Faculty of Education and Humanities

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    Christianity and rural community literacy practices in Uganda
    (Blackwell Publishing,, 2007) Openjuru, George Ladaah
    In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private, using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
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    An examination of the difference between the contents of the FAL literacy curriculum/primers used in Uganda and everyday literacy practices in rural community life.
    (Journal of Research and Practice in Adult Literacy, 2007) Openjuru, George
    Adult literacy learning programmes in Uganda and, I believe, in most African countries, are largely driven by national and community development concerns (see Carr-Hill et al., 2001; Fiedrich & Jellema, 2003; Wagner, 1995). These concerns are informed by the dominant theories of literacy. However, how the content of adult literacy learning programmes relates to literacy uses in everyday life is often taken for granted when developing adult learning programmes. In this article, I used the Uganda Functional Adult Literacy [FAL] programme as a case study, to show the difference between the content of the FAL curriculum/primer and what rural people read and write in their everyday life in Uganda‟s rural community life. I then recommend a social practices or the real literacy approach to adult literacy education as a better alternative that can reconcile literacy learning and literacy use in rural community life, and help the learner to make the connection between what they are learning in the literacy classes and the literacies that goes on outside the classrooms.
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    STRATEGIES OF MANAGING STUDENT DISCIPLINE IN SECONDARY SCHOOLS IN GULU DISTRICT
    (INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2011-09-07) Ofoyuru Denis Thaddeus; Too-Okema Lawrence
    The issue of student discipline is a pervasive and constant challenge. Secondary schools in Gulu District have also suffered alarming deterioration in student discipline in the past decade. This study aimed at establishing relationship between school ownership and strategies of managing student discipline in Gulu District with specific objectives of identifying strategies used in managing student discipline. Cross-sectional parallel sample survey design was used in the study with both qualitative and quantitative orientation. Target population consisted of headteachers, teachers and students with 377 respondents sampled. Questionnaire survey and key informants interview were used as techniques; interview guide and questionnaires as research instruments for data collection respectively. Data were analysed using Statistical Package for Social Sciences (SPSS). Frequencies and percentages were used. The results showed that strategies of managing student discipline in secondary schools in Gulu district included rewards, punishment, communication, and counselling. The researchers concluded that strategies of managing student discipline in secondary schools in Gulu District include rewards, punishment, communication and counselling and both faith-based and non faith-based schools in Gulu district use similar strategies of managing student discipline. Recommendations were made that policies on discipline management be streamlined, implementers should balance all the strategies and researchers should delve further into each strategy of managing student discipline.
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    Strategies of Managing Student Discipline in Secondary Schools in Gulu District, Uganda
    (International Journal of current research, 2011-10) Denis Thaddeus Ofoyuru; Lawrence Too-Okema
    The issue of student discipline is a pervasive and constant challenge. Secondary schools in Gulu District have also suffered alarming deterioration in student discipline in the past decade. This study aimed at establishing relationship between school ownership and strategies of managing student discipline in Gulu District with specific objectives of identifying strategies used in managing student discipline. Cross-sectional parallel sample survey design was used in the study with both qualitative and quantitative orientation. Target population consisted of headteachers, teachers and students with 377 respondents sampled. Questionnaire survey and key informants interview were used as techniques; interview guide and questionnaires as research instruments for data collection respectively. Data were analysed using Statistical Package for Social Sciences (SPSS). Frequencies and percentages were used. The results showed that strategies of managing student discipline in secondary schools in Gulu district included rewards, punishment, communication, and counselling. The researchers concluded that strategies of managing student discipline in secondary schools in Gulu District include rewards, punishment, communication and counselling and both faith-based and non faith-based schools in Gulu district use similar strategies of managing student discipline. Recommendations were made that policies on discipline management be streamlined, implementers should balance all the strategies and researchers should delve further into each strategy of managing student discipline.
