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    Influence of students leaders’ selection criteria on management of student discipline in public secondary schools in Tigania West Sub-County, Kenya
    (East African Journal of Education Studies, 2023-06-19) Itamunya, John Mburung’a; Edabu, Paul
    The success of the teaching-learning process in school is dependent upon the quality of students’ discipline. However, indiscipline among students is on the rise in public secondary schools. The issue of student strikes, fear of examinations, leading to cheating and the burning of school property has become one of the serious problems being faced by the country’s school principals. In light of this, the study sought to investigate selection criteria for the management of student discipline in public secondary schools in Tigania West Sub-County, Kenya. The study is based on Douglas Murray McGregor’s Theory X and Theory Y. The research employed a descriptive survey study. The population of the study consisted of 10 principals, 44 teachers and 80 student leaders to a total of 134 respondents, stratified random sampling was used to categorise schools into four: mixed day schools, boarding boys, boarding girls, and mixed boarding schools. Then 30% of principals were selected, while other categories were 10% each. The main research instrument was a questionnaire. The researcher piloted the questionnaires in one public secondary school, and the test-retest technique was used to assess the reliability of the research instrument. Quantitative data collected was analysed with the aid of the statistical package for social sciences version 21 to get the percentages and generate tables, charts, and figures for interpretation. The study established that the selection is mainly based on the academic performance and discipline of the individual, and this allows the selection of disciplined individuals with academic merit and good personality as leaders. The study concluded that the selection of student leaders by involving both teachers and students could enhance the ability of student leaders to promote student discipline. The study recommends that the selection of student leaders should involve both teachers and students in a democratic manner to avoid any disruption of academic work due to students feeling short-changed.
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    Parental involvement and learners’ academic performance in public primary schools in Kesses Sub County, Uasin Gishu County, Kenya
    (East African Journal of Education Studies, 2023-08-25) Choge, Fridah Jepkemei; Edabu, Paul
    Parental involvement in a learner’s life begins during conception, birth and throughout the childhood development of an individual. Parental involvement extends into early life, where oral and cognitive skills are inculcated in readiness for academic life. Further parental involvement is linked to the academic progress of a learner through engagement in diverse activities such as assisting the learners in undertaking assignments, attending the learner’s school mentorship programs, connecting between teachers and learners, and attending teacher-parent meetings. The study investigated the influence of parental communication on learners’ academic performance in public primary schools in Kesses Sub-County, Usain, Gishu, Kenya. The study was anchored on Epstein’s (2018) six-type learning model and adopted a descriptive survey research design. The study moreover targeted a population of 85 head teachers, 425 teachers and 850 parents within 85 public schools in Kesses. Respondents were selected through purposive sampling in the case of head teachers and adopted simple random stratified sampling in selecting 137 teachers and parents. Questionnaires were deployed to draw data from the respondents and establish the reliability of the test instrument. Data was analysed, and meaningful interpretations and presentations were inferred through statistical tests of descriptive statistics (mean, standard deviation) and inferential statistics (ANOVA, Pearson’s Correlations Coefficient and Linear regressions using SPSS Version 26. Findings from the analysed data established that parental communication significantly affects academic performance with sig levels α < 0.05. The study recommends that education policymakers should enhance communication infrastructure to support learning in schools and ensure that parents are sensitised to the need for enhanced parental occupations and the benefits of having positive desires towards a learners’ academic journey.
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    Influence of school information flow strategy on internal efficiency in public secondary school in Nakuru County, Kenya
    (African Journal of Education, Science and Technology, 2023-04) Eliud, Korir K.; Edabu, Paul; Mungai, Peter C.
    The objective of this study was to examine the influence of information flow on internal efficiency in public secondary schools in Nakuru county. The study was guided by System theory by Von Bertanlanffy. Mixed methodology and concurrent triangulation design were used in this study. The target population of the study was 311 public secondary school teachers (3168), principals (311) and sub-county education officers (11) in Nakuru County. The sample frame included teachers (205), principals (30), and sub-county education officers (5), thus respondents were 240. The study applied stratified random sampling to sample sub-counties, schools, teachers, head teachers and sub-county education officers. Questionnaires were used to gather quantitative facts from staff, whereas interview schedule was used to gather qualitative data from principals and sub-county education officers and finally document analysis was employed to collect quantitative data. The reliability was determined by calculating Pearson's Correlation Coefficient, which yielded a satisfactory correlation coefficient of 0.76. Data was analyzed descriptively and inferentially using SPSS (version 23). From the findings, channel of communication commonly used in public secondary schools in Nakuru County has not yet improved both strategic plan implementation and internal efficiency, even though there was positive relationship between information flow and internal efficiency. For school improvement on the internal efficiencies in terms of academic performance and graduation rate, this study recommends that the Information flow in the process of implementing strategic plan in order to improve school internal efficiency need to be open (top-down, down-up and horizontal information flow) to allow input of various skills form all stakeholder so that everyone own the strategic plan and implement it fully.
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    Influence of control systems on internal efficiency in public secondary schools in Nakuru County, Kenya
    (East African Journal of Education Studies, 2023-10-09) Korir, Eliud K.; Edabu, Paul; Mungai, Peter C.
    Even though every public secondary school in Nakuru County, Kenya, has adopted strategic plans, internal inefficiencies in the form of poor academic performance and a low student transition rate exist. Therefore, this study aimed to examine the influence of control systems on internal efficiency in public secondary schools in Nakuru County, Kenya. This research study was guided by the 7-S model developed by McKinsey, the 10-step model developed by Bryson, and the system theory developed by Von Bertanlanffy. This study employed a mixed approach and concurrent triangulation design. The study sought responses from a target population of 311 public secondary school teachers in Nakuru County, 311 principals and 11 sub-county education officials. Using stratified random sampling a total of 240 teachers, principals, and sub-county education officers were included in the sample. The study utilised questionnaires, document analysis, and interview schedules. Pearson’s Correlation Coefficient was 0.76, indicating reliability. Data was analysed descriptively using SPSS (version 23). The study also employed inferential statistics, such as regression analysis and Pearson correlations. Results are presented using bar graphs, pie charts, and frequency distribution tables. The control system positively impacted the schools’ internal efficiency despite the fact that most of the public secondary schools in Nakuru County had subpar supervision. According to the findings of this research, the Ministry of Education should conduct more frequent checks on implementing the control strategy to improve the organisation’s overall efficiency.
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    Head teachers’ participative leadership style and teachers’ job satisfaction in public primary schools in Baringo Sub-County, Kenya
    (European Journal of Education Studies, 2023) Kosgei, Alice C.; Edabu, Paul
    This study investigated the effects of head teachers’ participative leadership style on teachers’ job satisfaction in public primary schools in Baringo Sub-county, Kenya. To this far, lots of research conducted in this area have not been exhausted on the participative leadership style, rather most of the studies have focused on leadership in general. The study employed a descriptive cross-sectional survey design, in which both quantitative and qualitative methods of data collection and analysis were applied. The study respondents included 1250 teachers randomly selected from 127 public primary schools, 127 head teachers, and 127 School chairpersons (B.O.M representative) in Baringo Sub-county, Kenya. An interview schedule was used to analyse qualitative data using thematic analysis. The study used Pearson’s correlational analysis and established that there was a positive relationship between participative leadership style and teachers’ job satisfaction. Regression analysis established that job establishment and position had a control effect on job satisfaction. The study concluded that top positions in schools enjoyed more benefits in their positions and there is a need to streamline leadership aspects in most primary schools. The positive influence contributes to teachers’ job satisfaction in public primary schools in Baringo Sub-county, Kenya. This shows that Public Primary Schools in Baringo Sub-county, Kenya should consider applying head teachers’ participative leadership style in school. The study recommends that the head teacher needs to play the role of a coach and mentor at the same time to his/her subordinate.
