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X-WR-CALDESC:Events for CEES | Makerere Univsity
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251003T100000
DTEND;TZID=UTC:20251003T130000
DTSTAMP:20260420T104354
CREATED:20250923T105612Z
LAST-MODIFIED:20260218T081736Z
UID:12939-1759485600-1759496400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Bart Mukasa
DESCRIPTION:The Dean\, East African School of Higher Education Studies & Development  Under the College of Education and External Studies cordially invites you to a PhD Defense. \n\n\n\nPhD Candidate:  Mr. Bart Mukasa \n\n\n\nThesis Title: \n\n\n\nStudent Activism: An Exploration of the Nature \, Causes and Managment of Student Activism in Makerere University \n\n\n\nDate and Time:  \n\n\n\n3rd October 2025\, starting at 10:00 am \n\n\n\nVenue:  \n\n\n\nCollege of Education and External Studies Room 126 Curriculum Building   \n\n\n\nSupervisors: \n\n\n\n1.Dr. Sr. Justine Namaganda \n\n\n\n2.Assoc. Prof. Jude Ssempebwa \n\n\n\n \n\n\n\nAbstract \n\n\n\nThis qualitative study explored the complexities of student activism at Makerere University\, Uganda. It focused on its nature\, causes\, and management. The study was underpinned by Altbach’s theory of student activism which provides a framework for understanding student activism\, through student interests\, organizational dynamics\, and university responses. Utilizing a qualitative paradigm\, fourteen participants were purposively sampled including eight student leaders and six university administrators; these were interviewed\, and data was thematically analyzed. The findings provide insights for both student leaders and university administrators seeking harmonious and progressive academic environments. Findings revealed a demand for accountability and transparency from the university administrators\, highlighting issues like tuition increments\, infrastructure\, and academic freedom. It also showed that power struggles between student leaders and administrators often result in stalemates\, hindering meaningful reform. Finally\, it revealed that effective management requires a collaborative framework involving student representation\, dialogue\, and inclusive decision-making. The study concluded that student activism at Makerere University is driven by a desire for accountability\, better governance\, and improved learning conditions. Similarly\, power struggles and stalemates between student leaders and administrators hinder meaningful reforms\, and effective management of student activism requires a collaborative framework. The study therefore\, recommended that student leaders should build the capacity for effective leadership and negotiation\, foster unity among student groups\, engage in constructive dialogue\, prioritize inclusive representation\, and develop strategic partnerships. The university administrators\, should establish open communication channels with student leaders\, foster inclusive decision-making processes\, address student concerns promptly\, develop policies promoting transparency and accountability\, and provide resources for student leadership development. This study contributes to deeper understanding of the complexities of student activism at Makerere University\, informing policies and strategies for constructive engagement. \n\n\n\nPhD Candidate: Mukasa Bart
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-bart-mukasa/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/09/Mukasa_Bart.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251015T100000
DTEND;TZID=UTC:20251015T140000
DTSTAMP:20260420T104354
CREATED:20251008T093910Z
LAST-MODIFIED:20260218T083301Z
UID:12971-1760522400-1760536800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by JohnBosco Luttamaguzi
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. Johnbosco Luttamaguzi \n\n\n\nTitle of Thesis: Institutional Factors Influencing Students’ Discipline in Universities in Uganda: A Case Study of Makerere University and Kampala International University \n\n\n\nDate:           15th October 2025. \n\n\n\nTime:           10:00 am \n\n\n\nVenue: School of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors: \n\n\n\nAssoc. Prof. Gyaviira Musoke Genza &  Prof. Anthony Muwagga Mugagga \n\n\n\nAbstract: \n\n\n\nPrompted by the growing concerns about discipline in Universities in Uganda\, the study set out to examine the influence of institutional factors on students’ discipline\, with particular focus on Makerere University and Kampala International University. Anchored in the philosophies of pragmatism and constructivism\, the study employed a qualitative duo descriptive case study design to explore the extent to which rules and regulations\, management practices\, and service provision influence student discipline. Data were collected through FGDs\, interviews\, and documentary reviews\, The Study engaged students\, administrators\, lecturers\, and security personnel as participants. Thematic analysis was used to generate patterns from the data. Findings revealed that clearly defined and consistently enforced rules and regulations\, effective management practices\, and comprehensive service provision contribute to promoting discipline among university students. Each of those three institutional factors was found to enhance students’ sense of responsibility\, honesty\, compliance with regulations\, and determination. The study concluded that institutional factors play a critical role in shaping student behavior and maintaining discipline in university settings. It recommends that university councils and management should design and enforce comprehensive discipline strategies\, strengthen orientation programs\, and establish robust frameworks for delivering high-quality student services that meet or even exceed learners’ expectations. These interventions are likely to foster a holistic approach to student management and contribute to the cultivation of responsible and disciplined graduates. \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-johnbosco-luttamaguzi/