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    EDUCATION SYSTEM AND SUSTAINABLE PEACE BUILDING IN THE TRANSITIONAL POST CONFLICT ERA: CASE OF KITGUM TOWN COUNCIL
    (Gulu University, 2013) Kibwota Richard Okidi
    Most countries in the world are always faced with issues of sustainable peace building after the end of conflicts. One area that can provide a good medium for propagating sustainable peace building in a transitional post conflict area is the education system. The values of sustainable peace that includes respect for human rights, holistic development, post-conflict recovery and poverty eradication initiatives, citizenship and patriotism can all be embedded in the policy, curriculum and content of the education system. This study, carried out in the transitional post-conflict area of Kitgum Town Council sought to examine the interplay between education and sustainable peace building in a post conflict setting. Through a cross-sectional survey research design, the study findings identified indicators of sustainable peacebuilding evident in the education system, including strategies for embedding peacebuilding both in the formal and informal education mechanism, and in service delivery and poverty action programs. However, these initiatives are lacking in focus, and are undermined by corruption, political mechanisms and governance challenges. The study recommends the use of a rights-based approach to enhance good governance to promote transparency, and to focus on the effective use of the formal and informal education systems as vehicles for change, improving community perceptions of peace as a public good, and for the attainment of sustainable peace as a collective responsibility.
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    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 Thaddeus
    The 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.
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    Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
    (Greener Journal of Agricultural Sciences, 2013-05-29) Expedito Nuwategeka; Robert Ayine; Denis Thaddeus Ofoyuru
    The 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.
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    Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
    (GJAS, 2013-06-03) Nuwategeka Expedito; Ayine Robert; Ofoyuru Denis Thaddeus
    The 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
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    Quality Benchmarks and the Management of Massification in Science-Based Faculties at Gulu University
    (Gulu University, 2014-01) Lam-Lagoro James
    The study addressed the management of massification in the Science-based Faculties at Gulu University guided by the National Council for Higher Education Quality Benchmarks. The study used the single-case study and parallel sample cross-sectional survey design. It covered three science-based departments: Human Anatomy, Computer Science and Bio-Systems Engineering. 294 respondents participated in the study out of the 417 targeted. The sampling techniques used were purposive, random and stratified. Data collection instruments included closed ended structured questionnaires, oral interview schedules, direct observation guide, focus group discussion guides and the archival record guides. Raw data was presented and analyzed by use of descriptive statistics. Major findings indicated that the science-based faculties at Gulu University are experiencing massification: Increasing students’ enrolment against insufficient educational resources, inadequate and un-customized infrastructure, large students to lecturer ratio and unplanned diversification of programmes. In light of the findings therefore, the study recommends that Science-based faculties at Gulu University should draw their development plans mindful of the National Council for Higher Education’s (NCHE) quality standards in order to address massification tendencies in the University. It further recommended that the University Management must tally students’ enrolment commensurately with improvement in the education resources, facilities and infrastructure. The study suggested that further research needs to be carried out in the Universities, to determine how the challenges posed by massification can be addressed and turned into opportunities. Finally it opined that massification should be studied from the perspective of Corporate Management especially with regards to infrastructural planning, education resource allocation and funding.
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    Perceptions on remunerations and turnover intentions in public universities in Uganda
    (International Journal of Development Research, 2014-10-09) Okello, Nicholas Gregory; Lamaro, Gloria
    Introduction: One of the biggest challenges many Public Universities worldwide and more so in developing economies will continue to face is the accelerated academic staff turnover intention due to pay inadequacy. The increasing level of academic staff attrition in Public Universities worries the quality of higher education if corrective measures are not employed. Objective: This research set out to investigate the academic staff perception regarding remuneration and turnover intension in Public Universities. Methods: A cross-sectional survey design was used and the study adopted a quantitative approach. A sample of 134 (105 males and 29 females) full time academic staff were randomly drawn from Gulu University. Results: The study established that academic staff perception regarding remuneration at Gulu University was low. Further, the key challenges facing academic staff regarding remuneration at Gulu University were delays in payment of basic salary and allowances as well as the unmatched salary scale and allowances with academic qualifications and experiences.
