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X-WR-CALDESC:Events for CEES | Makerere Univsity
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DTSTART;TZID=UTC:20250527T080000
DTEND;TZID=UTC:20250527T170000
DTSTAMP:20260418T060125
CREATED:20250519T110449Z
LAST-MODIFIED:20260218T081756Z
UID:12738-1748332800-1748365200@cees.mak.ac.ug
SUMMARY:PHD Defense for Mr. Jordan Byekwaso Lwanga
DESCRIPTION:PHD Defense: \n\n\n\nTOPIC: \n\n\n\nTowards an Inclusive Higher Education System for Non-Traditional students in Uganda: A case of Makerere university \n\n\n\nAbstract \n\n\n\nIn this qualitative case study\, I explored the learning aspirations and participation experiences of Non-Traditional Students (NTSs) at Makerere University with the aim of building an inclusive higher education (HE) system that supports a diverse student body within the changing work and social realities.  Drawing from the social justice theory\, the study focused on analysing the purpose of widening university access routes; the central meaning of NTSs’ decision to return to HE; teaching and learning strategies; and opportunities for re-aligning the HE mission and provision. Data were collected from NTSs\, university managers and mature age coaches through interviews and focus group discussions\, and analysed thematically. The major study findings revealed that: (i) widening access routes aims to expand and legitimise access and participation opportunities to participants from non-traditional backgrounds; (ii) NTSs’ decision to return to class meant renewed hope for self-reorganisation and a bridge for linking personal aspirations; (iii) a gradual shift from using teacher-centred to more learner-centred instructional approaches; and (iv) their recruitment invites institutions to use their participation and transition experiences to explore what learners’ diversity means to inclusive support and service delivery. These findings suggest that a system that was not historically designed for NTSs cannot be responsive to their unique learning needs due to the system’s rigidities. Consequently\, universities that focus on recruiting NTSs need to explore how HE should be organised to serve the learning needs and support the aspirations of the different generations of students. Conclusively\, the recruitment of NTSs in HE is an issue of diversity and intergenerational fairness\, which demonstrates the feasibility of boosting intergenerational learning and capacity. These students have an estimate of what to achieve that an institution should explore to re-align its mission\, policy and practice to these learners’ uniqueness. Failure to utilise this opening means that NTSs will have to traverse an inadequately prepared institutional environment\, and their participation might be blindly defined\, considered\, and judged as a luxury amidst the changing times. Hence\, the study recommends that efforts to build an inclusive HE system should\, among other things\, focus on establishing an inclusion steering committee that can be used to undertake learners’ analysis and envision plans for a strategic shift towards inclusive-inspired policy\, practice and support services. \n\n\n\nSupervisors: \n\n\n\nAssoc. Prof. Willy Ngaka – Department. Of Adult\, Community and Lifelong Learning Kyambogo University \n\n\n\nProf. George Ladaah Openjuru – Department. Of Adult\, Community and Lifelong Learning Gulu University \n\n\n\nDefense Chair: \n\n\n\nAssoc. Prof. Janice Busingye – Consultant Vice Chairperson RENU \n\n\n\nDate: \n\n\n\n27th May 2025 – Time: 9:00 a.m (EAT) \n\n\n\nVenue: \n\n\n\nSODLL AVU Board Room and Online
URL:https://cees.mak.ac.ug/event/phd-defensetowards-an-inclusive-higher-education-system-for-non-traditional-students-in-uganda-a-case-of-makerere-university/
CATEGORIES:CEES Events
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DTSTART;TZID=UTC:20250530T080000
DTEND;TZID=UTC:20250530T170000
DTSTAMP:20260418T060125
CREATED:20250519T063604Z
LAST-MODIFIED:20260218T081450Z
UID:12719-1748592000-1748624400@cees.mak.ac.ug
SUMMARY:PHD Defense for Mr. John Francis Garuzooka
DESCRIPTION:Title Of  Thesis: \n\n\n\nWork and Learning Experiences of Graduates from Technical and Vocational Training Institutions in Uganda. A Case of a selected institution \n\n\n\nAbstract \n\n\n\nThis study aimed to explore the work and learning experiences of graduates of Technical Vocational Education and Training (TVET) institutions who were working in central and western Uganda. Anchored in the theory of communities of practice (CoPs) and connective model of learning\, the study adopted  a qualitative approach and followed an interpretive paradigm. Data was generated through in-depth interviews\, observations and document review. The study reveals that while the TVET institution prepared learners for work using both theoretical and practical content\, there were limited practical lessons  due to limited and outdated equipment. The methods employed in  teaching and learning at the TVET institution  were largely formal\, while those employed  in the garages were non-formal. Findings further reveal that beyond the competences\, graduates obtained from TVET institutions\, they acquired additional and new competencies at workplaces. These include driving\, bargaining and training skills\, management\, detecting vehicle faults\, and handling vehicle breakdowns in emergencies\, and these were recognised by peers\, employers and customers. The competences enabled graduates improve the quality of their work\, get more job opportunities\, networks and increased their earnings. However\, the graduates perceived that it was not necessary to have these competencies assessed by DIT because assessment could not give them additional benefits. As a result\, graduates failed to acquire further qualifications due to a lack of interest\, family responsibilities\, inadequate finances\, satisfaction with the skills they obtained earlier\, and limited study time. Additionally\, findings reveal that\,  irrespective of whether graduates had obtained DIT or UBTEB certificates\, they learned how to balance work\, learning\, and training through delegation\, guidance and effective communication. Thus\, the non-formal learning in garages was perceived by the  graduates as satisfying  their learning needs. The study concludes that  while the TVET institution trains their learners with more theoretical knowledge\, this knowledge is useful in learning new and additional competences at workplace which  significantly expands their career opportunities and advances  their work potential. The study recommends that  there is need for TVET institutions and garages  to be furnished with modern equipment to provide learning and work experiences that are relevant to changing demands. \n\n\n\nSupervisors: \n\n\n\nDr. Ephraim Lemmy Nuwagaba – Department. Of Adult\, Community and Lifelong Learning Kyambogo University \n\n\n\nDr. Constant Mudondo – Department of Adult\, Community Education Makerere University \n\n\n\nProf. George Ladaah Openjuru – Department. Of Adult\, Community and Lifelong Learning Gulu University \n\n\n\nDefense Chair: \n\n\n\nDr. Harriet Nabushawo – Dean School of Distance and Lifelong Learning Makerere University \n\n\n\nDate: \n\n\n\n 30th May 2025 – Time: 9:00 a.m (EAT) \n\n\n\nVenue: \n\n\n\nSODLL AVU Board Room and Online
URL:https://cees.mak.ac.ug/event/phd-defence-work-and-learning-experiences-of-graduates-from-technical-and-vocational-training-institutions-in-uganda-a-case-of-a-selected-institution/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/05/Mr.-Garuzooka-flyer.jpg
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