CEES | Makerere Univsity

PhD Public Defense of Sr. Bernadette Lutaaya
2023-01-24 10:00 - 17:00 UTC | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
The Dean, East African School of Higher Education Studies and Development, invites you to the PhD defence for Sr. Bernadette Lutaaya, scheduled to take place in Curriculum Building – Room 126 on Tuesday, 24th January 2023, starting at 10:00 AM. I’ve attached hereon the student’s abstract.

Supervisors:
Assoc.Prof. Ronald Bisaso
Dr: Florence Nakamanya

Download Abstract: Click here

PhD Public defense of Lukwago Rashid
2023-01-23 10:00 - 17:00 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
The Dean, East African School of Higher Education Studies and Development, invites you to the PhD Public defense of Lukwago Rashid scheduled for Monday, 23 January 2023, in Curriculum Building Room 126, starting at 10 AM.

PhD Public Defense of Mr Enock Kibuuka
2023-01-17 10:00 - 17:00 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
The Dean, East African School of Higher Education Studies and Development, invites you to the PhD Public Defense of Mr Enock Kibuuka, scheduled to take place on Tuesday, 17th January 2023, in the Curriculum Building starting at 10 AM.
Supervisors: Associate Professor Joseph Kimoga
Associate Professor Ronald Bisaso
Opponent: Larazus Nabaho
The abstract is herein attached. Click here

Mr. Opul Joseph's thesis defense
2023-01-12 11:00 - 17:00 | School of Education Main Block, Lecturer Room 4, School of Education main Block, Wandegeya, Uganda
ABSTRACT
Title: Contribution of Education to Building Resilience of Regugee Learners: A case of Primary Schools in Nakivale Settlement, Isingiro District, Western Uganda
Education contributes to resilience of refugee learners as emphasized by Uganda Education Refugee Response Plan (2018). However, current education provided to refugee learners appears inadequately contributing to resilience Nanyunja et al (2021).This is evidenced by 90% of refugee learners dropping out of school (UNHCR Reports, 2016,2019 and 2020).
The purpose of this study was to improve on the contribution of education to building resilience of refugee learners by focusing on primary schools in Nakivale settlement, Isingiro District in Western Uganda. The study was guided by three specific objectives: To assess the contribution of the curriculum to building resilience of refugee learners; To examine the role of teachers in building resilience of refugee learners and; To examine the role of the school leadership in building resilience of refugee learners. The study adopted a single case study design and used a qualitative approach to collect data from thirty-five purposively sampled participants (refugee learners, teachers, head teachers, School Management Committees, Parents Teachers Associations, the District Education Officer and development partners) in three primary schools of Kashojwa, Nyarugugu and Nakivale in Nakivale refugee settlement, Isingiro District – Western Uganda.
Findings of the study revealed that the curriculum was not adequately contributing to the resilience of refugee learners since its objectives not well defined, content was inappropriate, and evaluation was ineffective; furthermore, the study findings revealed that the teachers did not adequately contribute to the resilience of refugee learners as they largely focused on teaching for grades, made limited efforts in creative arts/extracurricular activities and psycho-social support; and lastly it was revealed that that the role of the school leadership was ineffective as none of the schools made policy towards learners’ progress, prepared school improvement plans (SIPs), 5 year strategic plans and all only scantly monitored the school operations. It was therefore concluded that if the curriculum objectives are well defined, its content responsive to the needs of refugee learners and effective curriculum evaluation, its contribution to the resilience of refugee learners will be higher; if teachers focus on creative arts /extracurricular activities and psycho-social support, resilience of refugee learners will largely improve and; as long as the school leadership plays its policy roles, develop SIPs, and provide oversight role, resilience of refugee learners will be built. Given the above conclusions, the researcher recommended that the Ministry of Education and Sports should spearhead the development of a Significant Blended Curriculum that will provide significant education for refugee learners to build resilience; a teacher-management framework be designed by the MoES to enhance teachers’ roles in the building of resilience of refugee learners; and the MoES should develop an integrated refugee school leadership framework that will promote and ensure cohesion and collaboration between the three structures of PTA, SMC and school administration. A conceptual model for building resilience of primary school refugee learners was developed by the researcher based on this study’s findings.
Supervisors:
Dr. Nicholas Itaaga
Dr. Wycliffe Scot Wafula

PhD defence by Luyima Jimmy
2022-12-16 10:00 - 17:00 | School of Education Main Block, Lecturer Room 4, School of Education main Block, Wandegeya, Uganda
MOBILE PHONE APPS SUPPORTED INSTRUCTIONAL RESOURCES AND LEARNING OF CHEMISTRY: A CASE OF RESOURCE-CONSTRAINED PRIVATE SECONDARY SCHOOLS IN WAKISO DISTRICT-UGANDA
By: Luyima Jimmy
Supervisors:
Dr. Walimbwa Michael
Dr. Sentongo John
Abstract
This study focused on mobile phone application tools (Apps) and learning of chemistry in resource-constrained privately owned secondary schools, in Wakiso district. With a growing number of students facing the challenge of access to physical science instructional resources from their respective schools, this study attempted to explore one of the possible alternatives to address the challenge, by particularly investigating the effect of integrating WhatsApp-supported chemistry instructional resources in out-of-classroom teaching and learning.
Informed by the social learning theory and the community of inquiry model, and using lenses of the pragmatic philosophical orientation, this study adopted a mixed methods approach, taking on a quasi-experimental pretest-posttest nonequivalent group design. Solomon’s four-group design was particularly employed because of its high internal and external reliability and validity. Quantitative data was collected using a SAQ and a chemistry process skills test on a sample of 240 students from four different schools. The data were analyzed using the independent and paired samples t-test, to establish whether there was a statistically significant difference between the experimental and control groups. Qualitative data was collected using an interview and observation guide, from 12 students and four teachers, which was analyzed thematically. This was used to supplement the quantitative findings.
The study findings revealed that the integration of the WhatsApp-supported chemistry instructional resources in form of videos, photos, audio, and text outside the classroom setting improved the teacher-student interactions outside the classroom, the students’ chemistry process skills and attitude towards chemistry, and students were positive about using mobile phones for learning. Based on these findings, it was concluded that the integration of WhatsApp-supported chemistry instructional resources in out-of-classroom setting improves learning, as well as students’ willingness to use mobile phones for learning in resource-constrained schools. The study recommends that the different education stakeholders at different levels of education need embrace the use of mobile phones to support teaching and learning, particularly in science instructional resource-constrained schools. Therefore, the policy implication for this study points to the need by the Government to expedite the formulation of a policy on using the various ICTs, such as mobile phones for teaching and learning in schools.

Launching the school of Education scholarship Programme for Refugees, Asylum Seekers and Vulnerable female students
2022-12-01 10:00 - 17:00 | Frank Kalimuzo Central Teaching Facility (CTF 1), Makerere University, Wandegeya, Uganda
The college is set to sign an MOU with the Jesuit Refugee Services. The MOU will see the actualization of a scholarship program for refugee students and vulnerable female students.

Launching the school of Education scholarship Programme for Refugees, Asylum Seekers and Vulnerable female students
2022-12-01 10:00 - 17:00 | Frank Kalimuzo Central Teaching Facility (CTF 1), Makerere University, Wandegeya, Uganda
The college is set to sign an MOU with the Jesuit Refugee Services. The MOU will see the actualization of a scholarship program for refugee students and vulnerable female students.f

Prof. Senteza Kajubi, Fulbright Memorial Lecture
2022-11-02 00:00 - 23:59 | Yusuf Lule Central Teaching Facility Auditorium, Makerere University
