Browsing by Author "Muwagga, Anthony Mugagga"

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    Reflections on the philosophy behind the different universities in Uganda
    (Educational Research, 2011) Muwagga, Anthony Mugagga
    Increasingly, university education in Uganda is becoming very popular. Before 1992, discussing university education in Uganda and for most of Sub Saharan Africa was not very difficult because there were few universities. The liberalization and introduction of the private sponsoring scheme in public universities, emergence of the denominational, for-profit and community private universities have all made discussing university education problematic. Though the Uganda government white paper on education 1992, gives the basic principles which must guide all levels of education in Uganda, the lack of a clear and uniform philosophy informing and guiding the different universities creates a plethora of challenges to the debate of the philosophy of education behind the different universities in Uganda. This paper using a descriptive case study research design tries to identify the underlying philosophical underpinning behind the different universities in Uganda. These include: public, religious or denominational, the for-profit and cultural oriented universities. The paper concludes that different universities in Uganda draw their philosophy of education from their founding body’s rationale for providing university education. It is also concludes that there seem to be no unifying philosophical underpinning for the entire university system in Uganda. It can also be concluded that, unlike public, for-profit and cultural or community universities, denominational universities seem have a more refined and specific philosophy of education.
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    Reflections on University Education in Uganda and the COVID-19 Pandemic Shock: Responses and Lessons Learned
    (Alliance for African Partnership Perspectives, 2021) Nawangwe, Barnabas; Muwagga, Anthony Mugagga; Buyinza, Mukadasi; Masagazi, Fred Masaazi
    The reflections in this article are drawn from a study “Investing in Data and Evidence to Inform Education Policy in Response to The New Normal Caused by Covid 19 Pandemic in Uganda.” The study investigated how the various education stakeholders fitted into “the new normal” in accordance to the tripartite university roles namely: Teaching and learning, research and Community engagements / networking. A multiple case study approach informed this largely qualitative inquiry. Online interviews, and documentary reviews were used to generate the study narratives. Data analysis followed a more descriptive approach of coding of key words, and phrases in order to pinpoint common responses. Using a reflective approach, the article answers the following questions: How did the various university stakeholders respond to the COVID-19 Pandemic lock down? Are African (Uganda Universities) in particular prepared to positively encounter or take advantage unforeseen shocks? What strategies can we suggest to mitigate the plethora of pedagogical challenges created by the COVID-19 Pandemic shock? What will be the future of University Education after the COVID-19 Pandemic lock down? The implication of the study finding is that there is need to re-evaluate education /university funding as well as the need to integrate blended pedagogy at levels of education in Uganda more especially at university level.