ANNUAL GENERAL MEETING OF UGANDA PHYSICS SOCIETY
2025-06-21 08:00 - 17:00 UTC
Your Ref:

Our Ref: UPSGA1

Date: Monday, May 19, 2025

Dear Sir/Madam,

INVITATION FOR THE ANNUAL GENERAL MEETING OF UPS

You 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.

Matters to be discussed are:

Filling the positions of the Executive Committee of UPS.

Developing an annual work plan for UPS.

Making a strategic plan on how the Society will raise funds to run its activities.

The agenda and zoom link will be shared in the due course. For more details, please contact: 0774059636/0704316297.

Yours in Service,

Nsubuga Joseph,

President of the Interim Committee of UPS.

PhD Public Defense by Mr. Bart Mukasa
2025-10-03 10:00 - 13:00
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.

PhD Candidate: Mr. Bart Mukasa

Thesis Title:

Student Activism: An Exploration of the Nature , Causes and Managment of Student Activism in Makerere University

Date and Time:

3rd October 2025, starting at 10:00 am

Venue:

College of Education and External Studies Room 126 Curriculum Building

Supervisors:

1.Dr. Sr. Justine Namaganda

2.Assoc. Prof. Jude Ssempebwa

Abstract

This 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.

PhD Candidate: Mukasa Bart

PhD Public Defense by JohnBosco Luttamaguzi
2025-10-15 10:00 - 14:00 | School of Education Smart Room, Plot 2 Makerere road, kampla, KAMPALA, +2560414, Uganda
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:

Name of the Candidate: Mr. Johnbosco Luttamaguzi

Title of Thesis: Institutional Factors Influencing Students’ Discipline in Universities in Uganda: A Case Study of Makerere University and Kampala International University

Date: 15th October 2025.

Time: 10:00 am

Venue: School of Education Smart Room, College of Education and External Studies, Makerere University

Supervisors:

Assoc. Prof. Gyaviira Musoke Genza & Prof. Anthony Muwagga Mugagga

Abstract:

Prompted 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.

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Patrice Ssembirige
2025-10-17 10:00 - 13:00
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:

Name of the Candidate: Mr. Patrice Ssembirige

Title of Thesis: Administrators’ Leadership Styles and School Academic Performance: A Case of Selected Secondary Schools in Mukono District-Uganda

Date: Friday 17th October 2025.

Time: 10:00 am

Venue: School of Education Smart Room, College of Education and External Studies, Makerere University

Supervisors:

Dr. Tebenkana Timothy

Dr. Kaggwa R. Victoria Tamale

Abstract:

The 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.

Keywords:

Administrators, Leadership Styles, Academic Performance.

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Ms. Aminah Mukasa
2025-10-21 10:00 - 13:00
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:

Name of the Candidate: Ms. Aminah Mukasa

Title of Thesis: Proprietor vis-à-vis Headteacher Power Dynamics

in Managing for Profit Secondary School Finances in Kampala

Metropolitan Area, Uganda

Date: Tuesday 21st October 2025.

Time: 10:00 am

Venue: School of Education Smart Room, College of Education and External Studies, Makerere University

Supervisors:

Dr. Badru Musisi and Associate Professor Betty A. Ezati

Abstract:

Effective 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.

Keywords: Financial management, Power dynamics, Proprietors, Headteachers, For-profit secondary schools, Kampala Metropolitan Area, Interpretivist paradigm, Qualitative case study

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Richard Waiswa
2025-10-28 10:00 - 13:00
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:

Name of the Candidate: Mr. RICHARD WAISWA

Title of Thesis:

Exploring the Philosophy behind Teachers’ Pedagogical Practices in Secondary Schools in Kayunga District, Uganda.

Date: Tuesday 28th October 2025.

Time: 10:00 am

Venue: School of Education Smart Room, College of Education and External Studies, Makerere University

Supervisors:

Assoc. Prof. Genza Gyaviira Musoke

Prof. Anthony Mugagga Muwagga

Assoc. Prof. Nicholas Itaaga

Abstract:

In 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.

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Ms. Zula Namubiru
2025-11-18 09:00 - 12:00
INVITATION: PhD Public Defense

The 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:

Name of the Candidate: Ms. Zula Namubiru

Title of Thesis:

Fishers’ Ways of Learning: A participatory Action Research at Kigungu ground on Lake Victoria

Date: Wednesday 18th November 2025.

Time: 9:00am-12:00pm

Venue:

AVU Room, School of Distance and Lifelong Learning, College of Education and External Studies, Makerere University.

Supervisors:

Dr. Aganyira Kellen (Makerere University)

Prof. Openjuru George Ladaah (Gulu University).

Prof. Josje Van Der Linden (University of Groningen)

PhD Public Defense by Rose Costa Nakawuki
2025-11-19 10:00 - 13:00 | School of Education Smart Room, College of Education and External Studies, Makerere University, Makerere University CEES, KAMPALA, KAMPALA, +2560414, Uganda
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:

Name of the Candidate: NAKAWUKI ROSE COSTA

Title of Thesis: TEACHERS’ PROFICIENCY IN IMPLEMENTING COMPETENCE BASED CURRICULUM FORMATIVE ASSESSMENT PRACTICES IN SELECTED PUBLIC SECONDARY SCHOOLS IN MPIGI DISTRICT, UGANDA

Time: 10:00 am

Venue: School of Education Smart Room, College of Education and External Studies, Makerere University

Supervisors:

DR. CHARLES KYASANKU

DR. TIMOTHY TEBENKANA

ABSTRACT

This 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.

