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X-WR-CALNAME:CEES | Makerere Univsity
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251118T090000
DTEND;TZID=UTC:20251118T120000
DTSTAMP:20260419T233507
CREATED:20251117T113729Z
LAST-MODIFIED:20260218T083731Z
UID:70498-1763456400-1763467200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Ms. Zula Namubiru
DESCRIPTION:INVITATION: PhD Public Defense \n\n\n\nThe Dean\, School of Distance and Lifelong Learning 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. Zula Namubiru \n\n\n\nTitle of Thesis:  \n\n\n\nFishers’ Ways of Learning: A participatory Action Research at Kigungu ground on Lake Victoria \n\n\n\nDate:  Wednesday 18th November 2025. \n\n\n\nTime:  9:00am-12:00pm \n\n\n\nVenue:   \n\n\n\nAVU Room\, School of Distance and Lifelong Learning\, College of Education and External Studies\, Makerere University. \n\n\n\nSupervisors: \n\n\n\nDr. Aganyira Kellen (Makerere University) \n\n\n\nProf. Openjuru George Ladaah (Gulu University). \n\n\n\nProf. Josje Van Der Linden (University of Groningen)
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-ms-zula-namubiru/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/Zula_Nam-1.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251119T100000
DTEND;TZID=UTC:20251119T130000
DTSTAMP:20260419T233508
CREATED:20251114T090126Z
LAST-MODIFIED:20251118T050509Z
UID:70476-1763546400-1763557200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Rose Costa Nakawuki
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: NAKAWUKI ROSE COSTA \n\n\n\nTitle of Thesis: TEACHERS’ PROFICIENCY IN IMPLEMENTING COMPETENCE BASED CURRICULUM FORMATIVE ASSESSMENT PRACTICES IN SELECTED PUBLIC SECONDARY SCHOOLS IN MPIGI DISTRICT\, UGANDA \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. CHARLES KYASANKU\n\n\n\nDR. TIMOTHY TEBENKANA\n\n\n\n\nABSTRACT \n\n\n\nThis study investigated the proficiency of teachers in implementing Competence-Based Curriculum (CBC) formative assessment practices in selected public secondary schools in Mpigi District\, Uganda. Guided by Biggs’s Constructive Alignment Theory\, the research concentrated on four principal areas: teachers’ knowledge of CBC formative assessment\, their capability to design formative assessment tools\, competence in marking and scoring\, and proficiency in providing feedback. Utilizing a qualitative case study design\, data were collected through in-depth interviews with teachers\, school administrators\, and education officials\, non-participant lesson observations\, and document reviews. Thematic analysis was conducted using Atlas software. The findings reveal that while teachers possess a fundamental understanding of formative assessment as an ongoing classroom process\, their application remains significantly influenced by traditional summative approaches. Teachers exhibited emerging competence in designing formative assessment tools\, particularly in science subjects where external guides were available\, yet they encountered difficulties in developing rubrics and fully aligning tools with CBC competencies. Marking and scoring practices were inconsistent and frequently lacked the use of competency-based rubrics\, often focusing on right/wrong answers rather than the progression of skills. Feedback was predominantly oral and generic\, lacking specificity or actionable guidance to support student learning. Systemic challenges\, such as large class sizes\, limited instructional materials\, and insufficient targeted professional development\, have impeded effective implementation across all areas. This study underscores the necessity for sustained\, practice-oriented Continuous Professional Development (CPD) tailored to CBC formative assessment\, emphasizing rubric development\, competency-aligned scoring\, and effective feedback strategies. Policymakers and school leaders should address resource constraints and promote accessible national guidelines to enhance assessment fidelity. Improving teacher proficiency in CBC formative assessment is critical for advancing learner-centred education\, fostering 21st-century skills\, and achieving Uganda’s national education and development goals. \n\n\n\nKeywords: Competence-Based Curriculum\, Teacher Proficiency\, Formative Assessment \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-2/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University\, Makerere University CEES\, KAMPALA\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/Rose_Costa_Nakawuki.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251125T100000
DTEND;TZID=UTC:20251125T130000
DTSTAMP:20260419T233508
CREATED:20251119T061848Z
LAST-MODIFIED:20260218T084524Z
UID:70529-1764064800-1764075600@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Ronald Mulondo
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: Ronald Mulondo \n\n\n\nTitle of Thesis:  \n\n\n\nExamining the Role of Parents and Pupils in the Implementation of the Mother Tongue Policy in Rural Primary Schools in Uganda \n\n\n\nDate:  Tuesday 25th  November 2025. \n\n\n\nTime: 10:00 am \n\n\n\nVenue:  \n\n\n\nSchool of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors:\n\n\n\n\nDr. Rebecca Nambi\n\n\n\nDr. Julius Segantebuka\n\n\n\nProf. Masagazi Fred Masazi\n\n\n\n\nABSTRACT\n\n\n\nThis study examines the critical involvement of parents and pupils in the implementation of the Mother Tongue Policy (MTP) within rural primary schools in Uganda\, emphasizing gaps in execution\, roles of pupils\, and parental support for language competence. Underpinned by Epstein’s (1995) Theory of Overlapping Spheres of Influence and Vygotsky’s (1978) Sociocultural Theory of Cognitive Development\, the research was partly motivated by persistent resistance\, misinterpretation\, and partial implementation of the MTP in settings such as Luweero District. A qualitative