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    Descriptive pause in Moses Isegawa’s abyssinian chronicles and snakepit
    (American Research Journal of Humanities & Social Science (ARJHSS), 2024-05) Balituumye, Michael
    In the study of narrative duration as theorized by Genette (1980), descriptive pause is one of the four major canonical movement, the others being the scene, summary and ellipsis. During a descriptive pause, the story is suspended while the narrative continues, and Genette notes that it is traditionally deployed to stall action as the story is suspended while the narrative to proceed, and to provide extra narrative information. My contention in this paper is that, pause, like other aspects of narrative temporality, is under studied within the larger corpus of Ugandan novel; secondly, that Isegawa deploys pause for more than its traditional function of description. Therefore, adopting an intrpretivist paradigm, this paper analyses descriptive pause in Moses Isegawa’s Abyssinian Chronicles and Snakepit. This paper embraces a qualitative research approach; specifically, a descriptive case study design was adopted. Data was collected through documentary analysis and close reading; the paper is anchored on the Genettian discoursal perspective of narrative theory.
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    Returns and recalls in Julius Ocwinyo’s fate of the banished and footprints of the outsider
    (Lexicon, 2024-04) Balituumye, Michael
    The generic treatment of analepsis as a narrative technique has left some of its sub-aspects, like returns and recalls, understudied. Returns and recalls were first introduced by Gerald Genette (1980) as analepses drawn from the same line of action as the first narrative. Returns fill in after the event, a gap in the narrative while recalls constitute the narrative’s allusion to its past. By extension, therefore, they are posterior to the start of the first narrative and anterior to its end. Recalls and returns get a raw deal from narrative critics and theorists; one hardly finds an article-long discussion of these aspects, even in books primarily about narrative time. Yet, rarely if ever, do novelists craft a narrative without incidents of returns and recalls; hardly do real-life stories unfold without them. Adopting an interpretive paradigm, this paper analysed returns and recalls and their functioning in Julius Ocwinyo’s Fate of the Banished and Footprints of the Outsider. This paper embraced a qualitative research approach; specifically, a descriptive case study design was deployed. Data was collected through close reading and documentary analysis; the paper was anchored on the Genettian discoursal perspective of narrative theory.
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    Teachers’ perception on implementing the revised lower secondary curriculum in selected schools in Uganda: A Focus on emerging issues and coping strategies
    (European Institute of Knowledge & Innovation, 2024-03-29) Wambi, Moses; Ocheng, Mary Teophira Kagoire; Were, David; Buluma, Alfred; Tusiime, Wycliff Edwin; Balituumye, Michael
    This study explored teachers’ perception on the implementation of Comptency-based Curriculum (CBC) in lower secondary schools in Uganda that was rolled out in 2020. The shift from the Knowledge-Based Curriculum (KBC) to CBC caused a cultural shock to those who had been nurtured in a purely teacher-centred curriculum! Teachers got challenged over their authority and autonomy in the delivery of instruction. Discussion was centred on teachers’ readiness to implement; pedagogical competences to plan, facilitate and assess CBC. In this phenomenological study, data was collected from 12 randomly selected secondary schools in urban, semi-urban and rural areas of Uganda. The population comprised teachers of Lower Secondary, Directors of Studies and Headteachers. Data was analyzed qualitatively through codes and themes and reported thematically, backed with verbatim quotations and statements from participants. Majority of the teachers were struggling with gaps in planning and content delivery, CBC stimulated hands-on-learning, teachers’ preparedness was considerably low due to lack of prior training, ICT integration was still an uphill task, majority of teachers were still stuck to traditional methodologies. CBC is too demanding and ambitious! NCDC should, therefore, design retooling packages for continuous capacity building, schools should promote peer mentorship, collaboration and Network initiatives.
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    How do the poor cope with health shocks? Experiences from a cross-sectional study in Uganda
    (Australasian Medical Journal, 2023) Aliga, Alex; Matovu, Fred; Wasswa, Francis
    This study sought to identify determinants in choosing from different coping strategies in cases of illness, injury and death shocks and how these strategies vary across socioeconomic groups in Uganda. Data from a cross sectional survey covering a total of 1496 households collected by researchers from Makerere University in 2012 was used. Four coping strategies, besides social and non-social protection strategies were explored. Descriptive statistics and multinomial logistic regression techniques were used in the analysis of health shocks and determinants of choices of coping strategies. Marginal effects were computed for the multinomial regression coefficients. Illness (83.9 per cent) was the most common health shock reported followed by death of a household member (25.8 per cent) and injury (15.8 per cent). Borrowing and external assistance were the most commonly used strategies to cope with illness shocks and reliance on own savings or assets was minimally used. Non-social protection initiatives2 were used most to respond to illness shocks compared to formal social protection initiatives3. Regression results shows that the poorest households were 0.28 times more likely to seek external assistance to deal with shocks than the wealthier households. This suggests lack of capacity to cope and dependence on unreliable strategies exacerbate impoverishment. Governments needs to promote comprehensive coping strategies such as universal health insurance, targeted social protection initiatives and develop inclusive and innovative poverty reduction strategies that enhance the capability of households to cope with effects of health shocks.
