Browsing by Author "Musinguzi, Faith Mbabazi"

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    Identification of career needs and dual career development among students in secondary schools in Uganda.
    (East African Journal of Education Studies, 2014-02) Yapsoyekwo, Justine; Muweesi, Charles; Nassaka, Olivia Banja; Kagoire, Mary Ochieng; Mugenyi, Disan Kuteesa; Nambale, Moses Geoffrey; Musinguzi, Faith Mbabazi
    The research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, head teachers and deputy head teachers. Data was collected using a self administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 = .297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available. Keywords Identification of Career Needs, Dual Career Development, Students, Sebei Sub-Region, Uganda
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    Integration of Students’ Career Opportunities and Dual Career Development among Students in Secondary Schools in Sebei Sub-Region, Uganda
    (East African Journal of Education Studies, 2024) Yapsoyekwo, Justine; Nassaka, Olivia Banja; Muweesi, Charles; Kagoire, Mary Ochieng; Nambale, Moses Geoffrey; Nabateregga, Judith; Musinguzi, Faith Mbabazi; Sserwadda, Lawrence; Eryenyu, Charles; Namaganda, Rose Mirembe
    While combining academic and sports development is believed to provide opportunities that enable an individual to possess a better-balanced lifestyle, a stronger sense of self in areas other than sports, and greater life skills beyond their athletic career, the process is challenging and presents several barriers. The purpose of this study was to investigate the influence of integrating students' career opportunities on dual career development among students with a careful interest in how dual careers have become a relevant matter in the world of work as one of the tools that can improve social life. The study adopted the descriptive survey research design with both qualitative and quantitative approaches in which a population involving headteachers, deputy headteachers, directors of studies, career guidance teachers, games teachers, sports officers, and students who have been involved in games and sports in the schools were targeted. The study used a sample of 186 people selected using purposive, simple random and cluster sampling techniques. A pre-tested, validated, self-administered questionnaire and interview guide were used to gather data. The findings of the study revealed that for integration of students' needs with careers and dual career development, R2 = .495, F=179.242, Sig= .000 < .05 for an academic career and R2 = .670, F=371.676, Sig= .000 < .05 for a sports career. The study concluded that the integration of students' needs with careers had a higher influence on sports than on academic career development. The study finally recommends that career teachers need to provide guidance tailored to the needs of each student to allow for the integration of student needs with career opportunities. Mass guidance to groups of students does not provide for the integration of individual needs
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    Tracing the Employability Competencies among BSE Graduates in MidWestern Uganda
    (East African Journal of Education Studies, 2024) Rwabuhinga, Richard; Ibore, Christine Okurut; Muweesi, Charles; Ochieng, Mary Kagoire; Musinguzi, Faith Mbabazi; Kabasiita, Jessica; Ahimbisibwe, Osborn; Kagambe, Edmond
    This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens