Browsing by Author "Ofoyuru,Denis Thaddeus"
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Item Assessing University-Society Engagements: Towards a Methodological Framework(nnovative Higher Education, 2023-10-17) Bekele,Teklu Abate; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet TadesseAbstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last dec ades of the twentieth century, the third mission, also known as community engage ment, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its dis tinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Del phi study proposes a comprehensive methodological framework of university-soci ety engagements in Africa. The core thesis is that engagement is ubiquitous- univer sity missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clar ity, informs data collection, and interpretations of the different modalities of univer sity engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also signifi cant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitionsItem Extent of Institutional Autonomy in Determination of Content and Quality of University Education in Uganda(Sciedu Press, 2016-06-17) Ofoyuru,Denis Thaddeus; Lukwago,Rashid; Kimoga,JosephOutcry about deplorable content and quality of university education in Uganda is widespread. Yet, studies about the same are rare. This paper explored the extent of institutional autonomy in the determination of content and quality of university education in Uganda. The political model of university governance was the guiding theory. Findings revealed that the government, the National Council for Higher Education, and universities determine the content and quality of university education. We conclude that partial institutional autonomy is inherent in the determination of content and quality of university education in Uganda. However, we recommend that universities should be accorded more institutional autonomy in order to achieve better content and quality of education suitable for national development.Item Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda(Greener Journal of Agricultural Sciences, 2013-05-29) Nuwategeka,Expedito; Ayine,Robert; Ofoyuru,Denis ThaddeusThe study was conducted in Busoro Sub County in Kabarole District to assess the physical and economic suitability of the land for Tea, Maize and Bananas. Physical suitability was evaluated using a soil map of the study area. Soil types with their parameters of Cation Exchange Capacity, base saturation, pH, organic matter, nitrogen, potassium, and phosphorous were studied. The climate of the area was studied using annual monthly rainfall and temperature values for the area for more than thirty years. Production costs, market prices and annual yields per hectare for tea, maize and bananas were computed. Using Net Present Value approach, the economic suitability of each crop was computed. The economic and physical parameters were entered into a model built in Automated Land Evaluation System (ALES) software using the decision trees. Overall suitability evaluation results were produced for each of the respective crops. The results of the study indicated that different soil types (management units) had varying suitability among the three crops. Tea registered higher overall economic suitability followed by Bananas and then Maize. However, Bananas presented a higher overall physical suitability on all soil types followed by Tea and Maize. The study recommends conducting a mini agro-ecological zonation in planning and decision for maximum utilization of the land resources for a potential LUT is an important tool in ensuring improved agricultural livelihoods and household income.Item Learning Environment and Inclusion of learners in Secondary Education in Uganda(East African Journal of Education Studies, 2023-10-15) Opio,George; Ofoyuru,Denis Thaddeus; Prof. Hoppers,Catherine A. OdoraThe inclusion of learners in secondary education has been fundamentally associated with the learning environment. However, little is known about the relationships between types of learning environments and inclusion when moderated by self-efficacy and mediated by disability status. This study measured whether different types of learning environments were associated with inclusion differently and if self-efficacy and disability status mediated the relationships between learning environment and inclusion. In a cross-sectional study, 309 learners with and without disabilities were assessed for inclusion in secondary education, Self-efficacy, Disability status and Learning environment. Regression Analyses were used to measure the association between different types of Learning environment and inclusion and the moderating role of learner’s self-efficacy and disability status in the relationship between learning environment and inclusion in secondary education. The findings yielded that physical and social learning environments are the types of learning environments that significantly and independently predicted inclusion in secondary education. The physical learning environment was significantly correlated with social efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<. 001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and Achievement (B=. 10, P<. 001). While Social environment also had appositive and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion; access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<. 001), and achievement (B=. 20, P<. 001). Disability status was found not to relate significantly to self-efficacy and inclusion, but self-efficacy was positively associated with inclusion. The direct relation between learning environment and inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and disability status did not mediate the relationship between learning environment and inclusion. Types of learning environments should be considered when implementing inclusion in secondary education. Psycho-educational intervention should consider the development of social efficacy as a key determinant of the inclusion of all learners in secondary education.Item The Interface between Self-Determination Attributes and Inclusion: A Cross-Sectional Survey of Secondary School Students in Uganda(Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine A OdoraThis study examined the interface between self-determination attributes and inclusion in secondary education in Uganda. We examined the interface between the attributes of self-determination (perceived autonomy, Competence and relatedness) and inclusion of learners with and without special educational needs in secondary education. Data was collected using closed ended self-administered questionnaires from 309 students. Data was analyzed using statistical package for social scientist (SPSS) version 25.0. Results showed that there was a moderate positive statistically significant relationship between self-determination attributes and inclusion (r=. 409, P<0.01). The table also shows that all the attributes of self-determination had a moderate positive statistically significant relationship with inclusion; Perceived autonomy satisfaction (r=. 318, P<0.01), Perceived competence satisfaction (r=. 346, P<0.01) and Perceived Relatedness satisfaction (r=. 336, P<0.01). This implies that there is a positive interface between all the attributes of self-determination and inclusion of learners in secondary education in Uganda. Results of multiple regression analysis show that 57% of the variance on inclusion could be attributed to the elements of self-determination namely; perceived autonomy satisfaction (P=. 002 B=. 523 t=2.263), Perceived competence satisfaction (P=. 007 B=. 563 t= 2.263) and Perceived Relatedness satisfaction (P=. 004 B=. 693 t= 2.692). The above results show that perceived autonomy satisfaction and perceived relatedness satisfaction were the only statistically significant predictors of inclusion. Interventions aimed at improving inclusion should therefore emphasize development of autonomy and relatedness as psycho-educational interventions.Item The Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda(Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine. A. Odora; Odama,Steven; Ogwang, Tom. Henry; Monk,DavideThis study examined the student’s perception of their school physical learning environment (Specifically, how accessible, Appropriate and Suitable) and how it relates to academic achievement of all learners in an inclusive secondary school setting. Data was collected using self-administered questionnaires from 309 Participants including learners, teachers and head-teachers. We examined the relationship between the elements of physical learning environment (accessibility, suitability and appropriateness) and academic achievement of learners with and without special educational need. Data was analyzed using statistical package for social scientist (SPSS) version 25.0. Results showed that there was a moderate positive statistically significant relationship between physical learning environments and academic achievement of learners in inclusive secondary schools in Uganda (r=, 452, p<0.01). Results also showed that the elements of physical learning environment namely; Accessibility of physical learning environment (r=. 431, p<0.01); Suitability of physical learning environment (r=. 410, p<0.01) and appropriateness (r=. 335.p<0.01) had a positive statistically significant relationship with academic achievement of all learners including those with special educational needs. Results from the multiple regression analysis showed that 27% of academic achievement of learners was determined by the elements of physical learning environment with accessibility and suitability of the physical learning environment were the most significant predictors of academic achievement for all learners. We concluded that physical learning environment is fundamental in determining academic achievement of all learners in inclusive secondary schools in Uganda. Interventions should therefore target accessibility and suitability of the physical learning environment if academic achievement of learners in inclusive secondary schools is to be enhanced.