East African Journal of Education Studies

Teachers’ Proficiency in Designing Competence-Based Curriculum Formative Assessment Tools in Selected Public Secondary Schools in Mpigi District, Uganda

Rose Costa Nakawuki — 2025-10-06

Uganda’s Competency-Based Curriculum (CBC) emphasises learner-centred pedagogy and continuous assessment to foster critical thinking, creativity, and lifelong learning. Formative assessment tools are central to this approach, enabling teachers to monitor learner progress and adjust instruction accordingly. This study investigated the proficiency of teachers in designing Competency-Based Curriculum (CBC) formative assessment tools in selected public secondary schools in Mpigi District, Uganda. Employing a qualitative research design, the study purposively sampled two Head teachers, five classroom teachers, and two education officials from the National Curriculum Development Centre (NCDC) and the Uganda National Examinations Board (UNEB). Data were collected through in-depth interviews and documentary reviews, and analysed using thematic analysis. Findings revealed that teachers demonstrated limited proficiency in developing CBC-aligned formative assessment tools. Key major challenges included inadequate instructional resources, large class sizes, and the time-intensive nature of tool development. Furthermore, the study identified a significant gap in teacher training, with limited opportunities for professional development specifically focused on the design of CBC formative assessments. The study recommends practical workshops and seminars to improve teachers’ skills in developing CBC-aligned assessment tools, especially rubrics that evaluate competencies like problem-solving and critical thinking. External guides and supplementary materials should be provided to support the creation of these tools, particularly in resource-constrained contexts. This aligns with Bigg’s emphasis on assessment tasks that reflect intended learning outcomes. There is a need to introduce targeted training programs on developing and using rubrics for competency-based grading, supported by national guidelines from NCDC and UNEB. These programmes should focus on shifting from fact-based scoring to assessing competency progression. Training in rubric development is essential to align marking with CBC competencies, as per Bigg’s theory. In conclusion, improving teachers’ assessment literacy through structured support and training is vital for successful CBC implementation in Uganda’s secondary education system

Relationship between Grit, Academic Emotions, and Academic Achievement of Secondary School Students in Kiambu County, Kenya

Daniel Muigai Mwaura — 2025-10-06

The purpose of this study was to examine the relationship between grit and academic emotions in predicting academic achievement among secondary school students. A random sample of 258 form three students (127 Males and 131 Females) was chosen from public secondary school students in Kiambu County, Kenya. The study used an explanatory sequential mixed methods study design, and data were collected using self-report questionnaires. Validity and reliability measures were established with appropriate adjustments made to the questionnaires. Academic achievement was obtained from an analysis of the students’ examination records. To examine relationships, the study used the Pearson product-moment correlation method, while the t-test for independent samples was used to determine gender differences between students’ grit and academic emotions. Thematic analysis was applied to qualitative data to correlate the findings from the quantitative analysis. Results revealed that the two variables, grit and academic emotions, significantly influence academic achievement, while there was no significant gender difference between them. The study recommended that all educational stakeholders should focus on strategies that enhance non-cognitive skills in teaching and learning, such as grit and emotional regulation, and that they should also enhance students’ sense of control over their academic pursuits

Re-contextualising Education for Self-Reliance: Historical Foundations and Contemporary Entrepreneurship Education in Northern Tanzania

Irene Gabriel Ndossi — 2025-10-06

This study explores the historical evolution and contemporary relevance of Tanzania’s Education for Self-Reliance (ESR) in shaping entrepreneurship education among universities in Northern Tanzania. Using a historical-analytical approach supported by documentary review and empirical data, the findings reveal that current entrepreneurship programs are heavily influenced by Western business models, often emphasising individualism and market competitiveness while neglecting ESR’s core values of community service, ethical labour, and context-based learning. The study shows that this disjuncture has contributed to a persistent mismatch between higher education and employability, limiting the transformative potential of entrepreneurship training. Nevertheless, ESR’s principles of practical education, collective responsibility, and cultural relevance remain critical for reorienting curricula towards inclusive and sustainable development. The research contributes to the study by demonstrating how re-contextualising ESR can guide universities in designing value-driven, socially responsive entrepreneurship programs. Practically, it recommends integrating experiential learning, cooperative enterprise models, and locally relevant innovation to prepare graduates for both self-employment and national development. Overall, the study bridges historical ideology with contemporary educational practice, offering a framework for revitalising higher education in Tanzania.

Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda

Grace Ankunda — 2025-10-08

Inclusive active learning is essential as it fosters engagement, accommodates diverse learning needs, promotes collaboration and critical thinking, enhances academic performance, and creates an equitable, student-centred environment that supports success for all learners. This research aimed to examine the influence of teacher competence on the use of active learning strategies in pre-primary schools in Kabale District, Uganda. Teacher competence was assessed through four dimensions: ethical competence, pedagogical competence, subject matter expertise, and assessment and evaluation skills. A convergent parallel mixed-methods design was employed, grounded in Constructivist Learning Theory. Quantitative data were collected from 254 teachers using a structured questionnaire, while qualitative insights were gathered from 15 headteachers through interviews. Quantitative analysis involved descriptive statistics, correlation, and regression, while qualitative data were examined thematically. Findings indicated that while overall teacher competence was rated high, active learning implementation remained moderate. Regression analysis revealed that pedagogical competence, along with assessment and evaluation, had a significant positive influence on active learning. Subject matter competence showed a positive but statistically insignificant influence, whereas ethical competence exhibited a negative and insignificant influence. The study concludes that pedagogical skills and effective assessment practices are critical drivers of active learning in early childhood education. Conversely, subject matter and ethical competencies, though important, may not directly enhance active learning in this context. It recommends that school administrators prioritise strengthening teachers' pedagogical and assessment capabilities. Additionally, the Ministry of Education and Sports, along with other stakeholders such as district education officers and boards of governors, should reinforce professional development focused on ethical conduct, instructional methods, and evaluation strategies to support inclusive active learning.

The Influence of Gender Disparity on Girls’ Dropout Rates in Public Secondary Schools in Rwanda

Bonaventure Niyonshuti — 2025-10-08

This study determined the influence of gender disparity on girls’ dropout rates in public secondary schools in Kicukiro and Gicumbi Districts in Rwanda. Grounded on Social Justice Theory, the study learned gender disparity in girls ‘dropout rates from 260 respondents using questionnaires. It adopted a pragmatist research paradigm, a quantitative research approach, and a descriptive research design. The findings revealed a positive correlation between gender disparity and girls' dropout rates in secondary schools. The study concludes that there are positive perceptions of gender disparity in public secondary schools, highlighting issues like harassment by teachers and the underrepresentation of female teachers highlight the need for improved policies and support systems to create a safe and encouraging environment for female students. The study recommends enforcing anti-harassment policies, expanding education access for low-income girls, increasing female teacher presence, and promoting gender parity to boost girls' academic success.

Examining Symbolic Language-Based Approaches Used During Examinations Cheating among Tanzanian University Students

Chipanda Simon, PhD — 2025-10-10

This paper dwells on the symbolic language-based approach pertinent to examination cheating in Tanzania's Tertiary education. The previous studies have focused in-depth on the factors for cheating, but the communication system for cheating needs investigation. The study used a case study design whereby three Tanzanian Universities were used under investigation. The study used 10 students, who had completed their third year one week ago, and they were selected purposively through a snowball sampling technique. The reason was that one week ago was the time when students did not fear as they were free from studies. Three methods of data collection were used: focus group discussion with ten (10) students who were selected purposively, observation during examinations, and document analysis. Two theories were used, namely the Curriculum Implementation theory and the Constructivism theory, for assessing the symbolic language technique for examination dishonesty. The former infers that implementation of any programme should be based on teacher ability, management of the support facilities, as well as the clarity of the implementer, and the latter refers to the learning and teaching theories for quenching competence-based approach via ‘Social Interaction’ which plays a fundamental role in the process of cognitive development. The study revealed seven techniques, such as lip and tooth shaping, tooth rolling, cuffing, tonicity, Fingerism, and abbreviations used by cheaters. Based on these findings, students can be helped to develop study habits that raise competencies in their academic endeavours; also, technologies can be designed to detect cheating, such as a camera in the examination rooms, which may make cheaters fear rather than depending on physical invigilation by invigilators.