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    Therapeutic painting and sexual violence expressed by students in selected secondary schools in Bundibugyo District in Uganda
    (East African Journal of Arts and Social Sciences, 2023) Mwijuka, Julius; Yigga, Andrew Peters; Bukirwa, Joyce Rebecca
    Sexual violence has often caused distress to many people, and a lot has been written proposing solutions to this vice. Restoring hope among people who have been affected by sexual violence in Secondary schools in Bundibugyo District requires concerted effort and adopting ways that help to relieve the affected people of stress resulting from their experience with sexual violence. The current study focused on how therapeutic painting can be utilised to describe in detail lived experiences relating to ever-increasing sexual violence in secondary schools in the Bundibugyo district. Despite the various forms of violence that affect secondary school students, sexual violence seems to be a vice that greatly affects school children, and young children are always shy to verbally express how they are affected. Therefore, this study aimed to investigate the relationship between Visual art therapy and sexual violence expression by students in selected Secondary Schools in Bundibugyo District. The following objective guided the study: To examine the statistical relationship between therapeutic painting and sexual violence expression by students in selected Secondary Schools in Bundibugyo District. 400 S2 students participated in this study, these included; Semuriki High School-Izahura-163, Bukonjo Seed School-17, Bundikahungu Seed school-75, St Mary’s Simbya Secondary School-145. Methodology entailed methods such as in-session semi-structured interviews, observation methods, and focus group discussion. An explanatory sequential design was adopted in this study. The study established that there was a statistically significant difference in means; thus, there was a relationship between therapeutic painting and sexual violence expressed by students in selected Secondary Schools in Bundibugyo District (z =-6.736, p <0.0001). Hence, the null hypothesis was rejected. The findings led to the conclusion that therapeutic painting intervention helped to improve the expression of sexual violence among victims, helped them to gain relaxation, lost hope, and lessened the anxiety that had resulted from their experience with sexual violence.
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    Developing online educational resources for online learning: student teachers’ experiences at Muni University, Uganda
    (National Council for Higher Education, 2023-12-14) Edabu, Paul; Isingoma, Bigabwa James
    Teacher training pedagogy in the 21st century has drastically changed across the world with a focus on producing a teacher with adequate skills and knowledge in developing and using online educational resources for effective learning. This exploratory qualitative study aimed to explore the Bachelor of Science with Education student teachers ’ experiences in developing multimedia educational resources for online learning. The study specifically assessed student teachers ’ opinion of their experiences in using online educational resources and their challenges in developing online educational resources. Interviews were used to elicit insights from participants to achieve both objectives. Nine participants were purposively selected from the subjects of specialisation being undertaken. The findings of the study revealed student-teachers’ enthusiasm, commitment, creativity and innovativeness in connection with developing online educational resources. The major challenges were the limited skills among student teachers in creating animated videos and assessment of online learning activities. The study recommends that institutions of higher learning should establish a harmonised and comprehensive competence framework and provide adequate time for skilling student teachers in developing online educational resources in order to produce a holistic 21st century teacher.
