Browsing by Author "Kaweesi, Muhamadi"

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    Contribution of the Skills-Based Approach to Teaching Students in Lower Secondary Schools and on Poverty Reduction After COVID-19 Disruptions in Communities in Jinja North Division, Uganda
    (Paradigm Academic Press, 2023) Namasoga, Martha; Kaahwa, Yuda Taddeo; Muweesi, Charles; Kabasiita, Jessica; Kaweesi, Muhamadi; Namagero, Shira Tendo; Kabeera, Pontian; Isabirye, Christopher; Kasirye, Richard; Namukose, Sarah; Kuteesa, Mugenyi Disan; Mutebi, Abubaker; Sserwadda, Lawerence; Muwagga, Anthony Mugagga
    The study sought to examine the contribution of the skills-based approach to teaching students in lower secondary schools after COVID-19 disruptions and poverty reduction. The study was purely qualitative in nature and data were obtained using interview guide and focus discussion. Findings revealed that skills-based education is given to students through class talks, but other living skills such as self-worth, decision-making, and successful communication are not given priority. HIV/AIDS prevention and health education initiatives are implemented to raise awareness, change attitudes, and promote healthy sexual behaviour. Skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports and games. These gains bring about employment and money to fight poverty. Parents are failing to provide instructional materials, leading to an increase in drinking alcohol and smoking, a lack of interest in reading, and an increase in the student-to-teacher ratio. This leads to late coming, dodging of school, and abolishment of punishment and promotion. The study concluded that skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports, and games. Also, other life skills such as self-worth, decision-making, and successful communication are not given priority. Based on the conclusion the study recommends that all teachers should be involved in the implementation of a skills-based curriculum for effectiveness, the government should supply schools with materials such as computer sets and sewing machines among others to enhance practical training of students and academics should be balanced with extracurricular activities such as debating and games for the cognitive and mental development of the learners. Keywords: Skills-based approach, poverty reduction, practical training, cognitive and mental development
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    The Culture-Research Nexus: Stakeholders’ Perceptions of the Connection between Disciplinary Cultures and Research Choices in Higher Education
    (African Journal of Education and Practice, 2018) Kaweesi, Muhamadi; Bisaso, Ronald; Ezati, Betty Akullu
    Within the higher education discourse, the critical role of disciplinary cultures in influencing organisational departmentalisation; shaping the academic profession; and in informing academic leadership has been underscored. However, the connection between disciplinary cultures and research choices seems to be underreported. The study explored key stakeholders’ perceptions of this connection in Uganda’s research-led flagship academic institution, Makerere University. The purpose was to ascertain whether and how the espoused disciplinary practices, values and beliefs inform the research choices of academics across disciplinary fields. We adopted a qualitative, intrinsic case study design that was rooted in social constructivism philosophy and guided by an interpretivist paradigm. Professorial staff and Institutional level senior research managers constituted the sample. Data were collected using in-depth interviews from four Full Professors, eight Associate Professors, and two institutional level senior research managers. We then triangulated data sources with documents checks. We analysed data thematically. Findings: Findings reveal that although there is a connection between disciplinary cultures and research choices, the ethos of producing knowledge at the very basic level has more influence on academics' research choices. This is because, across disciplinary fields, research is more understood in terms of journal articles. Unique contribution to theory, practice and policy: We recommend that if the University is to perfect her research-led status, there is need to popularise cultures that would promote the production of diverse knowledge in order to enhance the contribution of the University to national socio-economic development. This could be achieved by revising the existing research policies to ensure that when academics are being assessed for promotion, they should be assessed on a broader criterion that includes number of publications and contribution to policy and the community.