Assessment of Employability Skills Acquired by Livestock Technicians Trained Under Competence-Based Education and Training in Tanzania

Balija Luyombya — 2025-10-11

The livestock sector in Tanzania plays a crucial role in boosting economic growth and providing employment; however, a significant skills gap remains between graduates of Competence-Based Education and Training (CBET) and industry expectations. This study assesses how well CBET curricula align with employer needs by comparing employer perceptions of essential competencies with graduates' self-assessed skills in the livestock sector. Using an explanatory research design, data were collected from 23 employers and 136 CBET graduates through structured surveys and analysed with descriptive statistics, t-tests, and thematic analysis. Results show that while graduates rate themselves highly in communication, technical skills, and workplace readiness, employers see deficiencies in professional knowledge, leadership, and practical expertise. Employers identified communication, teamwork, and problem-solving as the most important generic skills in the labour market, yet these skills were lacking among livestock technician graduates. To close the gap between graduate competencies and employer expectations, it is recommended that the Livestock CBET curriculum and content be reviewed to better reflect labour market demands. This review should include the systematic integration of generic employability skills such as communication, teamwork, and problem-solving throughout all curriculum components, alongside technical training. It should also incorporate workplace-related learning experiences.

Examining the Heads of Schools’ Skills in Managing School Funds among Government Secondary Schools in Iringa District, Tanzania

Teopister Bernard Mvanda — 2025-10-11

This study focused on examining the Heads of Schools’ Skills in Managing School Funds among Government Secondary Schools in Iringa District, Tanzania. The study employed a qualitative research approach, the Agency Theory of Governance, and a cross-sectional survey research design. This study had 22 participants, consisting of 10 heads of schools, 10 teachers who act as school Accountants/Bursars, 01 District Education Officer, and 01 School Quality Assurance Officer. Data were gathered through interviews, observations, documentary review, and focus group discussions. Data were analysed by transcribing field results as acquired by the respective tools, sorting and synthesising them into categories and themes. The results indicated that Heads of Schools lacked school fund management skills like Financial Analysis, Investment Management, Capital Allocation, Asset Management, Funds Administration, and Risk Management, and that education stakeholders like students' parents were not actively involved in the school fund management processes. The study concludes that the lack of School Fund Management skills among the Heads of Government Secondary Schools is the leading obstacle that has hindered proper and effective management of the school funds in Iringa District Council over time

The Role of Teachers in Correcting Learners’ Syntactic Errors among Secondary School Students at GS St. Isidore Gitwa in Ngororero District

Bakuriyehe Donatille — 2025-10-14

This study investigated the role of teachers in correcting learners’ syntactic errors among secondary school students in Ngororero District, at G.S. Saint Isidore Gitwa. The study has been conducted to identify the most common types of syntactic errors made by students, to examine the teaching methods and strategies used by English teachers, to address syntax and strategies for correcting students’ errors, and to assess how teachers’ instructional practices influence the reduction or persistence of syntactic errors. The target population of 780 consisted of students, English teachers, and school leaders at GS Saint Isidore Gitwa, with a sample size of 264 respondents. The findings revealed that 85.2% of students frequently made sentence structure errors, 83% struggled with tense use, and 73.5% faced challenges with subject-verb agreement. Teachers consistently reported using grammar drills and sentence correction activities, and 100% claimed to always integrate grammar instruction with speaking and writing. Feedback strategies such as immediate correction (reported by 58.3% of students). While 95.8% of students found teacher feedback very helpful in improving their syntactic accuracy, teachers identified significant challenges, including large class sizes, time constraints, and a lack of instructional resources. Moreover, students expressed a strong preference for more examples and exercises (98.9%), individual feedback (80.7%), and additional writing tasks (72.3%). The study concluded that teachers play a pivotal role in shaping students’ syntactic development through instructional choices and feedback practices. However, the persistence of syntactic errors suggests a need for improved instructional methods, better resource allocation, and targeted professional development.

Critical Thinking and Doctoral Completion: A Comparative Study of Timely and Delayed Graduates in Ugandan Universities

Ashiraf Mabanja — 2025-10-21

Timely completion is one of the key indicators of higher education effectiveness. Critical thinking, as an essential competency, may be influential in determining the completion rates of doctoral students. This study, therefore, compared levels of critical thinking for the doctoral graduates who completed on time and those who experienced delays in completion. The study adopted a quantitative ex post facto research design, with data collected using a standardised critical thinking self-assessment tool. Data were collected from 279 doctoral graduates who were selected using stratified random sampling. Data was analysed using descriptive statistics and an independent samples t-test, where results indicated that there is a statistically significant difference in the critical thinking scores between the doctoral graduates who completed on time and those who experienced delays in completion (p < .05). The negative t-test value (-4.022) and a negative mean difference (-2.60777) indicated that those who experienced delays in completion scored highly on critical thinking dispositions in comparison to those who completed on time. It was concluded that higher levels of critical thinking dispositions are associated with delayed completion and vice versa. The results contribute to the ongoing debates on timely completion in doctoral education and provide practical implications for graduate programme design. The study recommends training of doctoral students to transform their critical thinking dispositions into practice. Further research is suggested using a quasi-experimental design to study critical thinking dispositions and timely completion