Keywords: Competence-Based Curriculum, Teacher Proficiency, Formative Assessment

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Ronald Mulondo
2025-11-25 10:00 - 13:00 | School of Education Smart Room, College of Education and External Studies, Makerere University, Makerere University DICTS, KAMPALA, KAMPALA, +2560414, Uganda
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:

Name of the Candidate: Ronald Mulondo

Title of Thesis:

Examining the Role of Parents and Pupils in the Implementation of the Mother Tongue Policy in Rural Primary Schools in Uganda

Date: Tuesday 25th November 2025.

Time: 10:00 am

Venue:

School of Education Smart Room, College of Education and External Studies, Makerere University

Supervisors:

Dr. Rebecca Nambi

Dr. Julius Segantebuka

Prof. Masagazi Fred Masazi

ABSTRACT

This 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.

Findings 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.

The 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.

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Ms. Esther Kirabo
2025-11-27 10:00 - 13:00 | School of Education Smart Room, College of Education and External Studies, Makerere University, Plot 2 Makerere road, kampla, KAMPALA, +2560414, Uganda
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:

Name of the Candidate: Esther Kirabo

Title of Thesis:

GeoGebra-Supported Problem-Based Learning for In-Service Primary Mathematics Teachers’ Understanding of Three-Dimensional Geometry in a Primary Teachers’ College in Western Uganda.

Date: Wednesday 27th November 2025.

Time: 10:00am – 1:00pm

Venue:

School of Education Smart Room, College of Education and External Studies, Makerere University

Supervisors:

Dr. Marjorie Sarah Kabuye Batiibwe

Dr. Julius Shopi Mbulankende

Dr. Johan Lie – University of Bergen, Norway

ABSTRACT

Teachers 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.

Key Words: Core Primary Teachers’ Colleges, GeoGebra-Supported Problem-Based Learning, In-Service Primary Mathematics Teachers, Three-Dimensional Geometry, Western Uganda.

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Masanyu Peter Juma
2025-12-03 10:00 - 13:00 | School of Education Smart Room, College of Education and External Studies, Makerere University
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:

Name of the Candidate: Mr. Masanyu Juma Peter

Title of Thesis:

Influence 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

Date: Wednesday 3rd December 2025.

Time: 10:00am – 1:00pm

Venue:

School of Education Smart Room, College of Education and External Studies, Makerere University

ABSTRACT

The 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.

Supervisors:

DR. ACHAM HEDWIG

DR. BUSULWA HENRY

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Arthur Mugisha
2025-12-04 10:00 - 13:00
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:

Title of Thesis:

Modelling Content Resources on Learning Management System for Fifth Generation Distance Mode: A Case of Kiswahili Language on Bachelor of Education at Makerere University

Date: Thursday 4th December 2025.

Time: 10:00 am

Venue:

AVU, School of Distance and Lifelong Learning, Makerere University

ABSTRACT

Modelling 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.

Supervisors:

Assoc. Prof. Betty Akullu Ezati

Dr. Michael Walimbwa

Assoc. Prof. Dr. Alexandra Lazareva

Dr. Godfrey Mayende

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Ms. Rukia Nakintu
2025-12-05 10:00 - 13:00 | School of Education Smart Room, College of Education and External Studies, Makerere University, Makerere University CEES, KAMPALA, KAMPALA, +2560414, Uganda
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:

Name of the Candidate: Ms. Rukia Nakintu

Title of Thesis:

The Role of Busing in Pre-primary School Children’s Development in ECD Schools in Kampala and Wakiso Districts.

Date: Thursday 5th December 2025.

Time: 10:00am – 1:00pm

ABSTRACT

This 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.

Supervisors:

1. Professor Mugagga Anthony Muwagga

2. Assoc. Prof. Nicholas Itaaga

3. Dr. Wandera Roberts Otyola

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Elizabeth Birabwa
2025-12-15 09:00 - 12:00
INVITATION:

The 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:

Name of the Candidate: Ms.Birabwa Elizabeth

Title of Thesis:

Faculty Engagement with Strategies for Internationalization at Home in Makerere University

Date: Monday 15th December 2025.

Time: 9:00am – 12:00pm

Venue:

Room 127, Curriculum Building

ABSTRACT

Faculty 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.

Supervisors:

Professor. Ronald Bisaso

Doctoral Committee:1.Professor F.E.K Bakkabulindi2.Dr. Florence Nakamanya3.Dr. Gerald Bwenvu4.Dr. David Onen

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr.Geoffrey Kiyingi
2025-12-17 09:00 - 12:00 | School of Education Smart Room, College of Education and External Studies, Makerere University
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:

Name of the Candidate: Mr.Geoffrey Kiyingi

Title of Thesis:

Evaluation of Approaches to Values Education: A case of Primary Science Teachers in selected Schools in Luweero District.

Date: Wednesday 17th December 2025.

Time: 9:00am – 12:00pm

Venue:

School of Education Smart Room, College of Education and External Studies, Makerere University

ABSTRACT

Policy 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.

Key words: values education curriculum interpretivism Habermas case study

Supervisors

Dr. John Sentongo

Dr. Peter Ssenkusu

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Edwin Tushabe
2025-12-17 09:00 - 12:00 | Room 127, Curriculum Building-Makerere University, Makerere University DICTS, KAMPALA, KAMPALA, +2560414, Uganda
INVITATION:

The 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:

Name of the Candidate: Mr. Edwin Tushabe

Title of Thesis:

Refugee Access to University Education in Uganda: A Case of Nakivale Refugee Settlement

Date: Wednesday 17th December 2025.

Time: 9:00am – 12:00pm

Venue:

Curriculum Building, Room 127.