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    Gender Bias in Educational Material and Teaching Practices in Schools:
    (Advances in Social Sciences and Management, 2024-01) Muweesi, Charles; Mugenyi, Kuteesa Disan; Kaweesi, Muhamadi; Kabasiita, Jessica; Namaganda, Rose Mirembe
    This study investigated gender bias in educational materials and teaching practices in a case study of public secondary schools in the Iganga district and objectively focused on; examining the indicators of gender bias in the preparation of educational materials and content delivery, identifying factors contributing to gender bias in educational programs, and examining the functional attempts made to eliminate gender bias to enhance teaching practices. Qualitative Oral-narrative results from teachers were obtained and reported in story form, while results from headteachers were obtained and reported verbatim. Findings indicated that there were several indicators of gender bias in the public secondary schools in Iganga District. This was reflected in leadership, where female headteachers were scarce, with only two schools having female principals. Besides, the internal administrative responsibilities were biased against females, as heads of disciplinary committees were predominantly male teachers, as were directors of studies and other positions. The causes for these, as per the findings, were: the perception that some jobs were best performed and suited for females; the flexibility aspect, as men were found to be so tough and rigid; and the favouritism aspect. Functional mechanisms for reducing gender biases in public secondary schools included, among other things, posting anti-gender bias messages on classroom and office walls, balancing responsibilities, and suggestion boxes. Conclusively, in almost all public secondary schools in Iganga District, there is no female head of the disciplinary committee an indicator of gender bias in the assignment of disciplinary committee responsibilities. Many female teachers are denied certain responsibilities because they are either married or unable to attend to their responsibilities at certain times of the day. The major recommendation is that every teacher should be required to ensure that gender-sensitive messages are disseminated and posted on walls and in appropriate places. Keywords: Educational Materials, Iganga District, Gender Bias, content delivery, public secondary schools
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    School Policy Commitments to Staff and Students’ Welfare: A Case Study of Public Secondary Schools in Iganga District, Uganda
    (Research and Advances in Education, 2022) Nabirye, Rose; Muweesi, Charles; Kaweesi, Muhamadi; Tomusange, Robert; Cuiying, Wang; Isabirye, Christopher; Mugenyi, Kuteesa D.; Kabasiita, Jessica
    The study was carried out on school policy commitments to staff and students’ welfare in public secondary schools in Iganga District, Uganda with focus on: the indicators of need for school policy commitment to teachers and students’ welfare as well as establishing the effect in a qualitative approach using interviews. The findings indicate that effective school discipline procedures support kids’ decision-making and academic attention. Teenagers that receive sex education are better able to grasp their biological makeup and become more mature. Thus, the sex education policy aids in informing and educating children about puberty and gives them confidence to speak up when boundaries are crossed. Breakfast and lunch are provided to every student in practically every public secondary school. An after-school snack and dinner are also offered to those taking part in extra-curricular activities. Therefore, students are better able to concentrate on studying when they feel comfortable. Students need to be disciplined to make significant academic progress, yet many institutions struggle in this area. Results show that teachers who emphasize timelines in finishing activities end up failing to finish syllabi.
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    Stakeholders’ Perspectives on Transformative Teaching and Learning in the Face of COVID-19: A Case of Busitema University-Faculty of Science and Education
    (Direct Research Journal of Education and Vocational Studies, 2022) Kaweesi, Muhamadi; Kani Olema, David; Zami Atibuni, Dennis; Manyiraho, Deborah
    Following the lockdown as a result of the COVID-19 pandemic, the government of Uganda through the Ministry of Education and Sports (MoES) and the National Council for Higher Education (NCHE) rolled out a policy that required universities and their disparate academic faculties to, among other things, transform from the traditional face to face teaching and learning to the virtual online format. As such, the second semester of the academic year 2019/2020 for undergraduate academic programmes was delivered through distance learning (DL) as opposed to classroom learning (CL). Considering this sudden shift, several issues came into play and this quantitative empirical study that employed a questionnaire survey was carried out to shed some light on how students at the Faculty of Science and Education, Busitema University-Nagongera campus perceived institutional readiness to implement transformative (online) teaching and learning in the face of COVID-19. This study was inspired by concerns highlighted in publications and studies, as well as the voices of various stakeholders, that online teaching and learning inside regional institutions appear to have begun with inadequate preparation. According to the findings, research participants observed gaps in institutional readiness for transformative teaching and learning in the areas of human resources, self-development, technological readiness, and innovation readiness. We urge that lecturers and students be open-minded, adaptable, and motivated in self-development in order to adapt their teaching and learning approaches to the online environment. Campus leadership, through continuous online training programmes are also urged to focus on altering lecturers' and students’ mindsets to help them understand that the future of higher education systems involves the online environment, and that online teaching and learning has become the new normal.
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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.