Relationship between Early Grade Reading Programme Monitoring Systems and Pupils' Acquisition of Reading Skills in Public Primary Schools in Bungoma North Sub-County, Kenya

Wanyama Florence Nafula — 2025-10-28

Early grade reading skills are essential skills that shape the academic journey of children from primary schools to higher levels of education and later in life. This paper examines the effect of monitoring systems on the implementation of the early grade reading programme in public primary schools in Bungoma North Sub-County, Bungoma County, Kenya. A total of 108 public primary schools in Bungoma North Sub-County were targeted, with the population involving head teachers, Grade 1 – 3 pupils and teachers. The paper was anchored on a descriptive survey research design. A sample size of 12 schools (Grade 1 – 3 classes), 104 teachers were selected using a stratified random sampling approach. The questionnaire schedule and Early Grade Reading Assessment [EGRA] reading task were used as instruments of data collection. Quantitative data analysis involved the use of descriptive and inferential statistics. The study found that there existed a significant positive effect of the monitoring system (r=0.221, p<0.05) of the Early Grade Reading programme and learners’ acquisition of reading skills in public primary schools in Bungoma North Sub-County, Kenya. Some of the challenges that affected the undertaking of regular monitoring and supervision of EGRA reading programmes were inadequate curriculum support officers, a lack of feedback systems and low involvement of parents in following up and supporting their children's homework assignments. The paper has identified areas for improving EGRA implementation by suggesting the need to have a stronger engagement from parents and guardians in reading programmes, curriculum supervisors to regularly oversee the implementation of the programme in schools, adequate teacher training and head teachers to act as mentors in ensuring that teachers are well coached and supported in the implementation of EGRA in schools.

Financial Resources Generation Strategies for Enhancing Competence-Based Education: A Case of the ELCT Northern Diocese Secondary Schools in Hai District, Kilimanjaro, Tanzania

Maria Richard — 2025-10-29

The study aimed to explore the strategies that are used in the generation of financial resources for enhancing Competence-Based Education in the Evangelical Lutheran Church in Tanzania (ELCT) Northern Diocese (ND) secondary schools in Hai District, Kilimanjaro Region. The social constructivism theory and the Bottom-up theory guided the study. A qualitative research approach with a case study design was adopted, involving a sample size of 31 participants. Data collection methods involved: Interviews, questionnaires, observation, and documentary review. The obtained data were analysed Thematically. The findings revealed that the financial generation strategies, such as; introduction of school projects, teaching agriculture as a subject, increasing the number of students enrolment, provision of guidelines for payment of school fees, and the contribution from the ELCT ND head office, were useful for supporting the implementation of Competence-Based Education. The study concluded that the financial resources generation strategies are effective in supporting Competence-Based Education. The study recommended Heads of school to prepare a plan for project expansion, which will result in the generation of more funds for supporting the provision of quality education. Further research is recommended to investigate the influence of financial literacy among students in solving real-life challenges

Influence of Trainer Competences in the Implementation of Agricultural Education for Job Creation in Technical and Vocational Education and Training Institutions in Western Kenya

