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BEGIN:VEVENT
DTSTART;TZID=UTC:20251222T090000
DTEND;TZID=UTC:20251222T120000
DTSTAMP:20260405T222149
CREATED:20251219T113936Z
LAST-MODIFIED:20251219T113946Z
UID:70766-1766394000-1766404800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr.Ismael  Gaanya
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. Ismael  Gaanya \n\n\n\nTitle of Thesis:  \n\n\n\nProject-Based Learning Intervention in Teaching Mathematics for Sustainable Development: Experiences of Secondary School Teachers and students in Uganda \n\n\n\nDate:  Monday 22nd  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\nThe 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. \n\n\n\nThe 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. \n\n\n\n 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. \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.     PROF. JOHN MANGO MAGERO                          \n\n\n\n4.     DR. GODFREY MAYENDE   \n\n\n\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-ismael-gaanya/
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/Gaanya_Ismael.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251222T100000
DTEND;TZID=UTC:20251222T130000
DTSTAMP:20260405T222149
CREATED:20251222T051727Z
LAST-MODIFIED:20251222T054214Z
UID:70773-1766397600-1766408400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Joshua Ssemakula
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. Joshua Ssemakula \n\n\n\nTitle of Thesis:  \n\n\n\nRelationship between Biology and Physical Education Teachers’ Nutrition Care and Adolescents’ Nutrition Practices in Nansana Municipality Government Owned/Aided Secondary Schools”. \n\n\n\nDate:  Monday 22nd  December 2025. \n\n\n\nTime: 10:00am – 1:00pm \n\n\n\nVenue:  \n\n\n\nSmart Room \, School of Education \n\n\n\nABSTRACT \n\n\n\nThe 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. \n\n\n\nFindings 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. \n\n\n\nThe 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.        \n\n\n\n Supervisors: \n\n\n\n1.     Dr. Kenneth Ssekatawa \n\n\n\n2.     Dr. Edward Kansiime                              \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-joshua-ssemakula/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Joshua_Ssemakula.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251223T090000
DTEND;TZID=UTC:20251223T120000
DTSTAMP:20260405T222149
CREATED:20251216T065217Z
LAST-MODIFIED:20251216T083544Z
UID:70740-1766480400-1766491200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Jerome Ojulun
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES)\, cordially  Invites you to a PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Jerome  Ojulun \n\n\n\nTitle of Thesis:  \n\n\n\nEffectiveness of Technical\, Vocational Education and Training (TVET) in Public Universities in Uganda: Application of Systems Theory \n\n\n\nDate:  Tuesday 23rd  December 2025. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nCurriculum Building\, Room 127. \n\n\n\nABSTRACT \n\n\n\nIn 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. \n\n\n\nUnder 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. \n\n\n\nBased 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. \n\n\n\n Supervisors: \n\n\n\n1.     Professor F.E.K. Bakkabulindi \n\n\n\nDoctoral Committee:1.Professor C.B Mugimu2.Dr. Genza Gyavira3.Dr. David Onen \n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-jerome-ojulun/
LOCATION:Room 127\, Curriculum Building-Makerere University\, Makerere University DICTS\, KAMPALA\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Joreme_Ojulun.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251223T090000
DTEND;TZID=UTC:20251223T120000
DTSTAMP:20260405T222149
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
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BEGIN:VEVENT
DTSTART;TZID=UTC:20260205T090000
DTEND;TZID=UTC:20260205T120000
DTSTAMP:20260405T222149
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
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