East African School of Higher Education Studies and Development (EASHESD) Collections

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    Directorate of Education Standards (DES) supervisory practices and management of education programs in private secondary schools in Kampala Capital City
    (Makerere University, 2026) Sherani, Rebecca
    The study examined the relationship between the Directorate of Education Standards supervisory practices and management of education programs in private secondary schools in Kampala capital city. The objectives to the study were; to examine the relationship between monitoring, routine inspection, supervision of education programs and the management of private secondary schools in Kampala Capital City. A mixed-method research approach involving a cross-sectional survey were used. Using questionnaires and interviews, data was collected and analysed descriptively using inferential statistics. The study population constituted of 123 respondents of which a sample of 118 respondents were selected from the 5 private secondary schools in Kampala City constituting head teachers, school proprietors, inspectors of schools, and classroom teachers. Questionnaires and interviews methods were used to seek respondent’s opinion on the study at hand. The Pearson Product Moment Correlation Coefficient was used to determine the degree of influence between the two variables. The Pearson Product Moment Correlation Index obtained on supervision and education management is represented as (r = .578, n= 61, P=0.000<.05). The Correlation Coefficient (r) of 0.578 indicates a moderate positive correlation between supervision and education management in private secondary schools. This implies that private schools need to consider supervision strategies to improve education management practices. This could involve regular monitoring, mentorship programs, or professional development for supervisors. The findings suggest that when education standards are effectively implemented, it positively affects education management in private secondary schools. Overall, the study concludes that effective implementation of education standards in private secondary schools in Kampala City relies on staff capacity building, consistent monitoring and evaluation, and strong leadership with active stakeholder involvement. These elements collectively enhance teaching quality, ensure compliance with standards, and improve learner outcomes. It is therefore important that school inspectors establish a schedule for routine site visits to assess the overall condition of the school facilities. Private secondary schools in Kampala City need to define clear objectives for education program supervision, including improving academic performance, enhancing teaching quality, and ensuring compliance with educational standards. In addition, private secondary schools in Kampala City need to establish a system for regular evaluation and monitoring of the implementation of education standards within the school.
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    Faculty engagement with strategies for internationalisation at home in Makerere University
    (Makerere University, 2026) Birabwa, Elizabeth
    There is limited empirical evidence on strategies for internationalisation at home (IaH) that faculty adopt and engage with to enhance international and multicultural competencies of the non-mobile students who may not have the opportunity to study abroad. This study explores how faculty at Makerere University engage with strategies for Internationalisation at Home (IaH). Adopting a qualitative research approach and a case study research design, I collected data through semi-structured interviews with sixteen (16) purposively selected faculty members at Makerere University. Document reviews were also conducted to triangulate and enhance credibility, resulting in four themes: institutional environment adaptation, human resource-oriented initiatives, student-oriented initiatives, and research and collaboration initiatives. Findings showed that in relation to institutional strategies, faculty engaged with quality assurance and human resource policies, university leadership, and the International Relations Office (IRO) when initiating and approving collaborations. The study also revealed that faculty engaged in individual strategies, including hosting visiting scholars, integrating international and multicultural perspectives into the curriculum, training in foreign languages, adopting and using new technologies in teaching, and integrating international standards into research. This study concludes that faculty engagement with strategies for IaH in Makerere University is both proactive and reactive with respect to institutional and individual strategies, respectively. The study recommends the development and implementation of an internationalisation policy and strategy to harmonise and systemise the integration of IaH activities across the university, strengthen the IRO by establishing coordination centers at the colleges, and initiate capacity-building for staff to integrate international and multicultural competencies into teaching, research, and knowledge transfer.