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    Perceptions on remunerations and turnover intentions in public universities in Uganda
    (International Journal of Development Research, 2015-01-31) Okello, Nicholas Gregory; Lamaro, Gloria
    Introduction: One of the biggest challenges many Public Universities worldwide and more so in developing economies will continue to face is the accelerated academic staff turnover intention due to pay inadequacy. The increasing level of academic staff attrition in Public Universities worries the quality of higher education if corrective measures are not employed. Objective: This research set out to investigate the academic staff perception regarding remuneration and turnover intension in Public Universities. Methods: A cross-sectional survey design was used and the study adopted a quantitative approach. A sample of 134 (105 males and 29 females) full time academic staff were randomly drawn from Gulu University. Results: The study established that academic staff perception regarding remuneration at Gulu University was low. Further, the key challenges facing academic staff regarding remuneration at Gulu University were delays in payment of basic salary and allowances as well as the unmatched salary scale and allowances with academic qualifications and experiences.
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    Motivations for participation in higher education
    (International Journal of Lifelong Education, 2016) Peace Buhwamatsiko;, Tumuheki,; Jacobus;, Zeelen; George L., Openjuru
    ABSTRACT The objective of this qualitative study was to establish motivations for participation of non-traditional students (NTS) in university education. The findings are drawn from empirical data collected from 15 unstructured in-depth interviews with NTS of the School of Computing and Informatics Technology at Makerere University, and analysed with the aid of qualitative data analysis software ATLAS. ti. Three major findings were established: (1) motivations were found to be multiple, multifaceted and varied for each individual; (2) the sociocultural context of the African society including societal perceptions of university education were found to be the major factor shaping motivations of NTS to upgrade their educational qualifications; and (3) most motivations were found to be extrinsic in nature rather than intrinsic and based more on push rather than pull factors. Yet, although the demand for university education is increasing, life beyond university can no longer guarantee some of the anticipated rewards such as employment and its related benefits. It therefore becomes important that the purpose of education within universities in Africa is directed towards achieving development of the whole human being. In this way, a graduate’s capacity to function will not be seen only in the economic and professional life, but also in other spheres of life.
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    Motivations for participation in higher education
    (International Journal of Lifelong Education, 2016-03-28) Jacobus, Zeelen; George L., Openjuru; Tumuheki, Peace Buhwamatsiko
    The objective of this qualitative study was to establish motivations for participation of non-traditional students (NTS) in university education. The findings are drawn from empirical data collected from 15 unstructured in-depth interviews with NTS of the School of Computing and Informatics Technology at Makerere University, and analysed with the aid of qualitative data analysis software ATLAS. ti. Three major findings were established: (1) motivations were found to be multiple, multifaceted and varied for each individual; (2) the sociocultural context of the African society including societal perceptions of university education were found to be the major factor shaping motivations of NTS to upgrade their educational qualifications; and (3) most motivations were found to be extrinsic in nature rather than intrinsic and based more on push rather than pull factors. Yet, although the demand for university education is increasing, life beyond university can no longer guarantee some of the anticipated rewards such as employment and its related benefits. It therefore becomes important that the purpose of education within universities in Africa is directed towards achieving development of the whole human being. In this way, a graduate’s capacity to function will not be seen only in the economic and professional life, but also in other spheres of life.
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    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,Joseph
    Outcry 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.
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    The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda
    (Taylor & Francis, 2016-07-14) Buhwamatsiko Tumuhekia, Peace; Zeelenb, Jacques; Openjuru Ladaah, George
    Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants’ self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS’ university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.
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    Is Effective Teaching and Learning the Solution to Quality Management of Massification in Science-Based Faculties? A case of Gulu University, northern Uganda.
    (Merit Research Journal of Education Review, 2016-11) Lam-Lagoro, J; Ocitti, J. P; Neema-Abooki, P.