ABSTRACT

University education not only protects refugees from the trenches of socio-economic marginalization, it also primes them to contribute robustly to their adopted societies, and to their nations when conditions permit a return. However, access to university education remains a critical challenge for refugees. I examined factors influencing refugee access to university education in Uganda, with a specific focus on Nakivale refugee settlement. Guided by Bourdieu’s theory of practice (1977), I examined how habitus, capital, and field factors influence refugee access to university education in Uganda. I used qualitative single case study research design. I collected data through interviewing, review of documents, and focus group discussions. I used purposive and snow ball sampling to select 34 refugee students, three zonal leaders, three representatives from the NGOs, two representatives from OPM, and one representative from UNHCR, and I reviewed eight documents. Thematic data analysis revealed that habitus manifests in both enabling and constraining ways: strong educational aspirations and resilience enhance refugees access to university education, while entrenched socio-cultural beliefs, gender norms, and diminished self-confidence limit refugee access. Refugees with stronger economic means, supportive social networks, and greater cultural and educational capital are more likely to access university education. Broader field dynamics such as the institutional structures, power relations, and systemic norms inhibit refugee access to university education. I conclude that habitus factors shape how refugees perceive and pursue university education opportunities; absence of interconnected economic, social, and cultural capital reinforces refugee educational exclusion, while field dynamics constrain refugee access to university education. I recommend that higher education policies and interventions targeting refugees should integrate cultural and psychosocial dimensions alongside structural support mechanisms.

Supervisors:

Dr. Irene Etomaru

Doctoral Committee:

1.Professor. Anthony Muwagga Mugagga

2.Assoc. Professor. Jude Ssempebwa

3.Assoc. Professor. Joseph Kimoga

4.Dr. Justine Namaganda

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr.Louis Kakinda Teresphorus
2025-12-18 09:00 - 12:00 | School of Education Smart Room, College of Education and External Studies, Makerere University, Makerere University CEES, KAMPALA, KAMPALA, +2560414, Uganda
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:

Name of the Candidate: Mr. Louis Kakinda Teresphorus

Title of Thesis:

Developing a Pedagogical Framework for Pres-Service Teachers’ Integration of AI-Chatbots in Competency-Based Local Language Grammar Instruction: A case of Luganda

Date: Thursday 18th December 2025.

Time: 9:00am – 12:00pm

Venue:

School of Education Smart Room, College of Education and External Studies, Makerere University

ABSTRACT

The effective implementation of Uganda’s competence-based curriculum calls for innovative approaches to indigenous language teacher preparation, particularly in promoting communicative competence in Luganda. Despite the potential of AI technologies like ChatGPT to enhance language teaching, this potential remains underutilized in Luganda preservice teacher training. This study aimed to develop and validate a pedagogical framework for preservice teachers’ integration of AI-chatbots in Luganda grammar instruction. The research employed Design-Based Research methodology within constructivist and interpretivist paradigms, integrating Systemic Functional Linguistics and Genre Theory, Focus-on-Form principles, and AI-TPACK. Twenty-six preservice teachers participated across two implementation cycles. Data were collected through pre-post AI-TPACK surveys, interviews, focus groups, observations, reflective journals, and analysis of lesson plans and ChatGPT interaction logs. Thematic analysis employed deductive and inductive coding with triangulation for credibility. Results demonstrated substantial AI-TPACK development across seven domains and overall competence increase. Fifteen empirically validated design principles emerged across six clusters. These principles coalesce into a four-phase operational framework termed Plan-Generate-Verify-Adapt (PGVA) which positions teachers as cultural-guardians who systematically validate AI outputs against indigenous community standards while leveraging AI’s affordances for material generation and pedagogical scaffolding. The study concludes that successful AI integration in indigenous language teacher education requires systematic attention to cultural-linguistic integrity, explicit genre-based scaffolding, progressive competence development, and operational workflow structures rather than assuming technology alone transforms practice. Recommendations include institutional adoption of the framework in teacher preparation programs, policy support for AI infrastructure in indigenous language contexts, curriculum embedding of AI-TPACK competencies and PGVA workflow training, and extension to other Ugandan indigenous languages.

Supervisors

Assoc. Prof. Mulumba Bwanika Mathias

Prof. Fred Masagazi Masaazi

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Hilary Sserubidde
2025-12-18 09:00 - 12:00 | Room 127, Curriculum Building-Makerere University, Makerere University DICTS, KAMPALA, KAMPALA, +2560414, Uganda
INVITATION:

The 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:

Name of the Candidate: Mr. Hilary Sserubidde

Title of Thesis:

The Higher Education Students’ Financing Scheme and Equitable Access to University Education in Uganda

Date: Thursday 18th December 2025.

Time: 9:00am – 12:00pm

Venue:

Curriculum Building, Room 127.

ABSTRACT

This study investigated the effect of the Higher Education Students Financing Scheme on equitable access to university education in Uganda. Guided by the social inclusion theory and the neoliberal perspective on equity, the study focused on the effect of loan administration, distribution and recovery mechanisms on equitable access to university education in Uganda. A quantitative, cross-sectional survey design was employed. Data was collected through closed-ended questionnaires from 222 loan beneficiaries randomly selected from four universities. Data analysis involved descriptive statistics at the univariate level and Pearson’s correlation with linear regression at the bivariate level. Results revealed moderate, significant positive relationships between equitable access to university education and loan administration (r=0.642, p<0.001), distribution (r=0.254, p<0.001), and repayment (r=0.448, p<0.001). These findings suggest that although the Higher Education Students Financing Scheme contributes to improving equitable access to university education, gaps remain that could hinder its effectiveness. Therefore, it is recommended that the Ministry of Education and Sports under the Higher Education Students Financing Department should enhance information dissemination to prospective applicants, ensure fairness in loan allocation across gender, disciplines, and regions, and develop proactive strategies to improve loan repayment to prevent student over-indebtedness.

