE\, students of Kiswahili Language on B.Ed. programme and academic administrators in CEES.  Data were analysed using content analysis to create themes and Atlas.ti version 10 to generate network diagrams. The interviewee responses explicitly curriculum review as an element in analysis phase informed the re-arrangement and extension from three to four stages; target audience\, instructional goals\, curriculum review and required resources.  The findings showed that out of 16 Kiswahili course units on B.Ed. programme\, only four were partially developed on MUELE.  However\, findings showed that the content resources of only two out of the four uploaded courses adhered to the Makerere university Ddetailed Ddesign Document and standard number seven of National Council of Higher Education. Moreover\, all the four uploaded courses had different structures. The interview responses on structure of content resource that align with National Development Plan IV informed re-arrangement of the stages in design phase starting with testing learner progress\, identification of learning objectives and finally formulation of instructional strategies. The stages in develop phase were confirmed but validation and pilot test of content resources were not regularly done. Suggested guidelines were; learner support\, facilitation of staff\, fixed fees policy per module\, flexible time tabling and provision of smart rooms. The study concludes that modelling content resources undertakes analyze\, design and develop phases as modified following the guidelines; facilitate staff and students on use of MUELE\, engage stakeholders during curriculum review and enact a fixed fees policy. I argue\, in this study\, that use of Content Design Structure undertakes seven stages; learner analysis\, curriculum review\, expected learning outcomes\, detailed course outline\, constructive alignment\, detailed e-tivities\, and study guide to model content resources fit for networked learning in FGDM. The DE learners need support from facilitators\, administration\, NCHE and access to IT gadgets for quality education.  \n\n\n\nSupervisors:\n\n\n\n\nAssoc. Prof. Betty Akullu Ezati\n\n\n\nDr. Michael Walimbwa\n\n\n\nAssoc. Prof. Dr. Alexandra Lazareva\n\n\n\nDr. Godfrey Mayende\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-arthur-mugisha/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/Arthur-Photo-1.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251205T100000
DTEND;TZID=UTC:20251205T130000
DTSTAMP:20260404T232553
CREATED:20251201T073815Z
LAST-MODIFIED:20251201T083927Z
UID:70672-1764928800-1764939600@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Ms. Rukia Nakintu
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: Ms. Rukia Nakintu \n\n\n\nTitle of Thesis:  \n\n\n\nThe Role of Busing in Pre-primary School Children’s Development in ECD Schools in Kampala and Wakiso Districts. \n\n\n\nDate:  Thursday 5th  December 2025. \n\n\n\nTime: 10:00am – 1:00pm \n\n\n\nABSTRACT\n\n\n\nThis study investigated the role of school buses (vans) in shaping social behaviors\, emotional skills\, and language development among early learners in four Early Childhood Development (ECD) centres in Kampala and Wakiso Districts in Uganda. Basing on Bronfenbrenner’s Ecological Systems and Vygotsky’s Sociocultural Theories\, the study was guided by three objectives: examining how the school bus environment influences social behaviours; emotional skills; and language development among pre-primary learners\, while also addressing safety concerns\, regulatory challenges\, and transportation effectiveness in Uganda’s early childhood education sector. The study adopted a qualitative approach and an exploratory case study design. A sample of 8 Teachers\, 12 Parents and 28 Learners was purposively selected. Data was collected through semi-structured interviews\, focus group discussions (FGDs)\, and direct observations. Data analysis was thematically done with the help of Nvivo software. The study findings revealed that school buses/vans promote collaborative dialogue\, independent response\, narrative development\, sentence construction\, grammar awareness and frequent communication among pre-primary children. The study also revealed that school vans promote social roles and identity\, attitudes and relationships\, interaction skills\, personal growth and development among pre-primary school children. The study further revealed that\, school vans experience promotes emotional skills development through socialization and peer interaction\, cognitive and language development\, reactions and adjustment. The study further revealed that school buses and vans serve as more than mere transportation for pre-primary children; they provide unique environments that can significantly contribute to language development\, the interactions occurring during these commutes foster linguistic skills and social communication among young learners. The study concluded that school buses and vans offer opportunities for young children to engage in peer interactions\, practice social skills\, and establish routines that contribute to their overall social growth and