Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
Implementing the Uganda lower secondary competence-based curriculum: the equity question
By Barasa M.C.
Purpose: This paper aims to explore the extent to which the Uganda lower secondary curriculum (LSC) reform, instituted in January 2020, has ensured equitable educational opportunities for secondary school learners considering school and learner socio-economic status. Design/methodology/approach: A qualitative approach was adopted in which the experiences and perceptions of both facilitators and implementers of the reform were gathered using interviews and lesson observations. Findings: Data revealed disparities among high and low socio-economic-status schools in their preparedness and capacity to implement the reform, with the consequence of divergent educational opportunities for learners in these contexts. Research limitations/implications: The sample was limited to government-aided secondary schools and thus excluded private schools; the majority in Uganda. This means that the findings may be limited in generalizability. However, the majority of private schools serve the lower socio-economic demographic, so the study findings and implications may extend to them as well. Practical implications: The findings suggest that unless the government intervenes with measures to boost the capacity of schools in low socio-economic contexts to implement the reform, the outcome of the curriculum may be a society further stratified along socio-economic lines. Social implications: The findings indicate that the new LSC may contribute greatly to social stratification through disparate educational opportunities for different sections of the Ugandan populace. This could work against national socio-economic ambitions and also lead to non-achievement of the UN SDG4 of quality, equitable, inclusive education for all. Originality/value: This paper demonstrates how Uganda, a developing nation, is faring in the achievement of the global educational policy goal of equity in the implementation of its competence-based LSC reform. It highlights key policy and research gaps that should be addressed to promote equitable learning opportunities for all learners. © 2024, Mercy Chemutai Barasa, Proscovia Namubiru Ssentamu, John Koskey Chang’ach and Susan Jepkoech Kurgat.
Research supervision as an antecedent to graduate student progression in the public higher institutions of learning in Uganda
By Malunda P.N.
This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students' progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students' progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students' progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students' progress. The institutions should also emphasize adherence to the policy of giving feedback on the students' research work within set time frames. © 2021 Society for Research and Knowledge Management. All rights reserved.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.