Supervisors:

Dr. David Onen

Dr. Irene Etomaru

Doctoral Committee:1.Professor. Anthony Muwagga Mugagga2.Professor. Julius Kikoma

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Ms.Namusiginyi Beatrice
2025-12-19 09:00 - 12:00 | AVU, School of Distance and Lifelong Learning, Makerere University, Makerere University DICTS, KAMPALA
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:

Name of the Candidate: Ms. Namusiginyi Beatrice

Title of Thesis:

Enhancing English Language Communicative Skills Instruction in the Primary School Transition Class Using the Integrated Approach in Karamoja

Date: Friday 19th December 2025.

Time: 9:00am – 12:00pm

Venue:

AVU Conference Room, School of Distance and Lifelong Learning, Makerere University

ABSTRACT

This study explored how English language communicative skills instruction in primary four could be enhanced through a contextualized Integrated Approach (IA) in the remote pastoral region of Karamoja, Uganda. Grounded in the Communicative Language Teaching (CLT) framework and a constructionist paradigm, the study employed a qualitative Participatory Action Research approach conducted in three phases. The Integrated Approach served as the instructional intervention guide, while Experiential Learning Theory guided participant training. The study was guided by three research questions: (1) What are the instructional gaps in English language communicative skills instruction in primary four in Karamoja? (2) How can the Integrated Approach be designed and implemented to address the English language communicative skills instructional gaps in Karamoja? (3) What is the impact of the integrated Approach on English language communicative skills instruction in the primary four class in Karamoja? In Phase One, findings revealed that the learning objectives were not aligned with the intended outcomes of Communicative Language Teaching as recommended in the current syllabus. The vocabulary selected for practice was too advanced for primary four learners in the study context. Moreover, there were minimal opportunities for reading, writing, speaking, and listening practice. The instructional materials and learning activities were too limited to include culturally relevant resources and interactive tasks. These limitations highlighted the need for alternative instructional strategies. In Phase Two, participants engaged with the Integrated Approach framework, informed by Widdowson’s (1978) principles, to design and implement alternative instructional strategies. In Phase Three, the intervention was evaluated. Despite challenges such as limited instructional time, rigid lesson planning formats, and evolving learner aspirations, the study demonstrated that adapting the Integrated Approach can provide viable strategies for contextualizing English language communicative skills instruction in remote contexts like Karamoja.

Keywords: English language Communicative skills instruction, Integrated Approach, Experiential Learning, Primary Four level class, Remote Karamoja

Supervisors

Dr. Rebecca Nambi

Dr. Josephine Najjemba

Assoc. Prof. Sigrid Orevik

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. David Katende
2025-12-19 09:00 - 12:00 | Room 127, Curriculum Building-Makerere University, Makerere University DICTS, KAMPALA, KAMPALA, +2560414, Uganda
INVITATION:

The 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:

Name of the Candidate: Mr. David Katende

Title of Thesis:

Community-Oriented Focus at Mountains of the Moon University: An Exploration of Organizational and Individual Adaptability

Date: Friday 19th December 2025.

Time: 9:00am – 12:00pm

Venue:

Curriculum Building, Room 127.

ABSTRACT

The study set out to explore the organizational and individual adaptability of the community-oriented focus at Mountains of the Moon University (MMU), prompted by turbulence associated with its transition from a community-oriented private to a public university. The study based on a social constructivism worldview, anchored on symbolic interactionism as the philosophical school of thought, and theoretically guided by institutional logics theoretical framework. Adopting a case study design, the study used a qualitative approach, collected data through interviews with faculty deans, academic staff, community engagement coordinators, and top management, supplemented by document analysis. Thematic analysis, aided by NVivo 14, was used to establish organizational and individual adaptability logics culminating into four themes of; integration of community engagement (CE), structures for CE, constraints for CE and CE practices. It was therefore found that organizational adaptability logics (organizational vision, mission and philosophy, coordinating structures for CE, institutional policies, constraints for CE, discipline-driven CE, problem-based CE practices and equity in CE) and individual adaptability logics (discipline-based CE practices, structures for CE practices, integration of CE in teaching, integration of CE in research and discipline-driven CE activities) account for the current state of community-oriented focus at MMU. The study concludes that, at the organizational level, MMU demonstrates strong community-oriented adaptability through its embedded ethos, problem-based practices, and discipline-driven engagement. At the individual level, staff demonstrate strong intrinsic motivation, disciplinary innovation, and adaptability in teaching, research, and outreach. However, the uneven support, limited incentives, workload pressures, and the absence of formalized structures for coordination, constrain sustainability of CE. For organizational level adaptability, the study recommends that, MMU should institutionalize its community-oriented focus by enacting a comprehensive CE policy, establishing a central CE office, harmonizing faculty practices with clear objectives and indicators, promoting interdisciplinary and problem-based initiatives, and building staff capacity and incentives to embed CE as a sustainable, equitable, and core institutional responsibility. At the individual level, the study recommends that, MMU staff should strengthen cross-disciplinary collaboration through co-designed CE platforms, adopt team-based engagement models, develop transparent co-creation frameworks, monitor workloads, and implement structured guidelines to sustain outreach and enhance adaptive participation.

Supervisors:

Professor Ronald Bisaso

Doctoral Committee:1.Professor F.E.K Bakkabulindi2.Assoc. Professor Betty Ezati3.Assoc. Professor Joseph Kimoga

4.Dr. Florence Nakamanya

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Vincent Operemo
2025-12-22 09:00 - 12:00
INVITATION:

The 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:

Name of the Candidate: Mr. Vincent Operemo

Title of Thesis:

Evaluating the Effectiveness of Management Information Systems in Makerere University: A Task Technology Fit Theory Perspective

Date: Monday 22nd December 2025.