Oluoch Basil Owuor — 2025-10-29

The study aimed to examine the influence of the trainer’s competence in the implementation of agriculture education for job creation in accredited technical and vocational education and training institutions in Western Kenya. The implementation of agricultural programs in accredited TVET institutions in Western Kenya is critically hindered by inadequate trainer competencies, limiting effective curriculum delivery and compromising students’ practical skills and employability. A descriptive research design with mixed methods of data collection and Experiential Learning Theory by Kolb (1984) were employed for the study. The study was conducted in Western Kenya counties of Bungoma, Busia, Kakamega, Kisumu, Siaya and Vihiga. A total target population of 985 encompassing 43 principals, 142 trainers and 800 trainees, from which a sample of 131 consisting of 9 principals, 42 trainers and 80 trainees were used for the study. Questionnaire, interview schedule and observation schedule were used to collect data. Content, construct and face validity enhanced instruments validity through supervisors and colleagues. The pilot study was administered on 2 principals, 4 trainers and 4 trainees to ascertain the validity and reliability of the instruments. Descriptive data was analysed using frequencies, percentages, mean and standard deviation. One-Way ANOVA was employed to test the relationship between trainers' competencies in the implementation of agriculture education and job creation, accredited technical and vocational education and training institutions in Western Kenya. Qualitative data was transcribed, coded, themed and interpreted in relation to the research variable to triangulate the quantitative data. The study revealed that although trainers in accredited TVET institutions possess strong pedagogical preparation and academic qualifications, gaps in continuous professional development and structural barriers limit the effectiveness of agricultural education in fully realising its potential for job creation. The ANOVA results revealed a significant difference, F(6, 203) = 2.84, p = 0.011, which is less than the 0.05 level of significance, in the mean implementation scores of agriculture education for job creation across levels of trainer competence, with more competent trainers achieving higher implementation outcomes, thereby leading to the rejection of the null hypothesis. Trainer competences critically shape the success of agricultural programs in Western Kenya’s TVET institutions, directly influencing curriculum delivery, student skills, and employability. The findings of this study can enable the identification of areas of weakness that need improvement in the process of agriculture education implementation. Ultimately, this study also aimed at enhancing sustainable development through the better alignment of education and training with societal needs, such as job creation.

Vocabulary Knowledge for Proficiency in English as a Second Language – A Literature Review

Fridah Katushemererwe, PhD — 2025-11-04

Vocabulary knowledge is fundamental to language development, learning, and use. It is commonly held that without sufficient vocabulary knowledge, little can be communicated effectively in a language. However, in the English as a second language context, knowledge of vocabulary, the vocabulary size that guarantees high language proficiency, and how it is measured, remains scattered in individual studies, hence unclear to many researchers, teachers, and language learners. This paper reviews studies on vocabulary knowledge necessary for proficiency in English as a second language. The aim is to synthesise, analyse, and provide a comprehensive picture of the scholarly development of vocabulary knowledge and language proficiency research in L2 learning of English. The Protocol, Search, Appraisal, Synthesis, Analysis, and Reporting (PSALSAR) methodology provides an analytical framework for this study. The study synthesises and thematically reports insights on vocabulary size and knowledge required for second language proficiency, and the various approaches/tools for measuring vocabulary knowledge in English as a second language. Findings reveal that 98% of lexical coverage, which translates into the most frequent 2000-word families, is sufficient for the comprehension of reading a variety of texts. For productive skills, the coverage of 4000–5000-word families is necessary for students’ speaking and writing skills. Relatedly, knowing a word means knowing its features, behaviour, and use in various contexts. To effectively measure vocabulary size, the Vocabulary Levels Test (VLT), Academic Word Levels (AWL), and Vocabulary Size Test (VST) are used. To measure deep knowledge of vocabulary, the Vocabulary Knowledge Scale (VKS), Word Associates Test (WAT), and Word Part Levels Test (WPLT) are commonly used. The understanding of the vocabulary knowledge requirements is crucial for setting vocabulary learning goals, designing curricula, and developing appropriate vocabulary learning materials.

The Role of Stakeholder Collaboration and Community Engagement in Enhancing Curriculum Implementation and Adaptation in Schools

Bakuriyehe Donatille — 2025-11-06

Effective curriculum implementation goes beyond high-quality content that requires active collaboration among key stakeholders, including teachers, school leaders, parents, policymakers, and community members. This paper explores how stakeholder collaboration and community engagement are essential to the successful adaptation and implementation of curricula, particularly in diverse educational contexts. The study emphasises that excluding stakeholders from the planning, execution, and evaluation stages of curriculum reform often results in ineffective outcomes. When stakeholders are meaningfully involved, shared ownership and mutual accountability are fostered, aligning educational goals with the needs of learners and the community. Teachers, as primary implementers, benefit significantly from participating in collaborative planning and feedback mechanisms, enabling curriculum adaptations that better suit student needs. School leaders also play a critical role in coordinating resources, supporting innovation, and sustaining a culture of improvement. The paper highlights the importance of parental and community involvement in ensuring curriculum relevance and sustainability. Local values, cultural knowledge, and community priorities can be effectively integrated into both content and delivery through this engagement. Moreover, support from community-based institutions such as NGOs, religious groups, and cultural leaders helps address implementation barriers, including limited resources, language issues, and resistance to change. Drawing from global literature and case studies, the paper identifies best practices and common barriers to stakeholder engagement. Challenges such as poor communication, power dynamics, and lack of training are explored, alongside strategies for inclusive collaboration. To enhance curriculum effectiveness, the study recommends participatory structures within schools, regular consultations with stakeholders, community-driven curriculum workshops, and feedback systems. Ultimately, it concludes that strong stakeholder collaboration and community engagement create more inclusive, adaptable, and resilient education systems, improving learner outcomes and ensuring curricula align with local contexts.