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    Performance monitoring and quality of teaching of academic staff at Makerere University underscoring four selected colleges
    (Makerere University, 2026) Lule, Robert Orech Okullo
    This study sought to examine the influence of Performance monitoring on the quality of teaching of academic staff at Makerere University underscoring four colleges. The specific objectives of the study were; (i) to examine the influence of planning for monitoring on the quality of teaching among the academic staff, (ii) assess the influence of performance reviews on the quality of teaching among the academic staff and (iii) to examine the influence of monitoring reports on the quality of teaching among the academic staff at Makerere University. This study adopted the cross-sectional survey design and the study employed only quantitative methods to collect the data. The study also adopted Total Quality Management (TQM) theory developed by Deming in (1986). Data were analyzed using Statistical Package for Social Sciences (SPSS). The results of this study concluded that effective planning for monitoring of academic staff activities directly influences the quality of teaching, performance reviews at Makerere University has played a significant role in fostering accountability among academic staff, it has encouraged them to improve their teaching methods and engage more actively with students and monitoring reports on the quality of teaching of academic staff at Makerere University is significant and multifaceted. From the findings well-planned monitoring contributes to institutional coherence, as teaching activities are not only evaluated for individual performance but also for their contribution to the university’s overall objectives. The study concluded that effective planning for performance monitoring ensures that academic staff focuses on activities that align with institutional priorities. The consequence of insufficient planning could be fragmented teaching efforts and reduced instructional quality. This study recommends that Correlation results revealed that fair and consistent performance reviews were significantly associated with higher teaching effectiveness. Descriptive showed that staff motivation and satisfaction were higher where reviews were transparent and constructive. The university should standardize performance review procedures across colleges, ensuring equity and linking recognition to measurable teaching outcomes. Training reviewers to give actionable feedback will help staff leverage reviews for professional growth, innovation in teaching, and maintaining high standards.
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    The effect of the higher education students’ financing scheme on access to university education in Uganda.
    (Makerere University, 2025) Sserubidde, Hilary
    This study investigated the effect of the Higher Education Students Financing Scheme on access to university education in Uganda. Guided by the social inclusion theory and the neoliberal perspective on equity, the study focused on the effects of loan administration, distribution, and recovery mechanisms on equitable access to university education in Uganda. A quantitative, cross-sectional survey design was employed. Data was collected through closed-ended questionnaires from 222 loan beneficiaries randomly selected from four universities. Data analysis involved descriptive statistics at the univariate level and Pearson‘s correlation with linear regression at the bivariate level. Results revealed moderate, significant positive relationships between access to university education and loan administration (r=0.642, p<0.001), distribution (r=0.254, p<0.001), and repayment (r=0.448, p<0.001). These findings suggest that although the Higher Education Students Financing Scheme improves access to university education, gaps remain that could hinder its effectiveness. Therefore, it is recommended that the Ministry of Education and Sports, through the Higher Education Students Financing Department, enhance information dissemination to prospective applicants, ensure fairness in loan allocation across gender, disciplines, and regions, and develop proactive strategies to improve loan repayment to prevent student over-indebtedness.
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    Financial resource mobilization practices in academic units in Makerere University
    (Makerere University, 2026) Adaku, Anicetus
    This study examined financial resource mobilization practices in academic units at Makerere University. Guided by the resource dependency theory, I examined how academic units generate funds internally and externally. I adopted a qualitative research approach, case study research design. I collected data from 12 purposively selected participants: College Principals, Bursars and Deans of Schools through interviews. I analysed the data thematically. Findings revealed that academic units in Makerere University rely on university allocations, and income-generating activities for internal financial resource mobilization. Internal financial resource mobilization in the academic units was narrow-based, university allocations were the dominant source of internal financial resources for the academic units. The academic units mobilized financial resources externally through sourcing research grants, government subventions and grants, donations, and partnerships. The academic units relied more on externally mobilized financial resources. I conclude that while both internal and external financial resource mobilization practices exist at Makerere University, they are inadequately exploited and inconsistent in supporting sustainable revenue generation across the academic units. I recommend that academic units in the University should mitigate overreliance on external financial resource mobilization by actively engaging in capacity building for internal financial resource mobilization to ensure financial autonomy and sustainability.