Browsing by Author "Angela, Geoffrey"

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Gender inequality in vocational education in Uganda: a study of vocational institutions in Lira district
(Kyambogo University[unpublished work], 2012-11) Angela, Geoffrey
The study investigated Gender Inequality in Vocational Institutions in Lira District. This was in line with the fact .that while the Government of Uganda was committed to the attainment of Gender Equality in Vocational Institutions as a Millennium Development Goal (MDG) by 2015, the attainment ofthis goal has shown a slow progress particularly in Vocational Institutions. The study therefore established the extent to which Vocational Institutions were gender responsive in their training programmes. The study had five specific objectives: to examine gender issues in Vocational Institutions, to assess the influence of gender issues on student; (a) enrolment, (b) retention, (c) completion and (d) transition in Vocational Institutions; to assess the influence of gender issues on the teaching staff in Vocational Institutions; to find out the causes of gender inequality m Vocational Institutions; and to recommend strategies to eliminate gender inequalities 111 Vocational Institutions. The study employed a cross-sectional survey design . of quantitative and qualitative methods to collect data using semi-structured questionnaires administered to a sample of 264 respondents comprised of 187 .Students, 61 Instructors/Teachers and 16 Principals, both male and female. The study established that, there was an understanding and consideration of socio-cultural factors underlying sexbased discrimination to provide the female and male students with equal opportunities for their pa.rticipation in the Vocational training ·process, although some of the issues examined such as budgeting did not strongly encourage students to enroll, be retained, and to complete Vocational training. The main causes of gender inequality were cultural segregation, discouragement, poor administration, negative attitudes, low self-esteem, cultural beliefs, shying away and the nature of tasks assigned to Students and . Staff in Vocational Institutions. The study made recommendations for the strategies of eliminating gender inequality which were good administration, provision of equal opportunities to every member, elimination of culturally biased beliefs/attitudes/feelings/perceptions on training programs and activities, sensitization of staff and motivation of girls among others
The relationship between curriculum, pedagogy, andragogy, and assessment in the competence-based education and training in Ugandan higher education context: an empirical review
(British Journal of Contemporary Education, 2026-03-12) Angela, Geoffrey; Lubega, Margaret Kansiime; Amongi, Lydia
Introduction: Competence-based education and training (CBET) has been widely embraced in Ugandan higher education to tackle concerns about graduate employability and skills gaps. However, the extent to which curriculum design, pedagogy/andragogy, and assessment are coherently aligned to foster competency development remains uncertain. Methods: An empirical review approach was employed to synthesise findings from qualitative and quantitative studies, policy documents, and institutional reports on CBET in Ugandan higher education and related East African contexts. Evidence was organised across four domains: curriculum, pedagogy/andragogy, assessment, and implementation outcomes, with particular focus on health professions, teacher education, and selected professional programmes. Results: The review reveals significant progress in defining competency frameworks and restructuring curricula around clear outcomes. Practice-oriented pedagogies, such as clinical placements, role-plays, and project-based learning, are increasingly adopted but remain constrained by large class sizes, resource shortages, and insufficient staff training. Assessment reforms include greater utilisation of criterion-referenced, formative, and scenario-based approaches, though high-stakes written examinations still predominate in many programmes. Alignment among curriculum, pedagogy/andragogy, and assessment is strongest where institutions invest in faculty development and structured workplace-based learning and weakest in under-resourced settings and emerging disciplines. Key findings: First, curriculum reform alone does not ensure competency development; its success depends on congruent pedagogical and assessment practices. Second, andragogical principles, feedback, self-monitoring, and authentic tasks are most effective when integrated into systematic assessment frameworks. Third, gaps in teacher/lecturer assessment literacy and unequal resource distribution hinder consistent CBET implementation and aggravate institutional inequalities. Conclusion: CBET in Ugandan higher education has shifted discourse and formal curricula towards competencies, but implementation remains partial and uneven. Misalignment between curriculum goals, teaching practices, and assessment systems hampers the realisation of intended graduate competencies. Recommendations: The study advocates for sustained investment in staff development programmes focused on competency-oriented pedagogy and assessment, the development and refinement of discipline-specific competency frameworks, enhancement of criterion-referenced and workplace-based assessment systems, better resourcing of learning environments, and closer vertical alignment between secondary and higher education to facilitate coherent competence progression.