Effectiveness of Creative Drama Use in Kiswahili Language Instruction in Public Junior Schools in Nambale Sub-County, Kenya

Mirikau Zipporah Winket — 2025-11-06

In Kenya, Kiswahili is both the national and official language. It is the most common language of interaction, hence a uniting force among the diverse cultures in the country. Considering its importance, to enhance Kiswahili teaching and learning, innovative and interactive instructional strategies are essential. Creative drama is recognized as an effective pedagogical tool in language education, fostering engagement, comprehension, and retention. Yet, no research has evaluated the effectiveness of creative drama techniques applied in the teaching and learning of the Kiswahili language. This study assessed the effectiveness of creative drama techniques in the teaching and learning of the Kiswahili language in public junior schools. It was conducted in public junior schools in Nambale Sub-County, Kenya. Anchored on Vygotsky’s Social Theory of Language Development, the study utilized a descriptive survey research design. It targeted all grade 7 learners and their teachers of Kiswahili from 63 junior schools. Of these schools, 180 learners and 18 teachers were sampled using a simple random sample technique from 18 junior schools. Additionally, 18 Kiswahili language lessons were purposively sampled for lesson observations. Data for the study were collected using a questionnaire for learners, an interview schedule for teachers, and a lesson observation schedule. Quantitative data were analysed descriptively, while qualitative data was analysed thematically. Findings revealed that creative drama positively impacted Kiswahili teaching and learning experiences, with activities like role-play, storytelling, and language games enhancing students' speaking and listening skills. To improve the teaching and learning of the Kiswahili language, the Ministry of Education and the Teachers Service Commission should prioritize the integration of creative drama into the curriculum while providing targeted professional development programmes and resources for teachers

Knowledge, Attitudes, and Practices Among Tutors Towards the Use of Information and Communication Technology in Teaching at Uganda Institute of Allied Health and Management Sciences, Mulago

Musa Ntambi Kakembo — 2025-11-06

This cross-sectional study assessed tutors' knowledge, attitudes, and practices (KAP) regarding ICT integration in teaching at the Uganda Institute of Allied Health and Management Sciences (UIAHMS), Mulago. Conducted between November 2023 to March 2024, the study employed quantitative methods with 80 tutors selected via convenience sampling. Data were collected using validated questionnaires and analysed using SPSS v27, covering socio-demographics, ICT knowledge (11 items), attitudes (9-item Likert scale), and practices (8 items). Content validity was ensured through expert review (CVI >0.8) and pilot testing (Cronbach's α=0.78). Ethical approval was obtained from Health Tutors' College Research Committee, with participant anonymity maintained. Key findings revealed: 95% of tutors received ICT training, yet significant knowledge gaps persisted in graphic applications (81.25% unskilled) and statistical software (88.75%). While 86.25% demonstrated positive attitudes, only 21.25% showed satisfactory ICT integration, primarily using technology for accessing materials (83.75%) rather than interactive teaching (27.5%) or assessments (13.75%). The study recommends targeted training programs and institutional policy reforms to bridge the implementation gap through: 1) Department-specific ICT training focusing on pedagogical integration, 2) Institutional investment in reliable technical support systems, and 3) Policy reforms to align national ICT strategies with institutional implementation capacities. These findings contribute to understanding barriers to technology adoption in resource-constrained health education settings.

Breaking Gender Stereotypes in Science Education: Empowering Girls in Uganda’s Upper Primary Schools

Ajuko Anna Grace — 2025-11-06

Purpose: This study explored the factors influencing girls’ performance in Integrated Science in upper primary classes in two selected primary schools in Arua District, Uganda. It examined how girls perform in Integrated Science, the factors that shape their performance, and strategies to improve achievement in the subject. Methodology: A qualitative research approach with a case study design was employed. Thirty participants were involved, including two headteachers, four science teachers, and twenty-four girls from Primary Five and Six. Purposive sampling was used to select participants, with girls as the majority. Data were collected through interviews, focus group discussions, observation, and document analysis, and were analyzed analysed thematically. Findings: The study revealed that girls’ performance in Integrated Science was moderate. Facilitators included gender-responsive teaching pedagogies, guidance and counselling, supportive school environments, good syllabus coverage, the presence of role models, and positive teacher attitudes. Barriers included poverty, inadequate provision of basic needs, poor syllabus coverage, low parental education, reliance on traditional teaching methods, and lack of student commitment. Implications: The findings underscore the importance of strengthening gender-responsive pedagogies, enhancing guidance and counselling services, improving school infrastructure and learning resources, and fostering collaboration between schools and parents. Theoretically, the study affirms the relevance of gender-responsive education frameworks. Further research should extend to more schools and regions or adopt mixed and longitudinal designs to build a comprehensive understanding of gender disparities in science education.

Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning

Gloria Lamaro — 2025-11-07

Gulu University implemented community engagement in its agricultural, medical, and business education curricula through Joint Advisory Groups (JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for employment but also strengthened their sense of social responsibility and innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa.

Engaging Senior Leadership in Sustainable Pedagogical Reform: The TESCEA Steering Group Model at Gulu University

Gloria Lamaro — 2025-11-08

Sustainable pedagogical reform in higher education requires committed and structured engagement of senior leadership. This qualitative case study examines the TESCEA (Transforming Education for Social Change in East Africa) project’s Steering Group model at Gulu University, Uganda, as an approach to actively engage institutional leaders in guiding curriculum transformation. Using semi-structured interviews with 12 strategically selected stakeholders and analysis of 18 institutional documents, the study explores how the Steering Group fostered collaborative governance, aligned reforms with institutional priorities, mobilized resources, and ensured institutional ownership. Findings indicate that embedding leadership engagement within formal governance structures enhances the effectiveness, legitimacy, and sustainability of pedagogical reforms, particularly in resource-constrained contexts. The study highlights operational challenges, including competing responsibilities and bureaucratic delays, and suggests practical strategies for strengthening leadership engagement. This paper contributes to literature on higher education leadership, institutional governance, and reform implementation in sub-Saharan Africa, offering actionable insights for universities seeking transformative educational change

Exploring Students' Challenges in Acquiring Physics Practical Skills in Ugandan Secondary Schools: A Case Study Approach

Kent Robert Kirya — 2025-11-12

At the higher level of secondary schooling, physics education in Ugandan schools focuses on experiments in mechanics, light, and electricity, whereas other fields of physics, such as thermodynamics, electromagnetism, modern physics, and waves, are hardly taught experimentally. The study examines the challenges that students encounter in physics experimentation and their underlying causes. The study was carried out in three secondary schools in Uganda on practical skills based on mechanics, light, and electricity. Student assessments, interviews, and teacher surveys were used in the data gathering process. The results showed that students struggled with the required tasks related to data manipulation, graph plotting, and conclusion drawing. The challenges are linked to inexperience using certain lab equipment, shyness, time management issues, and unclear connections between theory and practice. The results of the feedback given by the teachers were that the teaching techniques sometimes teach theory more than practice, with the limited labs only able to teach a little practice. The research recommends more practical methods of teaching, which focus more on real-life applications, a higher frequency of lab classes, and easier access to equipment with the purpose of closing the theory-practice divide, as it relates to knowledge and practical learning. Among the research suggestions, the study further asserts that, besides helping the students overcome the challenges in the academic sphere, the new curriculum should also include the overlooked practical experiments that will make the students get a more complete and practical idea of the entire physics course

Exploring the Role of Parents in Supporting the Implementation of the MTP Curriculum in Luwero District

Ronald Mulondo — 2025-11-14

In this paper, we explored the role of parents in supporting the implementation of the Mother Tongue Policy (MTP) curriculum in rural primary schools in Luwero District, Uganda. There have been growing concerns that, despite the recognised benefits of mother tongue instruction in early learning, parental involvement in curriculum implementation remains limited. This gap has contributed to low acceptance of the MTP and persistent challenges in language development among early-grade learners. Drawing on Epstein’s theory of overlapping spheres of influence and Vygotsky’s sociocultural theory, we examined how parents can contribute to language development and curriculum support. A qualitative ethnographic case study design was employed. This involved ten parents of children in one government-aided primary school in a rural context in Uganda. Data was collected through key informant interviews and community visits. The data was analysed thematically to capture lived experiences and patterns of parental engagement. The findings reveal that parents play a vital role in promoting local knowledge, providing learning materials, reinforcing the use of the Luganda language at home, and facilitating practical learning experiences. These contributions involve school-related knowledge, cultural, and emotional domains. However, the study also highlights uneven levels of involvement, socio-economic limitations, and a lack of structured engagement. We recommend stronger school-parent collaboration, community sensitisation, and policy adjustments to support a gradual transition from mother tongue to English instruction. Enhancing parental involvement is critical for realising the full potential of mother tongue-based education in Uganda