research approach was adopted in a government-aided primary school\, utilizing purposive\, convenience\, and random sampling to select three teachers\, 10 parents\, and 15 pupils. Data collection comprised focus group discussions\, key informant interviews\, and direct observation. Data analysis was guided by thematic and content methods alongside constant comparison techniques. \n\n\n\nFindings indicate that community participation is limited\, and schools face inadequate resourcing and insufficient professional development for teachers. Additional challenges are observed in language delivery and curriculum execution. Despite these barriers\, pupils play integral roles across cognitive (comprehension)\, affective (engagement)\, and psychomotor (creativity and knowledge co-construction) domains\, fostering culturally relevant and contextual learning. However\, passive teaching methods and inconsistent home support constrain pupil engagement. Parents support learning at home\, promote local knowledge\, and actively use Luganda in daily interactions to enhance children’s language fluency and confidence. Their role further encompasses providing learning materials and facilitating involvement in culturally relevant activities related to farming\, craft\, and water harvesting\, which reinforce curriculum concepts like local environment\, sustainability and weather. \n\n\n\nThe study concludes that although the MTP possesses sound pedagogical foundations\, it is impeded by institutional\, cultural\, and communicative obstacles that sideline both parents and pupils. Recommendations include enhanced parental sensitization\, integration of mother tongue pedagogy in teacher training\, and development of participatory frameworks to empower pupils\, alongside curriculum adjustments to ensure gradual and supportive transitions from mother tongue to English. \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-ronald-mulondo/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University\, Makerere University DICTS\, KAMPALA\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/DSC_0227.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251127T100000
DTEND;TZID=UTC:20251127T130000
DTSTAMP:20260419T233508
CREATED:20251121T065803Z
LAST-MODIFIED:20260218T084456Z
UID:70540-1764237600-1764248400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Ms. Esther Kirabo
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: Esther Kirabo \n\n\n\nTitle of Thesis:  \n\n\n\nGeoGebra-Supported Problem-Based Learning for In-Service Primary Mathematics Teachers’ Understanding of Three-Dimensional Geometry in a Primary Teachers’ College in Western Uganda. \n\n\n\nDate:  Wednesday 27th  November 2025. \n\n\n\nTime: 10:00am – 1:00pm \n\n\n\nVenue:  \n\n\n\nSchool of Education Smart Room\, College of Education and External  Studies\, Makerere University \n\n\n\nSupervisors:\n\n\n\n\nDr. Marjorie Sarah Kabuye Batiibwe\n\n\n\nDr. Julius Shopi Mbulankende\n\n\n\nDr. Johan Lie – University of Bergen\, Norway\n\n\n\n\nABSTRACT\n\n\n\nTeachers in many African contexts continue to face persistent challenges in integrating technology into mathematics instruction\, despite the increasing availability of digital tools designed to enhance conceptual understanding. GeoGebra\, being free\, dynamic\, and functional both online and offline\, has become one of the most accessible and impactful platforms for supporting the teaching and learning of mathematics. This study examined the effectiveness of a GeoGebra-supported problem-based learning (GSPBL) approach in improving in-service primary mathematics teachers’ understanding of three-dimensional geometry. Using an explanatory sequential mixed-methods design\, the study purposively sampled 92 IPMTs from a Core Primary Teachers’ College in Western Uganda. Quantitative data were collected through a pre-test–post-test control group experiment and a 5-point Likert-scale questionnaire. A paired samples t-test showed that the experimental group’s post-test scores improved by an average of 4.72 points (t = –6.565\, df = 45\, p < 0.001)\, while an independent samples t-test revealed a significant mean difference of 2.533 between the post-test scores of the experimental and control groups (t = 4.703\, df = 62.82\, p < 0.001). Qualitative data from lesson observations and focus group discussions were analyzed thematically and supported the quantitative results\, revealing enhanced engagement in problem-solving\, improved visualization through GeoGebra\, increased collaboration\, and deeper application of geometric concepts among participants. Although the teachers reported positive perceptions of the GSPBL approach\, they also identified challenges such as limited time\, difficulty initiating tasks\, group dynamics issues\, and conflicts during discussions. The study concludes that GSPBL significantly improves IPMTs’ understanding of three-dimensional geometry. It recommends that the National Council for Higher Education (NCHE) prioritize the integration of GeoGebra into teacher education programmes\, while ensuring adequate digital infrastructure across all higher institutions before implementation. Additionally\, to sustain effective use of GSPBL\, the Ministry of Education and Sports should prioritize ongoing professional development for both in-service and pre-service teachers. \n\n\n\nKey Words: Core Primary Teachers’ Colleges\, GeoGebra-Supported Problem-Based Learning\, In-Service Primary Mathematics Teachers\, Three-Dimensional Geometry\, Western Uganda. \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-esther-kirabo/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University\, Plot 2 Makerere road\, kampla\, KAMPALA\, +2560414\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/11/Kirabo-Passphoto-scaled.jpg
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