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    Smart investment in global childcare requires local solutions and a coordinated research agenda
    (BMJ Glob Health, 2023-07-19) Aliga, Alex; Delbiso, Tefera Darge; Kitsao-Wekulo, Patricia; Lambon-Quayefio, Monica; Moussié, Rachel; Peterman, Amber; Tilahun, Natan
    The COVID-19 pandemic has re-emphasised the critical role of accessible, affordable and quality childcare to reduce and redistribute the gender unequal distribution of unpaid care work as an investment towards the well-being of children, women, families and society. Smart investment in childcare and care systems in Africa requires context-specific and culturally appropriate local solutions driven by national stakeholders—including commitment by national governments to resource and build systems of public provision. These investments must be guided and matched by nationally led evidence generation to fill research gaps and contribute to a coordinated agenda on childcare. We propose four themes to build the foundation of a regional research agenda: (1) understanding the landscape of childcare coverage and demand; (2) unpacking ‘what works’ for whom over time; (3) building knowledge on implementation of scalable and locally adapted solutions and (4) answering macro-questions on policy, financing, systems and sustainability. Coordinated national-led investment in childcare is needed in the Africa region and beyond—however, this alone is not a silver bullet and must be part of a larger effort to address structural barriers and catalyse systematic change across sectors to promote women’s social and economic empowerment.
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    Managing attention and emotions of learners at the beginning of a core science lesson in secondary schools in Uganda
    (American Journal of Sciences and Engineering Research, 2023-02-15) Bukirwa, Joyce Rebecca
    Performance in science subjects has always been a great concern to many stakeholders and many studies have been carried out to address this concern. Improving the quality of teaching and learning in the 21st Century requires the highest quality of teaching and professional training. This study focuses on how teachers start lessons of core science subjects and how students feel about it. The preferences of the learners on how core science subjects should be started are highlighted. For many years researchers and teachers have tried to find the secrets of successful teaching. Although there are many factors that influence learning, there can be considerable variations in the local context in which the teachers work. Indeed teachers manage their science classes skillfully. The principle aim of this study, therefore is to give the fresh teachers some basic notions and precepts about beginning a core science lesson and also to enable experienced teachers of core science subjects to examine their own practices and it is hoped, improve it. The study was guided by the following objectives; to establish from teachers how they begin lessons in core science subjects; to identify students' preferences on how to begin a core science lesson and to find out from students what stimulates their concentration at the beginning of a lesson. Two hundred(200) students and eighty (80) teachers of core science subjects participated in this study. A cross-sectional survey research design was used and stratified sampling was used in selecting the secondary schools to participate and the strata included three(3) girls only schools, three(3) boys only schools and four (4) mixed schools. Simple random sampling was used to select senior four students to participate in the study while purposive sampling was used in selecting the subject teachers for this study.
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    Learning to teach in the era of uncertainties: challenges and lessons learnt by student teachers during Covid-19 pandemic in Uganda
    (European Journal of Education Studies, 2022-04) Omara, Polycarp; Akwongo, Betty
    The global impact of the COVID-19 pandemic is not only being felt by different social classes of people, but also across levels of education systems. There was a paradigm shift from the traditional teaching approaches to a more flexible one, including remote teaching. This crisis uncovered the many challenges in the education system such as access and lack of supportive environments for both teachers and learners. The teacher trainees were greatly affected as they could hardly complete their teacher training programme in time. The purpose of this study was to investigate student teachers’ perception of teaching during the COVID-19 pandemic. Specifically, to explore challenges faced by student teachers; document lessons learnt and coping strategies improvised while teaching during the COVID-19 pandemic. A concurrent mixed method design was adopted. Both quantitative and qualitative data were collected from 46-year three student teachers of Muni University. Data were collected using student teachers’ reflective journals and reflective meetings. Challenges experienced by student teachers were related to placement, supervisor-supervisee relationship, inadequate support from school authorities, inadequate skills in classroom room management and time management. Student teachers adopted coping strategies like teamwork, collaborative and adaptive skills, classroom and discipline management. Four categories of lessons learnt were adaptiveness, collaboration, creativity and uniqueness of learners. They learnt how to incorporate modern approaches including those embedded in Bloom’s taxonomy. The study recommended that teacher training institutions should ensure adequate and wholistic preparation of student teachers prior to school practice; school practice supervisors should treat school practice supervision as a non-judgemental exercise meant to enhance student teachers’ professional growth, and school authorities should provide required materials and mentorship to student teachers.
