Browsing by Author "Kaguhangire-Barifaijo, Maria"

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    The education manager in the covid-19 era: Dilemma to responsiveness and continuity of education
    (African Journal of Educational Management, 2021) Kaguhangire-Barifaijo, Maria; Namara, Rose B.; Rwemisisi, Jude
    This paper discusses the challenges facing the educational manager in the era of Covid-19, which has not only disrupted education activities but also depleted actors of their economic prowess. The paper further examines specific education challenges, including; Syllabi circumvention, remodeled education calendar, declining students’ morality, disengaged staff and students as they diverted in search of alternative survival modalities. Yet, whereas the status quo in terms of budgets and facilities has remained, the education manager is expected to refocus institutions’ visions using the ‘new normal’ strategies to repossess institutions’ glory. The authors argue that while Covid-19 has affected all sectors in varying magnitudes, the education sector specifically has been the most affected of all. Considering that, education leads to productive, peaceful, healthy, prosperous societies, as well as socio-economic development of a country, there is no doubt that the education manager is squarely accosted. Paradoxically, whereas the manager is expected to adopt the ‘new normal’ arrangements for the learning to continue, the enablers have remained ‘same old story’. The paper concludes that although some of the education institutions re-opened amidst the prevalence of the pandemic with limited budgets, this attempt was to mitigate the ‘pile-on effect’. Consequently, institutions should embrace online teaching and practice ‘cost cutting strategies’, to continue performing their expected responsibilities’ and deliver quality education in the ‘new normal’.
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    International Partnerships in Educational Institutions and their Intricacies: Are Institutions getting the right “deal” in the Partnerships?
    (Uganda Management Institute, 2012) Kaguhangire-Barifaijo, Maria; Namara, Rose. B.
    International partnerships have become an interactive response to the impacts of globalization and global changes. Today, higher institutions of learning establish alliances to be able to compete for funds, students, researchers as well as academic programmes. These partnership initiatives are believed to strengthen quality of academic programmes, build capacity and strengthen institutional profiling; increase potential for research capacity, and improve the impact of research on policy and practice within diverse contexts. While it seems clear that international partnerships are inevitable, intricacies in agreements and deep inequalities undergird many of the current trends in these partnerships. The questions this paper attempts to answer in relation to international partnerships are; first, how do power-relations affect international partnerships? Second, are these international partnerships truly building institutional capacity? The authors adopted the “Critical Theory Approach” to explain the inherent inequalities which affect harmony, cohesion, success and sustainable relationships. This paper asserts that unequal power relations remains a challenge in international collaborations in education institutions and the more powerful partners dominate the direction of the partnership, although international partnerships remain critical in building institutional capacity. The paper concludes that lack of clear agreements have an impact on the sustainability of partnerships. Hence, institutions need to be vigilant to negotiate the powers that enhance harmony through formal and transparent agreements and bring everyone on board to avoid institutional conflicts.