LOCATION:School of Education Smart Room\, Plot 2 Makerere road\, kampla\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/10/Mr-Lutamaguzi-3-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251017T100000
DTEND;TZID=UTC:20251017T130000
DTSTAMP:20260420T104354
CREATED:20251014T122154Z
LAST-MODIFIED:20260218T082530Z
UID:13001-1760695200-1760706000@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Patrice Ssembirige
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. Patrice Ssembirige \n\n\n\nTitle of Thesis: Administrators’ Leadership Styles and School Academic Performance:  A Case of Selected Secondary Schools in Mukono District-Uganda \n\n\n\nDate:  Friday 17th  October 2025. \n\n\n\nTime: 10:00 am \n\n\n\nVenue: School of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors: \n\n\n\n\nDr. Tebenkana Timothy\n\n\n\nDr. Kaggwa R. Victoria Tamale\n\n\n\n\nAbstract: \n\n\n\nThe study explored administrators’ leadership styles and school academic performance in selected secondary schools in Mukono District\, Uganda. It employed a mixed methods approach in data collection. The specific objectives were to: (i). determine the influence of participative leadership style\, (ii). assess the impact of directive leadership style (iii). examine the effect of supportive leadership style\, and (iv). explore students’ perceptions of administrators’ leadership styles and their influence on school academic performance. A cross-sectional survey design was adopted\, involving a sample of 32 headteachers\, 128 teachers\, 32 Directors of Studies\, 1 District Education Officer\, 1 District Inspector of Schools\, and 320 students. Self- administered questionnaires\, interview guides\, and document review guides were used to collect data. Data was analyzed using Pearson product moment correlation coefficient (r) for quantitative data and narrative analysis for qualitative data. The findings revealed that participative leadership significantly enhances school academic performance through improved teacher involvement\, motivation\, and communication\, with a Pearson correlation coefficient of 0.420. Directive leadership was also found to positively affect school academic performance by providing clear guidance and maintaining discipline\, although it was noted to reduce teacher autonomy and motivation\, with a correlation coefficient of 0.371. Supportive leadership was strongly correlated with better academic outcomes\, promoting a positive school climate and higher teacher morale\, with a correlation coefficient of 0.561. Students’ perceptions of administrators’ leadership styles were generally positive\, contributing to a conducive academic environment and improved academic performance\, with a correlation coefficient of 0.367. The study concluded that while all the three leadership styles positively influence school academic performance\, supportive and participative styles were more effective in fostering a collaborative and supportive school environment. It also highlighted the need for a blended approach to leadership. Recommendations included implementing regular participative decision-making opportunities\, balancing directive leadership with flexibility\, prioritizing emotional support for teachers\, and fostering an open communication system with students. \n\n\n\nKeywords: \n\n\n\nAdministrators\, Leadership Styles\, Academic Performance. \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-by-mr-patrice-ssembirige/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2025/10/Sembirige2.png
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DTSTART;TZID=UTC:20251021T100000
DTEND;TZID=UTC:20251021T130000
DTSTAMP:20260420T104354
CREATED:20251014T121038Z
LAST-MODIFIED:20260218T083401Z
UID:12998-1761040800-1761051600@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Ms. Aminah Mukasa
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: Ms. Aminah Mukasa \n\n\n\nTitle of Thesis: Proprietor vis-à-vis Headteacher Power Dynamics \n\n\n\nin Managing for Profit Secondary School Finances in Kampala \n\n\n\nMetropolitan Area\, Uganda \n\n\n\nDate:  Tuesday 21st  October 2025. \n\n\n\nTime: 10:00 am \n\n\n\nVenue: School of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors: \n\n\n\nDr. Badru Musisi and Associate Professor Betty A. Ezati \n\n\n\nAbstract: \n\n\n\nEffective financial management in schools is a fundamental administrative function entrusted to school managers. Operating within established regulatory frameworks\, school managers align financial decisions with achieving educational excellence. In Uganda’s for-profit secondary schools\, proprietors and headteachers are responsible for ensuring institutional efficiency through prudent mobilization and utilization of financial resources. Any lapses in managing school finances can lead to wastage of scarce resources\, which undermines school effectiveness. This study investigated the power dynamics between proprietors and headteachers in managing school finances in Kampala Metropolitan Area (KMA). Specifically\, the study explored how proprietors and headteachers exercise powers in four key financial management domains of; school budgeting\, fees collection\, procurement\, and financial accountability. Grounded in an interpretivist philosophical paradigm\, the study was a qualitative multiple case study conducted in six for-profit secondary schools in KMA. Two schools cater for high-income families\, two for middle-income\, and two to low-income families. Data were collected from 12 purposively selected participants (six proprietors and six headteachers)\, and was analysed using content and thematic analysis techniques. Findings indicate that\, proprietors routinely appropriate and centralize decision-making powers\, thereby constraining headteachers’ statutory powers to manage; school budgeting\, fees collection\, procurement\, and financial accountability. This imbalance of power diminishes headteachers’ professional autonomy and in some cases undermines effective financial management practices. In one case where the proprietor delegated greater financial management responsibilities to the headteacher\, it was due to the proprietor’s lack of experience in school management. The study concludes that that the pursuit of business interests tempts proprietors to circumvent regulations on managing school finances\, by usurping the headteachers’ powers of managing school; budgeting\, fees collection\, procurement\, and financial accountability. Some proprietors don’t even consider themselves accountable to headteachers\, who are the schools’ statutory accounting officers. The study recommends that: Local governments strengthen their inspection\, supervision\, and advisory support mechanisms to ensure that headteachers fully participate in managing school finances. Secondly\, proprietors need to foster a culture of collaborative power-sharing\, distributed leadership\, and mutual respect to enhance efficiency and accountability in fees collection. Thirdly\, schools need to adopt structured procurement management systems consistent with the Public Procurement and Disposal of Public Assets (PPDA) Guidelines No. 5 (2014) to ensure transparent and streamlined processes. Finally\, regulatory authorities need to enforce compliance with existing laws that empower headteachers to account and report school expenditure to the relevant oversight\, in a transparent way. The study contributes to the broader discourse on educational leadership\, governance\, and accountability in private education systems. It also underscores the need for balanced power relations and institutional mechanisms that promote participatory and transparent financial decision-making\, for sustainable school effectiveness. \n\n\n\nKeywords: Financial management\, Power dynamics\, Proprietors\, Headteachers\, For-profit secondary schools\, Kampala Metropolitan Area\, Interpretivist paradigm\, Qualitative case study \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-by-ms-aminah-mukasa/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/10/Aminah_Mukasa.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251028T100000
DTEND;TZID=UTC:20251028T130000
DTSTAMP:20260420T104354
CREATED:20251023T054231Z
LAST-MODIFIED:20260218T083336Z
UID:13026-1761645600-1761656400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Richard Waiswa
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. RICHARD WAISWA \n\n\n\nTitle of Thesis: \n\n\n\n Exploring the Philosophy behind Teachers’ Pedagogical Practices in Secondary Schools in Kayunga District\, Uganda. \n\n\n\nDate:  Tuesday 28th  October 2025. \n\n\n\nTime: 10:00 am \n\n\n\nVenue: School of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors: \n\n\n\n\nAssoc. Prof. Genza Gyaviira Musoke\n\n\n\nProf. Anthony Mugagga Muwagga\n\n\n\nAssoc. Prof. Nicholas Itaaga\n\n\n\n\nAbstract: \n\n\n\nIn response to the persistent use of outdated pedagogies by teachers in Ugandan secondary schools\, with the reasons for this practice remaining unclear\, this study explored the philosophy behind teachers’ pedagogical practices in view of enhancing effective teaching and learning in secondary schools in Kayunga District\, Uganda. The teachers’ pedagogical practices examined in the study consisted of lesson preparation\, classroom management\, and instructional practices. The philosophy behind these practices comprised of teachers’ beliefs on the reality about students’ learning\, the nature and sources of valuable knowledge\, and the values teachers aim to instill in students. Danielson’s framework for effective teaching model informed the study. The interpretivist paradigm underpinned this qualitative descriptive tripartite case study. Nine teachers in three schools (cases)\, three from each school\, participated in the study. Data was collected from teachers\, head teachers\, directors of studies and students. The findings reveal that the philosophy behind teachers’ lesson preparation practices is pragmatism\, as reflected in individual teacher’s understanding of how best their respective students learn rather than by the formal guidelines that inform teachers’ preparation for lessons. Secondly\, the philosophy behind teachers’ classroom management practices is a combination of pragmatism and essentialism\, reflected in individual teachers’ understanding of how best their respective students learn as well as adherence to the demands and interests of other stakeholders within the teaching and learning process. Thirdly\, the philosophy behind teachers’ instructional practices is essentialism\, as reflected in teachers’ adherence to other stakeholders’ demands and interests. The study recommends that given the dominance of pragmatism in lesson preparation\, professional development should emphasize flexible\, practical\, and student-focused training through regular continuous professional development\, peer learning\, and mentoring supported by the MoES\, NCDC\, and schools. Secondly\, since classroom management reflects both pragmatism and essentialism\, school administrators\, MoES\, and teacher training institutions should adopt a hybrid approach to classroom management that balances responsiveness and structure through targeted professional development. Thirdly\, since current instruction aligns closely with essentialism\, NCDC\, UNEB\, and school administrators should promote structured\, and skill-based teaching by offering resources\, monitoring\, and regular lesson reviews to maintain academic standards. \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-richard-waiswa/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/10/RICHARD-1.jpg
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