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    Analysis of economic factors responsible for school dropout in rural universal secondary schools of Western Uganda
    (American Journal of Sciences and Engineering Research, 2022-02-14) Bukirwa, Joyce Rebecca; Badru, Musisi
    This paper seeks to analyze the economic factors that are responsible for school drop out of Universal Secondary Schools in Uganda. The research was carried out from twenty five USE schools in Western Uganda. The schools were chosen because they are government aided (carrying out Universal Secondary Education program. All these schools are day schools, normally such schools where children of the poverty stricken peasants go to because of the inability to meet the high costs of boarding schools. Therefore, they portrayed a fair picture on the research problem. The study was guided by the following objectives; to find out whether parents do provide their children with scholastic materials like books, pens; to establish whether most students have lunch at school in USE schools; to find out whether charging fees influences students drop out in USE schools in Western Uganda and to find out whether students drop out of school because of child labor. A descriptive cross sectional survey research design was adopted with both qualitative and quantitative approaches. Both qualitative and quantitative approaches were used to collect, present and interpret data as a way of enhancing the quality of the findings of the study. Conclusions and recommendations are highlighted.
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    Mentoring teacher trainees in universities in Uganda: a dimension of continuous supervision of school practice
    (American Journal of Sciences and Engineering Research, 2022-01-17) Bukirwa, Joyce Rebecca; Musisi, Badru
    While the globe is faced with COVID-19 pandemic, there are reforms that need to be advanced to ensure continuity in education while maintaining the standards of quality. Uganda’s university curriculum for teacher training provides for two school practice placements for student teachers before they can qualify to register as professional teachers by the ministry of education and sports. The fact that schools are being opened in a staggered way with increased online teaching and learning this has limited the exercise of student teachers moving into schools to carry out school practice. There is need for Teacher educators to devise new ways of helping the students to attain the objectives of the curriculum to which they were admitted and fulfill the requirements of professional training. This paper draws stakeholders’ attention to such important matter of mentorship for teacher trainees in Ugandan universities and a model is hereby provided as a way forward. A framework of assessment is suggested to enable adaptability of the contents of this model. This paper has adopted a documentary review methodology and has been guided by the following objectives. To describe the mentorship role of a Lecturer at the University; To analyze mentorship in schools; To examine the process of mentoring student teachers at the universities; To develop a mentorship model for teacher training at University and Assessment of School Practice under mentorship.
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    Learning to teach and teaching to learn: examining the effectiveness of school practice in improving student teachers’ pedagogical practices in Uganda
    (International Journal of Education and Social Science Research, 2021-05) Omara, Polycarp; Akwongo, Betty; Asega, Joseph; Ecuru, Paul; Okwong, Davis
    The purpose of the study was to examine the effectiveness of school practice in improving student teachers’ pedagogical practices in West Nile, Uganda. Specifically, the study sought to examine the effectiveness of school practice supervision in improving student teachers’ planning and preparation skills; presentation and delivery skills and determine the effectiveness of school practice supervision in improving student teachers’ self-evaluation skills, which forms the frame work of quality teaching and learning process. The study was conducted among Muni university final year student teachers pursuing Bachelor of science with education. Concurrent mixed method research was employed to collect data from school practice supervisors (n=12) and final year student teachers (n=46). Quantitative data was collected using pretested, standardised supervisors’ assessment forms. Qualitative data was gathered by identification of major themes from the school practice reports by each student teacher and during debriefing meeting after school practice using Focused Group Discussion. Findings revealed that professionally conducted school practice supervision greatly enhanced student teachers’ lesson preparation and planning, lesson delivery and presentation, and selfevaluation skills. However, some student teachers still demonstrated low competence in record management and use of instructional materials. The study therefore, recommended that mentors at all levels should put emphasis on ensuring that student teachers exhibit high level of creativity and innovativeness in the entire teaching learning process, if universities are to transform education system in our country. Supervisors should treat school practice as a non-judgmental, but rather, a mentorship exercise tailored towards the professional growth of student teachers. Enforcement of strict adherence to the quality assurance standards on the organization and management of school practice in education training institutions by National Council for Higher Education should be ensured through standardised quality checks and monitoring program.