Time: 9:00am – 12:00pm

Venue:

Curriculum Building, Room 127.

ABSTRACT

This study examined the antecedents and moderators of performance impact of management information systems (MISs) in Makerere University using Goodhue and Thompson’s 1995 task–technology fit (TTF) model. Four key systems used in Makerere: academic management information system (ACMIS), integrated financial management information system (IFMIS), human resource management information system (HURIS), and Makerere library information system (MakLIBIS) were evaluated through five constructs: task characteristics (XT), MIS characteristics (XM), task–MIS fit (TMF), utilization (UM), and performance impact (PI). A quantitative approach was adopted, and data were analyzed in SPSS using descriptive statistics and linear regression models to test three hypotheses on the relationships among these constructs. It was established that TMF was the strongest and most significant predictor of PI (β = 0.412, p < 0.001), while UM showed a positive but nonsignificant influence. UM itself was significantly predicted by TMF, and TMF was in turn determined by both task and MIS characteristics, with system characteristics exerting a greater effect. Respondents acknowledged positive MIS contributions but highlighted challenges such as uneven integration across departments, limited user training, and inadequate system flexibility. Theoretically, the study extends the applicability of the TTF model to higher education in the context of a developing country like Uganda. Practically, this study emphasizes the need for MIS design and upgrades to prioritize task–system alignment, enhanced user capacity-building, and institutionalized monitoring of TMF and UM as performance indicators. Notable limitations are the single-institution scope, cross-sectional design, and reliance on self-reported data. Future research should therefore adopt longitudinal and multi-institutional approaches and explore additional predictors such as IT support and organizational culture to broaden insights into MIS effectiveness.

Supervisors:

1. Professor F.E.K. Bakkabulindi

Doctoral Committee:1.Professor Ronald Bisaso2.Dr. David Onen3.Dr. Gerald Bwenvu

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr.Ismael Gaanya
2025-12-22 09:00 - 12:00 | AVU, School of Distance and Lifelong Learning, Makerere University, Makerere University DICTS, KAMPALA
INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially Invites you to a PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Ismael Gaanya

Title of Thesis:

Project-Based Learning Intervention in Teaching Mathematics for Sustainable Development: Experiences of Secondary School Teachers and students in Uganda

Date: Monday 22nd December 2025.

Time: 9:00am – 12:00pm

Venue:

AVU, CONFERENCE ROOM

ABSTRACT

The study explored secondary school mathematics teachers and students’ experiences of Mathematics for Sustainable Development (MSD) teaching through Project-Based Learning (PjBL) in Wakiso -Kampala, Uganda. The study employed a mixed-methods approach, collecting data through survey questionnaires, lesson observations, interviews, and focus group discussions. The study adopted Sterling’s theory of learning levels of accommodation, reformation, and transformation to evaluate teachers’ SDGs integration in mathematics knowledge in modelling MSD tasks. Data was analyzed about: Teachers and students’ perception about MSD teaching through PjBL, contextual factors that enhance MSD teaching through PjBL, teachers’ practices in teaching MSD through PjBL, and the effect of MSD on students’ acquisition of SD skills of critical thinking, creative thinking, communication, and collaboration using focus group discussion, lesson observations, interviews and survey questionnaire. The study findings revealed that contextual factors, such as ICT integration, availability of resources, and time constraints to have a significant influence on MSD teaching through PjBL. Regarding modelling MSD tasks, the teachers found the transformation learning level most challenging to attain, and most MSD tasks were aligned to the reformation level. In addition, the teachers were most comfortable with the teacher-led pedagogical modelling perspective; students were not involved in formulation or modifications in the given tasks.

The study further found that teachers found the assessment of students’ project work challenging. Regarding the effect of MSD teaching through PjBL, students self-rated their perceived level of confidence high on the SD skills, with mean scores between 3 and 4, corresponding to confident and very confident. Regarding students’ perceptions about MSD teaching through PjBL and how it affects students’ acquisition of SD skills, the students’ responses were found to correspond to 3 (agree) and 4 (strongly agree). In comparison between schools, School B had the highest mean scores on SD skills of collaboration (3.68), communication (3.57), creative thinking (3.5), and critical thinking (3.67), all corresponding to code 4 of strongly agree on the Likert point scale.

The study therefore recommends school administrators in conjunction with curriculum designers, to organize CPD trainings that focus on the integration of cross-cutting issues in mathematics teaching and use of learner-centred approaches such as PjBL. And further research in this area using topics unrelated to business mathematics.

Supervisors:

1. DR. MARJORIE S. K. BATIIBWE

2. PROF. BETINA DAHL SONDERGAARD

3. PROF. JOHN MANGO MAGERO

4. DR. GODFREY MAYENDE

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Joshua Ssemakula
2025-12-22 10:00 - 13:00 | School of Education Smart Room, College of Education and External Studies, Makerere University
INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially Invites you to a PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Joshua Ssemakula

Title of Thesis:

Relationship between Biology and Physical Education Teachers’ Nutrition Care and Adolescents’ Nutrition Practices in Nansana Municipality Government Owned/Aided Secondary Schools”.

Date: Monday 22nd December 2025.

