Browsing by Author "Kasiita, Tawheed"

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    Assessment of Access and Participation of Students with Special Needs in Public Universities of Uganda
    (East African Journal of Education Studies, 2024) Nizeyimana, Pamela; Kagambe, Edmond; Kasiita, Tawheed; Kisembo, Maliko; Aturinda, Joshua; Kang'ahi, Maurine
    The study explored the access and participation of students with disabilities in public universities in Uganda, evaluating current practices and identifying barriers to effective inclusion. This research is anchored in Uganda's commitments made at the Global Disability Summit to enhance educational opportunities for persons with disabilities. A qualitative approach was employed, gathering data through interviews, focus group discussions (FGDs), and observations with students with disabilities and administrators from both universities and secondary schools. The sample comprised 44 respondents, purposively selected from three public universities—Makerere University, Kyambogo University, and Mountains of the Moon University—and three secondary schools known for their focus on students with disabilities. Qualitative analysis, facilitated by NVivo14, uncovered critical challenges including limited parental and stakeholder involvement, restrictive admissions policies, inadequate training for lecturers in special needs education, and the inaccessibility of facilities like libraries and laboratories. Despite some affirmative action measures, significant barriers persist, such as physical inaccessibility, attitudinal challenges, and financial constraints. The study found that inclusive practices are inconsistently implemented, and many institutions lack essential assistive technologies and supportive services. Recommendations include strengthening stakeholder engagement, providing specialized training for lecturers, improving infrastructural accessibility, and increasing sensitization and advocacy efforts. The study also advocates for expanding the current 64 university admission slots for students with disabilities to 320, as pledged at the Global Disability Summit
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    Leveraging Transformative Digitalization Strategies to Enhance Learning at Mountains of the Moon University, Uganda
    (East African Journal of Education Studies, 2025) Kisembo, Maliko; Balimutajjo, Sudi; Kagambe, Edmond; Kasiita, Tawheed; Namubiru, Aisha; Kang’ahi, Maurine
    Mountains of the Moon University (MMU) is transitioning from traditional to modern educational practices to better meet the demands of the digital era. This study explored the implementation of digitalization strategies at MMU, aiming to bridge gaps between conventional methods and technological innovations. A qualitative approach was employed, utilizing semi-structured interviews and focus group discussions with 37 participants, including faculty members, student leaders, and administrative staff. Thematic analysis revealed that while MMU's digitalization efforts, including Learning Management Systems (LMS), online collaboration tools, a technical support desk, and regular blended learning schedules, have facilitated course delivery and virtual discussions, significant challenges remain. Issues such as low internet connectivity, insufficient ICT skills among users, and high data costs continue to impede effective implementation. Despite these barriers, digital tools have positively impacted student engagement and performance. The study recommends enhancing internet infrastructure, boosting digital literacy through targeted training programs, fostering a culture of digital innovation, innovative pedagogical initiatives and expanding blended instruction. Addressing these challenges can help MMU evolve into a dynamic, technology-driven institution, ensuring high-quality education that meets the needs of the digital age
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    Perceptions of Teachers on the Implementation of the Competence-Based Curriculum in Secondary Schools in Bundibugyo and Ntoroko Districts, Uganda
    (East African Journal of Education Studies, 2024) Namubiru, Aisha; Kisembo, Maliko; Kasiita, Tawheed; Kagambe, Edmond; Kasiita, Tawfik
    The Competence-Based Curriculum (CBC), introduced to enhance learners' skills and competencies, has undergone nationwide adoption, prompting the need to assess its effectiveness at the grassroots level. This study delves into the perceptions of teachers regarding CBC implementation in secondary schools within the Bundibugyo and Ntoroko Districts. Employing a mixed methods approach through descriptive survey research, data was collected via interviews, group discussions, and questionnaires. The study's sample size comprised 397 participants, including 365 teachers selected via simple random sampling and 32 purposefully selected school administrators from twenty-one secondary schools in the target districts. Study findings indicate diverse perspectives among teachers regarding the CBC's implementation, highlighting positive aspects like enhanced skill development and learner-centred approaches, alongside challenges such as resource constraints, limited training, and varied levels of preparedness among educators. Notably, teachers expressed an overall negative attitude toward the lower secondary school CBC implementation. The study reveals a variety of