    In higher education and in education generally, the quality of teaching and learning is paramount. Teaching and learning are key elements of any education system without which there is no legitimacy for any educational institution. In this research, quality teaching and learning of practical science discipline is the main focus against a backcloth of the rapid transformation sweeping the higher education sub-sector globally resulting into a situation of massification; where the ratio of educational resources and class numbers become incompatible, giving rise to the poor quality standard (Mohamedbhai, 2008). Furthermore, massification is assumed results into stressful learning conditions for both the lecturers and learner, and the loss of quality and or lowering of standards. Using qualitative and quantitative research paradigms, the survey, single-case and parallel cross-sectional designs, this study was done involving 294 respondents out of the 395 sampled populations. The sampling techniques used were purposive, random and stratified. Data was collected through closed ended structured questionnaires, oral interviews, direct observations, focus group discussions and search into archival records. Analysis was by use of descriptive statistics. Major findings indicated that the quality of teaching and learning in the science-based faculties at Gulu University is eroding because of massification and can be mitigated by effective teaching and learning.
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    The influence of out-of-institution environments on the university schooling project of nontraditional students in Uganda
    (Routledge- Taylor &Francis, 2018) Buhwamatsiko Tumuheki, Peace; Zeelen, Jacques; Ladaah Openjuru, George
    Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants’ self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS’ university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.
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    RECOVERY OF FRUIT-FEEDING BUTTERFLY COMMlJNITIES IN BlJDONGO FOREST RESERVE, UGANDA
    (Gulu University, 2018) Oloya Joseph
    The effect of anthropogenic activities on the regeneration of forest structure and recovery of anin1al communities is not well known. This study assessed the recovery pattern of fruit feeding butterflies as bio-indicators of environmental disturbance, after about 72 years of selective logging and arboricide treatment in the Budongo Forest Reserve, Uganda. Butterflies were sampled in four selectively logged forest habitats and one primary forest using white cylindrical traps baited with fermented smashed bananas. Sampling was conducted for five straight days within a week between 0700-1700 hours, for five Months. The study compaired the spatial and temporal variation in butterfly species richness, abundance, diversity and community composition in the five forest compartments and also datamined specialist butterfly species characterizing each of the five. A total of 3, 780 individuals, representing 85 species belonging to three families and 28 generations were recorded. There was significant difference in butterfly abundance and diversity between the five compartments and months of study. However, there were no significant differences in the total species richness among the five compartments. This study found no significant directional patterns in the species density, diversity and abundance of butterflies along the successional gradient (gradation of recovery from the youngest to the oldest logged with respect to the primary forest). Communities of all selected logged compartments differed significantly from each other and from the primary forest. The unlogged primary forest had the highest butterfly indicator species compared to the logged compartments. These results demonstrate that logged forest compartments don't yet provide suitable habitats to fully support butterfly communities like the unlogged primary compartments, highlighting the eminent need to conserve primary forests as a long term conservation strategy for butterfly species.
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    Institutional Policy for Community Transformation Activities by Disciplinary Fields in Ugandan Universities: Case Study of Gulu University
    (International Journal of Education and Research, 2018-06-06) Ofoyuru Denis Thaddeus; Bisaso Ronald; Muwagga Anthony Mugagga
    Community transformation rhetoric by some universities is so unequivocal that one would expect such universities to have institutional policies informing disciplinary activities for the same. Studies focusing this area are glaringly sparse. We investigated how policies inform community transformation activities by disciplinary fields in Gulu University, a public university in Uganda. The study answered the question: how do policies inform community transformation activities by disciplinary fields in Gulu University? A qualitative case study using in-depth interviews and documents check was conducted. Fifteen members of academic and management staff constituted the sample. Findings reveal an institutional policy-disciplinary activity disjuncture. It is recommended that institutional policy should be developed to mainstream community transformation into activities by disciplinary fields in such a university that seeks to transform community to give the university a true community oriented stature.