Time: 10:00am – 1:00pm

Venue:

Smart Room , School of Education

ABSTRACT

The main purpose of this study was to establish the relationship between biology and physical education teachers’ nutrition care and adolescents’ nutrition practices in government owned/aided secondary schools within Nansana municipality. Specifically, the study examined the nutrition care provided by Biology/PE teachers, assessed the levels of nutrition knowledge, attitudes as determinants for nutrition practices among adolescents, and established the relationships among them. A mixed research design was employed, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the phenomena. The targeted study population included adolescents and Biology/PE teachers from all government secondary schools in Nansana Municipality, Wakiso District, Uganda. The study aimed for a sample size of 1,267 and successfully attained 1,174 adolescents, yielding a response rate of 93%, with the shortfall attributed to absenteeism among selected respondents. In addition, all biology and physical education teachers in the same schools were included in the study.

Findings from the structural equation model revealed that adolescents’ attitudes towards nutrition were the strongest predictor of healthy nutrition practices. While nutrition knowledge and teacher-provided care were positively associated with practices. Contextual factors such as class level and school residence had significant negative effects, with senior three adolescents and boarding school adolescents exhibiting poorer nutrition practices. Gender disparities were evident, with male adolescents demonstrating higher knowledge and more favorable attitudes than their female counterparts. Additionally, adolescents taught by more qualified and experienced teachers showed better nutrition outcomes. Findings of the study informed the development of a framework for improving nutrition practices among adolescents in a school set up.

The study concluded that improving adolescent nutrition requires a dual approach: fostering positive attitudes through behavior change strategies and addressing structural barriers within school environments. Policy recommendations include enhancing teacher training and professional development in nutrition education, integrating attitude-focused curricula, and tailoring interventions to vulnerable groups such as senior adolescents, boarders, and female adolescents. These measures are essential to ensure that nutrition care translates into meaningful and sustained improvements in adolescent nutrition practices.

Supervisors:

1. Dr. Kenneth Ssekatawa

2. Dr. Edward Kansiime

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Jerome Ojulun
2025-12-23 09:00 - 12:00 | Room 127, Curriculum Building-Makerere University, Makerere University DICTS, KAMPALA, KAMPALA, +2560414, Uganda
INVITATION:

The 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:

Name of the Candidate: Mr. Jerome Ojulun

Title of Thesis:

Effectiveness of Technical, Vocational Education and Training (TVET) in Public Universities in Uganda: Application of Systems Theory

Date: Tuesday 23rd December 2025.

Time: 9:00am – 12:00pm

Venue:

Curriculum Building, Room 127.

ABSTRACT

In Uganda, the Ministry of Education and Sports (MoES) put in place a policy that anticipates; a world-class TVET system that delivers the most preferred TVET graduates, creates employment and entrepreneurship opportunities, and contributes to the country’s sustainable economic, social and environmental development (MoES, 2019), hence repositioning the TVET training institutions (e.g., public universities) as centers for quality TVET. In this study, based on the systems theory, I examined TVET in public universities in Uganda in terms of its inputs, transformation mechanisms, outputs and the environment in which TVET operates. Under inputs, I examined four elements i.e., Students, academic staff, finances and educational facilities; under the transformation mechanisms I examined Staff/Students’ contact hours and the learning process; Under outputs I examined the behaviour of TVET graduates in terms of knowledge, skills and attitudes gained; under environment, I examined six elements i.e., political, economic, social, technological, Legal and ethical. Using a qualitative research approach and a case study design, I examined a TVET programme in public universities and collected data from programme coordinators and students using interview guide and focus group discussion guide respectively. I used thematic analysis based on the framework method of qualitative data analysis by Gale et al. (2013) for data analysis.

Under inputs to TVET, the findings revealed that all universities admitted the right quality of students as per (NCHE, 2007), majorly through direct entry, diploma scheme and high school certificate. Universities had employed enough lecturers, but majority were of low skill and qualifications, with very few senior lecturers and professors. Students were motivated and enthusiastic about their TVET studies majorly due to the promise of employment and job creation. Although universities had educational facilities for the teaching and learning of TVET, the educational facilities were insufficient and some were technologically out of date in some universities. Government grants and fees from private students in all the universities were inadequate, given the high cost required for running TVET programmes. Fees from private students were subject to Treasury Single Account (TSA) Policy (through URA), which constrained universities from utilising the money they raised; yet the funding to universities was generally affected by budget cuts and delays. Under the transformation mechanisms of TVET, the findings revealed that there was predominant use of theoretical as opposed to practical approaches by lecturers. Under outputs from TVET, students were confident of themselves and were ready for the world of work. Students, however, heavily relied on personal research using modern ICTs to enhance their learning achievement. Under the legal environment both external and internal university policies were stringent and had limited the active participation of academic staff and students in decision making about their programmes. There was no specific policy to guide TVET in universities. The UOTIA Act (2001) provided for the general regulation of university education, meanwhile both the TVET Policy (MoES, 2019) and the TVET Act (2025) were silent on TVET in universities. The peculiarities associated with TVET in universities received pathetic attention. As per the ethical environment, the study revealed that students exhibited strong ethical values and were bound to the professional ethics of their respective programmes.

Based on the findings, I made key recommendations: Ministry of Education and Sports (MoES) should strengthen career guidance on TVET for students at high school level. All universities should recruit and fill their staffing levels of all faculties and/or schools holding TVET programmes up to 100% as per the approved staff establishment. Government should revise (upwards) the grants to universities offering TVET programmes. Universities should deliberately plan for and invest in the provision of sufficient and technologically up-to-date educational facilities to facilitate the teaching of TVET. Universities should establish a capacity building fund for refresher training targeting TVET lecturers on the use of practical approaches. Faculties and/or schools in all universities offering TVET programmes should plan for and provide robust and fast internet at all times. Government should put in place a deliberate policy to ensure effective management, funding and provision of TVET in public universities. To ensure provision of a facilitative environment to TVET operations in universities, government should put in place a deliberate policy to ensure effective management, funding and provision of TVET in public universities. Universities should intensify their community engagement function and enhance awareness creation on TVET in universities and its implication for employment opportunities and/or job creation.

