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