Department of Educational Management and Administration

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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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    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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    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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    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.
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    SUPPORT FOR COMMUNITY TRANSFORMATION ACTIVITIES BY NON-ACADEMIC UNITS IN GULU UNIVERSITY
    (International Journal of Higher Education and Research, 2018-09) Ofoyuru Denis Thaddeaus; Bisaso Ronald; Muwagga Anthony Mugagga
    The critical role of universities in contributing to societal transformation in the modern knowledge economy has been underscored, but support by universities towards this cause seems underreported. This study investigated institutional support by non-academic units towards community transformation in Gulu University, northern Uganda. The objective was to explore how non-academic units support activities for community transformation in Gulu University. A qualitative exploratory case study based on the relativist ontology and constructivist epistemology was conducted. Senior faculty and top management constituted the sample. Data were collected using in-depth interviews from fifteen participants in the hard and soft applied disciplines and analysed thematically. Findings reveal that support for community transformation activities are two main folds: managerial and logistical,however they are routine and non-distinctive in outlook. We conclude that, non-academic units support community transformation activities in a weak and co-incidental mode. We recommend deliberate support for community transformation activities with designated structures in a university which declares a community oriented stance.
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    Disablers of Activities for Community Transformation in Regional Universities in Africa: The Case of Gulu University
    (East African Scholars Publisher, Kenya, 2019-07) Denis Thaddeus Ofoyuru; Ronald Bisaso; Anthony Mugagga
    The knowledge economy discourse underscores the role of regional universities in socio-economic transformation, however, a number of disablers tend to undermine these efforts unnoticed or at best taken for granted. We explored disablers for community transformation activities in regional universities in northern Uganda. Employing the case study design we drew sixteen participants from academic staffs and top management. We collected data using semistructured interviews from thirteen senior faculty and three top management members and analysed using thematic analysis based on in-vivo coding and pattern coding. Strained university-community relationship, theoretical teaching, and dearth of funding were implicated as the overarching disablers for community transformation. Requisite measures are recommended to surmount the existing disablers
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    Funding and Support Supervision under Universal Primary Education
    (Journal of Education and Practice, 2021) Okello, Nicholas Gregory; Kidega, Phonic Onekalit
    Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.
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    Emerging University-Society Engagements in Africa: An Analysis of Strategic Plans
    (Journal of Comparative & International Higher Education, 2021) Bekele Teklu Abate; Ofoyuru Denis Thaddeus
    Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified
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    Funding and Support Supervision under Universal Primary Education
    (Journal of Education and Practice, 2021-09-30) Okello, Nicholas Gregory; Kidega, Phonic Onekalit; Lamaro, Gloria
    Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.
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    Learning informally: A case for arts in vocational education and training in Uganda
    (Engage Creative Arts, 2022) Openjuru Ladaah, Maxwell; Ladaah Openjuru, George; Sanford, Kathy; De Oliveira Jayme ,Bruno; Monk, David
    This paper advocates for the inclusion of the arts in vocational learning programs in Uganda as an integrated form of holistic learning oriented towards empowerment and entrepreneurship. Using community-based research in the context of vocational education and training, our data emerged from open-ended interviews, focus groups and youth-led radio talk shows with stakeholders from public and private sectors, instructors, artists, and Non-Governmental Organisations (NGOs). Three significant themes arose from the data collected. First, pathways available to learners to become artists are limited by increasing neoliberal orientations towards education. Second, there is a thriving informal youth-led arts community in northern Uganda empowering young artists to pursue the arts as a livelihood. Third, the arts are socially delegitimated. That is, without ways for learners to generate income from the arts, they are not able to devote their time to learning through the arts, and their artistic endeavors are not recognized as important skills in their communities or in society. Although different, these three themes demonstrate that there is a vibrant space in the informal sector of arts to inform professional practices, that if supported by vocational education and training, have the potential to become important and much needed professional careers in Uganda.