Supervisors:

1. Professor F.E.K. Bakkabulindi

Doctoral Committee:1.Professor C.B Mugimu2.Dr. Genza Gyavira3.Dr. David Onen

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Celester Ssali
2025-12-23 09:00 - 12:00 | AVU, School of Distance and Lifelong Learning, Makerere University, Makerere University DICTS, KAMPALA
INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially Invites you to a PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Celester Ssali

Title of Thesis:

Interventions of Problem-Based learning to improve the teaching and students’ learning of Mathematics in selected secondary Schools in Uganda

Date: Tuesday 23rd December 2025.

Time: 9:00am – 12:00pm

Venue:

AVU, CONFERENCE ROOM

ABSTRACT

This study explored Interventions of problem-based learning to improve the teaching and students’ learning of mathematics in selected secondary schools in Uganda. This study employed an intervention aimed at equipping teachers with the necessary skills to facilitate effective PBL practices and using it to teach difficult concepts in mathematics, such as algebraic concepts. The study was guided by the following objectives: To establish the areas of difficulty in algebraic concepts through the implementation of PBL in the lower secondary mathematics curriculum. To expose and establish how intensive PBL interventional training on teachers impacts the teaching and students’ learning of mathematics in secondary schools. To describe the challenges encountered in implementing PBL practices in the teaching and students’ learning of mathematics in the lower secondary school. A mixed-method approach was employed for data collection. The study participants included two control group mathematics teachers and fifteen mathematics teachers who voluntarily participated in an intensive PBL training. However, after the training, two mathematics teachers who completed one week of an intensive capacity-building workshop on implementing PBL participated in classroom observational practices as the study for the experimental group. A total of 305 students from four schools in Mityana District in Uganda participated in the quasi-experiment, with 150 and 155 students assigned to the experimental and control groups, respectively. The data collection tools were students’ achievement tests, questionnaires, observations, and teachers’ interviews. The data were analysed using SPSS, ANOVA, and an independent t-test, and coded thematically using MAXQDA software. The findings from descriptive and inferential statistics showed that teachers’ training had a positive impact on: teachers’ instruction practices regarding PBL tasks through the use of the PBL problem formulation model and students’ problem-solving competencies; monitoring of students’ collaboration and problem-solving practices in PBL lessons. The study recommended that the Ministry of Education and Sports should encourage active monitoring of student collaboration and strengthen teacher capacity in designing PBL-aligned tasks. To schools, institutionalizing PBL through policy and leadership support, such as providing sufficient time for students’ activities during PBL sessions.

Supervisors:

1. DR. MARJORIE S. K. BATIIBWE

2. PROF. BETINA DAHL SONDERGAARD

3. DR. HENRY AMPEIRE KARIISA

4. PROF. JOHN MANGO MAGERO

5. DR. GODFREY MAYENDE

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense for Mr. Erisa Walubo
2026-02-05 09:00 - 12:00 | AVU, School of Distance and Lifelong Learning, Makerere University, Makerere University DICTS, KAMPALA
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:

Name of the Candidate: Mr. Erisa Walubo

Title of Thesis:

Decolonizing Ugandan Primary Musical Arts Teacher Education through Exploring the Indigenous Amayebe Musical Practices

Date: Thursday 5th Februrary 2026.

Time: 9:00am – 12:00pm

Venue:

AVU Conference Room, College of Education and External Studies, Makerere University

ABSTRACT

This study examines Indigenous Knowledge Systems (IKS) and transmission processes within the Amayebe musical tradition of the Basoga in eastern Uganda, with the aim of contributing to the decolonization of Uganda’s Primary Musical Arts Teacher Education (PMTE) programme. While precolonial Ugandan education was grounded in community-based Indigenous knowledge, colonial and postcolonial education systems marginalized Indigenous epistemologies, leading to the decline and under-documentation of traditions such as Amayebe.

Guided by Decolonial Theory, the study adopts an interpretivist, ethnographic approach involving semi-structured interviews with five (05) master musicians, focus group discussions with nineteen (19) apprentices, and participant observation, complemented by audio-visual documentation and field notes. Inductive thematic analysis revealed that Amayebe plays vital cultural roles in royal ceremonies, funerals, and communal gatherings, serving functions of identity preservation, historical narration, moral education, and social critique. The tradition transmits musical competencies including performance, composition, improvisation, dance, and instrument-making as well as transferable values such as humanistic conduct, self-reflection, and self-confidence.

Drawing on these findings, the study proposes the Practitioner-Pedagogue-Andragogue (2PA) model, which integrates Indigenous and global perspectives to support culturally responsive, holistic, and reflective music teacher education. The study advocates for the systematic integration of IKS into PMTE through collaboration with Indigenous culture bearers.