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    Stakeholders’ perception of the benefits and barriers to school-community partnership in Seed Secondary Schools in West Nile Region, Uganda
    (African Journal of Education, Science and Technology, 2021-01-15) Omara, Polycarp;
    The purpose of the study was to explore stakeholders’ perception of the benefits and barriers to effective school-community partnership in seed secondary schools in West Nile region, Uganda. Specific objectives were to explore the benefits of school-community partnership and the challenges head teachers face in fostering school-community partnership for quality education in West Nile region. The study used a concurrent mixed method design. Using Questionnaires and Interview guides, data was collected from head teachers, Chairpersons Board of Governors (BOGs) and PTA, students and teachers. Document analysis also provided rich data on the frequencies of meetings and parents’ visits. Minutes of School Board of Governors (BOGs) and Parents Teachers’ Association (PTA), circulars, visitors’ books and parents’ visitation days’ attendance books were analyzed. It was found out that, school-community partnership results to student’s academic achievement and promote community involvement in decision making processes. Nevertheless, numerous challenges such as negative attitudes towards education, parents’ low socio-economic status, irregular parents’ meetings, low level of parents’ education and lack of accountability by some school authorities, hinder school-community partnership in seed secondary schools in West Nile region.
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    Learning at home during COVID-19 pandemic in Abim District, Uganda: learners’ perspectives
    (Journal of Education and Social Sciences, 2020-10) Omara, Polycarp
    The purpose of the study was to explore learners’ perspectives on the extent to which they were supported during COVID-19. The study also examined the challenges learners faced while learning at home during COVID-19 pandemic in Abim district, Uganda. Both quantitative and qualitative methods were used. Data were collected from learners at primary and secondary levels. Participants were sampled randomly from the five parishes in the sub-county of Morulem, Abim district. Out of the total population of learners in Abim district, 375 learners were sampled to participate in the study. Questionnaires and focused group discussion guides were used to collect data. Research ethics were observed through seeking access to the field and seeking participants’ consent. In addition, confidentiality and anonymity were also key ethical considerations. Quantitative data were analysed systematically. Data analysis was done using SPSS involving descriptive and frequency counts presented using tables, graphs and pie charts. Qualitative data were analysed using thematic content analysis. Data revealed that learners faced a challenge of poverty which resulted to malnutrition, lack of access to media such as radios, television and newspapers. This was coupled with lack of power and internet connectivity. Learners also faced a challenge of lack of study routine and too much domestic chores; lack of role models and guidance from their illiterate parents. As way forward, it is proposed in this study that government should provide adequate self-study materials and learners should be supported to access media such as radios, TVs and newspapers. Parents should be encouraged to provide adequate scholastic materials; give learners ample time for studies and parents should support learners through guidance and counselling. Finally, this study recommends that with the demands COVID-19 has exerted on education, nations worldwide should revise their policies on teacher preparation and development, curricular, parental involvement, funding and infrastructural development.
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    Strengthening school-community partnership for quality education in Seed secondary schools in West Nile region, Uganda.
    (African Journal of Education, Science and Technology (AJEST), 2020-07-15) Omara, Polycarp
    The school and the community environment each offer a wealth of opportunities and support in order to achieve quality education. The mixed method study grounded on the theory of overlapping spheres of influence was meant to explore the strategies head teachers of seed secondary schools would employ to foster school-community partnership for quality education in West Nile, Uganda. Specific objective was to examine the strategies head teachers employ to foster school-community partnership for quality education in West Nile and the challenges head teachers face in fostering school-community partnership for quality education in West Nile region. Data was collected through semi-structured interviews of head teachers (n=3), chairpersons of Board of Governors (n=3) and chairpersons of Parents Teachers’ Association (n=3). Focus group discussions were held with students from the three selected seed secondary schools (n=30) and 30 teachers from the three selected seed secondary schools responded to the questionnaires. Data was also collected through analyzing documents such as minutes of School Boards of Governors (BOGs) and Parents Teachers’ Association (PTA), circulars, visitors’ books and parents’ visitation days’ attendance books. The study revealed that the head teachers used meetings, school and home visits, community leaders and School Open Days as strategies to foster school-community partnership. However, poverty, parents’ low level of education, negative attitudes of some parents towards education, lack of accountability and lack of parents’ meeting were found to be challenges to fostering school-community partnership.