development through learning essential social behaviours. The study lastly concluded that school vans play a vital role in emotional development of children by providing daily environmental experiences that substitutes emotional regulation\, and a sense of security. The study recommends that ECD centers should use van rides for interactive language activities\, provide visual learning aids\, train bus staff in language support\, and promote multilingual exposure to boost early language development. Secondly\, busing environment should be used to foster positive social behavior in pre-primary children through clear rules\, interactive seating\, peer interaction\, and leadership roles. Lastly\, busing should support emotional development by providing a safe\, stable\, and nurturing environment. \n\n\n\nSupervisors: \n\n\n\n1.     Professor Mugagga Anthony Muwagga \n\n\n\n2.     Assoc. Prof. Nicholas Itaaga \n\n\n\n3.     Dr. Wandera Roberts Otyola   \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-ms-rukia-nakintu/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University\, Makerere University CEES\, KAMPALA\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Rukia_Nakintu.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251215T090000
DTEND;TZID=UTC:20251215T120000
DTSTAMP:20260404T232553
CREATED:20251215T042820Z
LAST-MODIFIED:20251216T121422Z
UID:70706-1765789200-1765800000@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Elizabeth Birabwa
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: Ms.Birabwa Elizabeth \n\n\n\nTitle of Thesis:  \n\n\n\nFaculty Engagement with Strategies for Internationalization at Home in Makerere University \n\n\n\nDate:  Monday 15th  December 2025. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nRoom 127\, Curriculum Building \n\n\n\nABSTRACT \n\n\n\nFaculty are mandated to teach\, research and engage in knowledge transfer. With the advancement of internationalisation\, travel abroad is envisaged to enhance students’ international and intercultural competencies. However\, given that not all students may be able to travel abroad\, higher education institutions are urged to prepare locally competent and globally relevant graduates. Whilst faculty are responsible for the training of these students\, there is dearth of phenomenological investigations concerning strategies that faculty adapt in the training of the non-mobile students anticipated to work in a highly globalised international and multicultural society.   Whereas several studies have been conducted in relation to faculty engagement in internationalisation\, studies concerning strategies adapted by faculty based in their lived experiences in internationalisation at home are minimal. This study therefore sought to investigate; (i) How faculty engage with institutional strategies for internationalisation at home in Makerere University (ii) How faculty engage in individual strategies for internationalisation at home in Makerere University. This study was anchored on the transcendental phenomenology by Edmund Husserl in the interpretive world view. Categorising the ten colleges that constitute Makerere University according to Biglan’s typology of academic disciplines; I purposely selected sixteen (16) faculty for individual interviews. Using thematic analysis\, four themes emerged from the study namely; enabling environment\, human- resource oriented initiatives\, student-oriented initiatives\, research and collaborations.  The study revealed that\, faculty engagement in internationalisation strategies manifests diversely as engagement in; scholarly mobility\, collaborative research\, international student mobility programmes\, integration of internationalisation and intercultural dimensions into the formal and informal curriculum. The study concludes that; while the university creates an enabling environment for faculty engagement\, there is a dearth of an international relations policy framework\, limited visibility of the international relations office at the departments and there were limited efforts to support faculty engagement in internationalisation strategies. The study therefore recommends that Makerere University fast-tracks the development of the internationalisation  policy framework\, strengthens the international office with additional mandates\, establishes international coordination offices at the colleges to support the coordination of academic activities\, supports deliberate integration of international and multicultural aspects in the curriculum\, supports faculty engagement in international mobility through increasing the funding at the departments. \n\n\n\n Supervisors: \n\n\n\nProfessor. Ronald Bisaso \n\n\n\nDoctoral Committee:1.Professor F.E.K Bakkabulindi2.Dr. Florence Nakamanya3.Dr. Gerald Bwenvu4.Dr. David Onen \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-elizabeth-birabwa/
LOCATION:KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2025/12/BIRABWA.png
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251217T090000
DTEND;TZID=UTC:20251217T120000
DTSTAMP:20260404T232553
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
END:VEVENT
END:VCALENDAR