Supervisors:

Dr. Ssegantebuka Julius

Dr. Ssekalegga Lawrence Branco

Prof. David Gabriel Hebert

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense
2026-07-06 09:00 - 13:00 | Room 127, Curriculum Building-Makerere University, Makerere University DICTS, KAMPALA, KAMPALA, +2560414, Uganda
INVITATION:

The Dean, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Joseph Kiwanuka Sebabi

Title of Thesis:

Exploring Alumni Engagement Practices in Universities in Uganda

Date: Monday 6th July 2026

Time: 9:00am – 1:00pm

Venue:

Room 127, Curriculum Building

ABSTRACT

This study explored alumni engagement practices in universities in Uganda, where institutions continue to face challenges in effectively mobilizing support from their former graduates to advance institutional goals. Anchored in the interpretive worldview and guided by Blumer’s symbolic interactionism, the study employed qualitative methods, including interviews and document analysis. Social Exchange Theory provided the theoretical lens, informing three research questions that guided the inquiry. Findings revealed three key themes: nature and forms of engagement, motivations for engagement and execution strategies. Alumni engagement practices identified included organizing reunion events, establishing endowment funds, supporting infrastructure projects, implementing fundraising initiatives, creating alumni chapters, and recognizing outstanding students. Motivations for alumni engagement included commitment to the university, participation in governance, alignment with institutional aspirations, and a positive student experience. The study further found that engagement is operationalized through social networking, strategic planning, web-based platforms, and segmenting alumni efforts. Based on the findings, I conclude that alumni engagement in Ugandan universities is multidimensional, shaped by socio-relational, strategic and operational factors. The study recommends that universities in Uganda: should develop and maintain digitized alumni databases; institutionalize annual alumni events; establish and support alumni chapters; recognize alumni achievements; and appoint endowment fund ambassadors. In addition, universities should pursue strategic objectives that enhance student-alumni linkages, strengthen institutional image and satisfaction, and promote alumni gratitude and reciprocity.

Supervisor: Professor Ronald Bisaso

Doctoral committee:

1. Professor Ronald Bisaso

2. Professor FEK Bakkabulindi

3. Associate Professor Joseph Kimoga

4. Dr. David Onen

5. Dr. Tom Darlington Balojja

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense by Mr. Joseph Kiwanuka Sebabi
2026-08-19 08:00 - 17:00
INVITATION:

The Dean, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Joseph Kiwanuka Sebabi

Title of Thesis: Exploring Alumni Engagement Practices in Universities in Uganda

Date: Monday 6th July 2026

Time: 9:00am – 1:00pm

Venue: Room 127, Curriculum Building

ABSTRACT

This study explored alumni engagement practices in universities in Uganda, where institutions continue to face challenges in effectively mobilizing support from their former graduates to advance institutional goals. Anchored in the interpretive worldview and guided by Blumer’s symbolic interactionism, the study employed qualitative methods, including interviews and document analysis. Social Exchange Theory provided the theoretical lens, informing three research questions that guided the inquiry. Findings revealed three key themes: nature and forms of engagement, motivations for engagement and execution strategies. Alumni engagement practices identified included organizing reunion events, establishing endowment funds, supporting infrastructure projects, implementing fundraising initiatives, creating alumni chapters, and recognizing outstanding students. Motivations for alumni engagement included commitment to the university, participation in governance, alignment with institutional aspirations, and a positive student experience. The study further found that engagement is operationalized through social networking, strategic planning, web-based platforms, and segmenting alumni efforts. Based on the findings, I conclude that alumni engagement in Ugandan universities is multidimensional, shaped by socio-relational, strategic and operational factors. The study recommends that universities in Uganda: should develop and maintain digitized alumni databases; institutionalize annual alumni events; establish and support alumni chapters; recognize alumni achievements; and appoint endowment fund ambassadors. In addition, universities should pursue strategic objectives that enhance student-alumni linkages, strengthen institutional image and satisfaction, and promote alumni gratitude and reciprocity.

Supervisor: Professor Ronald Bisaso

Doctoral committee:

Professor Ronald Bisaso

Professor FEK Bakkabulindi

Associate Professor Joseph Kimoga

Dr. David Onen

Dr. Tom Darlington Balojja

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense for Mr. Daudi Manyama
2026-08-28 09:30 - 13:00
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:

Name of the Candidate: Mr. Daudi Manyama

Title of Thesis:

The Role of Teachers’ Involvement in Curriculum Development on the Effectiveness of Teaching in selected Public Primary Schools in Geita Region, Tanzania

Date: Friday 28th August 2026.

Time: 9:30 am

Venue:

School of Education Board Room, College of Education and External Studies, Makerere University

Supervisors:

Dr. Michael Walimbwa and Dr. Samuel Ssekiziyivu

Abstract:

Although teachers play essential role in the process of curriculum development, the way in which their involvement influences their teaching effectiveness was largely unknown. This study therefore explored how teachers’ involvement in curriculum development influences their teaching effectiveness in public primary schools in Geita Region, Tanzania. The study’s conceptualization of curriculum development focused on design, implementation and evaluation while teaching effectiveness was conceptualized as effective planning and preparation for teaching, actual instruction of learning, management of classroom environment as well as professional responsibilities. Taba’s model of curriculum development and Danielson’s framework for effective teaching model underpinned the study. The Constructivist/interpritivist paradigm was the philosophical underpinning which this qualitative multiple case study used. Five teachers who engaged in curriculum development constituted the cases. Data was collected from these cases, curriculum developers, DCSQAOs, and pupils; using interview guides, lesson observation checklists, focus group discussion guide, and document review checklists. The study findings revealed that, the ways in which teachers’ involvement in curriculum implementation influences their teaching effectiveness are more authentic compared to those of design and evaluation because in these two, involvement was not as direct as it is in the former. It was thus concluded that the influence of teachers’ involvement in curriculum design, implementation and evaluation on their teaching effectiveness was moderate, expressive and immaterial respectively. The study recommends that, the teachers’ role in curriculum development should be strengthened through collaboration with curriculum developers and DCSQAOs such that the teachers are also equipped with all what they need to effectively engage in curriculum development and consequently improve their teaching effectiveness. As a policy implication, the study proposes a Curriculum Development for Effective Pedagogy model (CDEP model) to guide stake holders on how to put the study’s recommendations in practice.

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.
