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X-WR-CALNAME:CEES | Makerere Univsity
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251223T090000
DTEND;TZID=UTC:20251223T120000
DTSTAMP:20251219T114828Z
CREATED:20251219T114436Z
LAST-MODIFIED:20251219T114828Z
UID:70769-1766480400-1766491200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Celester Ssali
DESCRIPTION:INVITATION: \n\n\n\nThe 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: \n\n\n\nName of the Candidate: Mr. Celester Ssali \n\n\n\nTitle of Thesis:  \n\n\n\nInterventions of Problem-Based learning to improve the teaching and students’ learning of Mathematics in selected secondary Schools in Uganda \n\n\n\nDate:  Tuesday 23rd  December 2025. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nAVU\, CONFERENCE ROOM \n\n\n\nABSTRACT \n\n\n\nThis 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. \n\n\n\n Supervisors: \n\n\n\n1.     DR. MARJORIE S. K. BATIIBWE \n\n\n\n2.     PROF. BETINA DAHL SONDERGAARD \n\n\n\n3.     DR. HENRY AMPEIRE KARIISA \n\n\n\n4.     PROF. JOHN MANGO MAGERO \n\n\n\n5.     DR. GODFREY MAYENDE                                 \n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-celester-ssali/
LOCATION:AVU\, School of Distance and Lifelong Learning\, Makerere University\, Makerere University DICTS\, KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Celester_Ssali.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260205T090000
DTEND;TZID=UTC:20260205T120000
DTSTAMP:20260130T050621Z
CREATED:20260130T045646Z
LAST-MODIFIED:20260130T050621Z
UID:70817-1770282000-1770292800@cees.mak.ac.ug
SUMMARY:PhD Public Defense for Mr. Erisa Walubo
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, School of Education under the College of Education and External Studies (CEES)\, cordially invites you to the PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Erisa Walubo \n\n\n\nTitle of Thesis:  \n\n\n\nDecolonizing Ugandan Primary Musical Arts Teacher Education through Exploring the Indigenous Amayebe Musical Practices \n\n\n\nDate:  Thursday 5th  Februrary  2026. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nAVU Conference Room\, College of Education and External  Studies\, Makerere University \n\n\n\nABSTRACT \n\n\n\nThis 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. \n\n\n\nGuided 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. \n\n\n\nDrawing 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. \n\n\n\nSupervisors: \n\n\n\n\nDr. Ssegantebuka Julius\n\n\n\nDr. Ssekalegga Lawrence Branco\n\n\n\nProf. David Gabriel Hebert\n\n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-for-mr-erisa-walubo/
LOCATION:AVU\, School of Distance and Lifelong Learning\, Makerere University\, Makerere University DICTS\, KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2026/01/Erisa_2026.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260706T090000
DTEND;TZID=UTC:20260706T130000
DTSTAMP:20260705T105051Z
CREATED:20260705T105040Z
LAST-MODIFIED:20260705T105051Z
UID:71280-1783328400-1783342800@cees.mak.ac.ug
SUMMARY:PhD Public Defense
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES)\, cordially invites you to the PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Joseph Kiwanuka Sebabi \n\n\n\nTitle of Thesis:  \n\n\n\nExploring Alumni Engagement Practices in Universities in Uganda \n\n\n\nDate:  Monday 6th July 2026 \n\n\n\nTime: 9:00am – 1:00pm \n\n\n\nVenue:  \n\n\n\nRoom 127\, Curriculum Building \n\n\n\nABSTRACT\n\n\n\nThis 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. \n\n\n\nSupervisor: Professor Ronald Bisaso \n\n\n\nDoctoral committee:\n\n\n\n1.   Professor Ronald Bisaso \n\n\n\n2.   Professor FEK Bakkabulindi \n\n\n\n3.   Associate Professor Joseph Kimoga \n\n\n\n4.   Dr. David Onen \n\n\n\n5.   Dr. Tom Darlington Balojja \n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense/
LOCATION:Room 127\, Curriculum Building-Makerere University\, Makerere University DICTS\, KAMPALA\, KAMPALA\, +2560414\, Uganda
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2026/07/Kiwanuka_Joseph.png
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BEGIN:VEVENT
DTSTART;TZID=UTC:20260819T080000
DTEND;TZID=UTC:20260819T170000
DTSTAMP:20260819T145207Z
CREATED:20260819T145042Z
LAST-MODIFIED:20260819T145207Z
UID:71645-1787126400-1787158800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Joseph Kiwanuka Sebabi
DESCRIPTION:INVITATION:\n\n\n\nThe Dean\, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES)\, cordially invites you to the PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate:  Joseph Kiwanuka Sebabi \n\n\n\nTitle of Thesis: Exploring Alumni Engagement Practices in Universities in Uganda \n\n\n\nDate:  Monday 6th July 2026 \n\n\n\nTime: 9:00am – 1:00pm \n\n\n\nVenue: Room 127\, Curriculum Building \n\n\n\nABSTRACT\n\n\n\nThis 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. \n\n\n\nSupervisor: Professor Ronald Bisaso \n\n\n\nDoctoral committee:\n\n\n\n\nProfessor Ronald Bisaso\n\n\n\nProfessor FEK Bakkabulindi\n\n\n\nAssociate Professor Joseph Kimoga\n\n\n\nDr. David Onen\n\n\n\nDr. Tom Darlington Balojja\n\n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-joseph-kiwanuka-sebabi/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2026/07/Kiwanuka_Joseph.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260828T093000
DTEND;TZID=UTC:20260828T130000
DTSTAMP:20260825T140300Z
CREATED:20260825T140257Z
LAST-MODIFIED:20260825T140300Z
UID:71649-1787909400-1787922000@cees.mak.ac.ug
SUMMARY:PhD Public Defense for Mr. Daudi Manyama
DESCRIPTION:INVITATION: The Dean\, School of Education under the College of Education and External Studies (CEES)\, cordially invites you to the PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Daudi Manyama \n\n\n\nTitle of Thesis:  \n\n\n\nThe Role of Teachers’ Involvement in Curriculum Development on the Effectiveness of Teaching in selected Public Primary Schools in Geita Region\, Tanzania \n\n\n\nDate:  Friday 28th   August 2026. \n\n\n\nTime: 9:30 am \n\n\n\nVenue:  \n\n\n\nSchool of Education Board Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors: \n\n\n\nDr. Michael Walimbwa and Dr. Samuel Ssekiziyivu \n\n\n\nAbstract: \n\n\n\nAlthough 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. \n\n\n\n Your presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-for-mr-daudi-manyama/
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2026/08/MANYAMA-PHOTO.png
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