perspectives among teachers regarding the implementation of the CBC. Positive aspects include the emphasis on skill development, learner-centred approaches, and the potential to provide real-world applications. However, challenges such as inadequate resources, limited training, and varying levels of preparedness and attitude among educators are identified as potential hindrances to the successful implementation of the curriculum. Notably, teachers expressed an overall negative attitude toward the lower secondary school CBC. The findings have implications for educational policymakers, curriculum developers, and school administrators seeking to refine the implementation strategies and address the challenges faced by teachers in delivering the Competence-Based Curriculum. The study recommends initiatives such as professional development and training for teachers, adequate supply of instructional materials, strategic teacher recruitment, and the establishment of peer learning networks. Furthermore, involving various stakeholders like parents, community leaders, and local authorities is crucial for fostering a supportive ecosystem conducive to effective CBC delivery
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    The Integration of ICT for Effective Implementation of the Competence Based Curriculum among Secondary Schools in Kyaka II Refugee Settlement, Uganda
    (East African Nature & Science Organization, 2024-09) Kagambe, Edmond; Kabasiita, Jessica; Kisembo, Maliko; Kasiita, Tawheed; Muweesi, Charles; Kaweesi, Muhamadi; Kaahwa, Tadeo Yuda; Namutebi, Edith; Namubiru, Aisha
    This study examined the role of Information and Communication Technologies (ICTs) in the implementation of the Competence-Based Curriculum (CBC) in secondary schools within Kyaka II Refugee Settlement, Uganda. Despite the potential of ICTs to enhance learning experiences, their usage remains limited. Employing a mixed-methods approach, data were collected from 102 respondents through surveys, interviews, and classroom observations. The findings reveal that while teachers adhere to CBC guidelines, the integration of ICTs into teaching practices is inconsistent. ICTs were utilized in less than 40% of observed lessons, and despite teachers receiving training from the project, only 25% felt confident in using ICT tools effectively. However, when ICTs were employed, there was a strong moderate positive correlation (r = 0.67) between ICT use and student engagement and motivation. Approximately 76% of students preferred ICT-enhanced lessons over traditional methods. Challenges such as limited ICT resources, including inadequate equipment, limited internet connectivity, negative attitudes, the digital divide, overcrowded classrooms, and insufficient access to up-to-date instructional technology, continue to hinder effective implementation. The study recommends increased investment in ICT infrastructure, comprehensive teacher training, and targeted student orientation to optimize CBC delivery. Addressing these issues is crucial for leveraging ICT’s full potential to improve educational outcomes in refugee settings. Keywords: Competency-Based Curriculum (CBC), 21st-Century Skills, Educational Challenges ICT Integration, Refugee Education, Teacher Training.
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    The Mediating Role of Teacher Training and Learner Orientation in ICT Integration for Competence-Based Curriculum Implementation in Kyaka II Refugee Settlement
    (East African Nature and Science Organization, 2024-07-23) Kabasiita, Jessica; Kagambe, Edmond; Kasiita, Tawheed; Kisembo, Maliko; Namubiru, Aisha; Namutebi, Edith
    This study explored the impact of teacher training and learner orientation on the integration of Information and Communication Technologies (ICTs) within the Competence-Based Curriculum (CBC) in secondary schools in Kyaka II Refugee Settlement. Despite significant efforts to improve education in refugee contexts, effective ICT integration remains a complex challenge. The research examined how teacher training and learner orientation influence ICT usage, teacher preparedness, and student engagement in this distinctive educational environment. Utilizing a descriptive survey design and questionnaires, data was collected from 455 participants, including 89 purposively selected teachers and 366 randomly selected students. Data was analyzed using SPSS to generate descriptive statistics. The findings indicate that comprehensive teacher training positively affects ICT integration, with trained educators demonstrating enhanced confidence and competence in using ICT tools, as evidenced by a moderate positive correlation coefficient (r = 0.54). Oriented learners exhibited increased interest and engagement in ICT-driven learning. The study identified a gap between training outcomes and practical classroom application, suggesting a need for more hands-on and continuous professional development. Challenges such as inadequate ICT infrastructure, poor internet connectivity, and limited administrative support were significant barriers to optimal ICT integration. The study recommends implementing ongoing, hands-on teacher training programs, improving ICT infrastructure, establishing robust support systems within schools, and enhancing student access to ICT resources to address these challenges and support effective ICT integration in refugee education settings