Factors Affecting Girl-Child Education in Northern Uganda

Anslem Onochie Ajugwo — 2025-11-14

The education of the girl-child remains a persistent challenge in many developing regions, including Northern Uganda, where gender disparities continue to undermine access, retention, and academic performance. Despite numerous government and non-governmental initiatives aimed at promoting universal education, girls in this region face complex and interrelated barriers. These include poverty, entrenched socio-cultural norms, early marriage, teenage pregnancy, heavy domestic workloads, poor academic performance, and inadequate school infrastructure. This study explores these factors through an extensive review of empirical literature and national demographic data, highlighting how structural inequalities and gendered expectations intersect to limit educational outcomes for girls. The findings underscore the need for comprehensive, context-specific strategies that address both household-level constraints and systemic shortcomings. The paper concludes with policy and community-based recommendations aimed at promoting inclusive and equitable education for the girl-child in Northern Uganda

Work-Life Balance Provisions and Teachers’ Job Satisfaction in Private Secondary Schools in Mukono District, Uganda

Mutesi Safina — 2025-11-15

Teacher job satisfaction remains a central determinant of instructional quality and retention in secondary education, particularly within Uganda’s growing private school sector. This study examined the relationship between work-life balance provisions and teachers’ job satisfaction in private secondary schools in Mukono District, Uganda. The study was guided by four specific objectives: to determine the relationship between work-family balance, work-faith balance, work-health balance, and work-training balance, and teachers’ job satisfaction. A descriptive correlational research design under a quantitative approach was employed to establish the strength and direction of associations among these variables. The study involved 80 participants, including teachers and head teachers, selected from four private secondary schools in Mukono District through purposive and random sampling techniques. Data were collected using structured questionnaires and analysed using descriptive statistics and Spearman’s rank correlation with the aid of SPSS software. The findings revealed that work-family and work-health balance had strong and statistically significant positive relationships with teachers’ job satisfaction, while work-faith balance showed a moderate but significant positive relationship. Work-training balance exhibited a very strong and significant positive relationship with teachers’ job satisfaction. These results suggest that improved work-life balance provisions enhance teachers’ well-being, motivation, and performance. The study concludes that equitable workload distribution, institutional respect for personal and faith commitments, health promotion, and professional development are key to fostering teacher satisfaction and retention. Strengthening these provisions can ultimately improve teaching quality and educational outcomes in private secondary schools in Mukono District.

A Quest for Effective English Language Teaching in Public Secondary Schools in Kilwa District Council in Tanzania: An Application of the Input Hypothesis

Mosi Karanje — 2025-11-18

The study aimed to investigate the role of the Input Hypothesis in enhancing effective English language teaching in public secondary schools within Kilwa District Council. Specifically, it sought to assess the extent to which teachers understand the Input Hypothesis in the context of teaching and learning English as a second language, examine the extent of integration of the Input Hypothesis in the English language syllabus for secondary school FI – IV 2005 and assess the effective application of the Input Hypothesis in ESL classrooms. A mixed-methods research approach was employed, with data collected through questionnaires and interviews. The study was conducted in twelve randomly selected public secondary schools in the Kilwa District Council. Quantitative data were analysed using SPSS version 21 and presented using descriptive statistics such as frequency distributions and percentages, displayed in tabular format for clarity. Qualitative data from interviews were analysed thematically to capture patterns and insights from respondents. The findings revealed that teachers possess limited understanding and exposure to the Input Hypothesis and its role in second language acquisition. They demonstrated an application of the Input-based instructions. However, there is room to improve in the theoretical understanding of the Input Hypothesis for effective practical implementation. The study also identified other challenges that hinder the effective application of the Input Hypothesis in classrooms. Those challenges included interference from students’ first language, limited access to technological tools, inadequate teaching resources, insufficient instructional time, low English proficiency levels among students, large class sizes, lack of electricity and language policy. Based on these findings, the study recommended several measures to address the identified challenges. These include increasing investment in teaching resources and technology, providing ongoing teacher training focused on input-based methodologies, reducing class sizes, and allocating more time for English language instruction to enable effective implementation of the Input Hypothesis.