Connect with us

Education

Researchers discuss women in leadership

Published

on

Women are powerful agents of change, and the far-reaching benefits of diversity and gender parity in leadership and decision-making are increasingly recognized in all spheres. Still, women continue to be vastly under-represented in decision-making in politics, businesses, and communities.

It is to this end that women researchers have set out to investigate what is hindering leadership of women and how best to address these challenges.

Prof. Doyin Coker-Kola, a researcher from Indiana University Southeast, who is also a visiting fellow at Makerere University, set out to explain the barriers to and attempt to change women’s mindset. In her discussion titled “What is wrong with being confident? Changing women’s mindset about leadership” Prof. Doyin notes that about 68% of the teaching force is female yet only about 35% are in leadership.

Prof. Doyin notes that confidence is an important factor of leadership because it helps in developing one’s image and getting them noticed and develop one’s potential. She identified some barriers to leadership which included cultural and institutional barriers. Some cultural barriers include socialization or perception of traditional gender roles. Men are traditionally perceived as leaders while the women are perceived to be followers. This has hindered many women in pursuing leadership roles. She said women are constrained by the double-blind phenomenon. This, she explained, allows for a different set of rules for women and men in leadership. “Women are judged as either too soft or too hard while competent women are not rewarded as well as men.”

Patriarchal structures continue to constrain women because society has given the leadership role to men and not women. Prof. Doyin noted that many women internalize cultural perceptions that see them as weak and they grow to believe that they are weak.

Part of the audience that attended the discussion.
Part of the audience that attended the discussion by Prof. Doyin Coker-Kola on “What is wrong with being confident? Changing women’s mindset about leadership”.

Women are also hindered by institutional barriers which include limited resources to reward women, lack of role models, unconscious biases within the organization and well as limited leadership opportunities. Women are also affected by personal barriers which include, not feeling good about self, failing to balance life and work, staying within our comfort zones and not taking on a challenge. All or nothing thinking affects leadership of women. Many want to be perfect before they embark on leadership.

Prof. Doyin also shared some strategies to overcome the barriers, which include having a growth mindset rather than a fixed mindset. She argued that people with a growth mindset see their abilities as flexible entities that can be developed through dedication while people with a fixed mindsets believe that their strength are predetermined. “Individuals with a growth mindset tend to outperform those with a fixed mindset and are also far less likely to get frustrated when things become challenging,” Prof. Doyin emphasized. She concluded with a motivating statement by Jessie J who said “Not feeling good enough is the biggest barrier to us following our dreams, making changes in our lives and contributing our ideas to the world. Get and handle on your inner bully and start building self-confidence.”

During his opening remarks Dr. Godfrey Mayende, who represented the Principal of CEES, encouraged women to join leadership positions, saying they are more committed and less corruptible. He too noted the cultural barriers but encouraged women to overcome these barriers.

Another researcher, Prof. Faye Camahalan, the Dean, School of Education at Indiana University Southeast, shared some critical skills and competences women need to become effective leaders. Some of these skills include; effective communication, strategic thinking, creativity and innovation, emotional intelligence, critical thinking and problem solving as well as confidence. Other researchers such as Dr. Euzobia Mugisha Baine, the Director of Gender Mainstreaming at Makerere University, discussed Changing Mindsets: Gender diversity in school leadership, while Ms. Immy Lwanga shared her leadership journey from teacher to Head Teacher.

Education

Project to boost entrepreneurship in UPE schools launched

Published

on

L-R: Dr. Christopher Mugimu the Principal Investigator of the Project, Ms. Gloria Naggayi from RIF and Dr. Hajjat Kuluthum Nabunya from KCCA at the Project Launch. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.

A new project that is hoped to empower Universal Primary Education schools to manage scarcity and be more resourceful has been unveiled at Makerere University.

The Entrepreneurial Initiative for Universal Primary Education Schools Program is intended to provide training to the administrators of UPE schools on how they can use their limited resources to provide quality education to learners.

The project is funded through the Makerere University Research and Innovations Fund (Mak-RIF).

Dr. Christopher Mugimu, a professor of Curriculum and Instruction at Makerere’s College of Education and External Studies, who is also the project lead said they will be helping UPE school managers develop enterprising skills which they can use to optimise the school resources and provide better quality education.

Some of the UPE head teachers who attended the launch of the project. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Some of the UPE head teachers who attended the launch of the project.

“We realised the government has been supporting UPE by expanding infrastructure, training teachers, and curriculum reforms but still a lot remains to be done in terms of ensuring a good learning environment,” he said.

“We believe that we can get better results from UPE schools if the managers can be helped to become more enterprising by optimizing the little resources they have.”

Dr. Badru Musisi from the Department of Foundation and Curriculum Studies at the School of Education said over the past 27 years, despite the government investing trillions of shillings to boost learning in primary schools, not much has changed in terms of school management.

A group photo of the participants. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
A group photo of the participants.

“Because of that, the same challenges have persisted; schools don’t have sufficient space, they have no water and hygiene services, they don’t have food and the environment is not enabling for pupils with disabilities,” he said.

Dr. Nicholas Itaaga who represented Prof Anthony Mugagga, the Principal of the College of Education and External Studies said a lot needs to be done to combat the high dropout rates in primary schools.

Dr. Itaaga said when he was doing his PhD thesis on UPE in Eastern Uganda, he established that only about 37% of the pupils joining P1 were making it to P7, while the majority of the pupils were dropping out to join their parents in farms.

Dr. Nicholas Itaaga, who represented the Principal of CEES. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Nicholas Itaaga, who represented the Principal of CEES.

Dr. Hajjat Kuluthum Nabunya, the Officer Education Services KCCA also emphasized this trend, noting that the retention rate of UPE schools in Kampala, like those in rural schools is still alarmingly low.

“Children that are supposed to be in primary schools are the ones you see vending goods on the streets and doing housework at home. Therefore, the government needs initiatives like this,” she said.

On her part, Gloria Naggayi, the Monitoring and Evaluation Officer at Makerere University Research and Innovation Fund commended the project initiators and tasked them to follow through and ensure that they have positive results by the end of the year.

The number of primary school pupils in the country has grown from 2.1 million in 1997 to over 9 million today.

Continue Reading

Education

CEES Researchers seek to evaluate impact of salary disparities on Education

Published

on

Principal CEES-Prof. Anthony Muwagga Mugagga (6th R), Dean SoDLL-Dr. Harriet Nabushawo (5th L), Head DACE-Dr. Stella Achen (3rd R), PI-Ms. Nuluyati Nalwadda (5th R) and other staff at the project launch. College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.

During the teachers’ retreat at the State House in 2017, President Museveni promised to increase the salaries of Science teachers. However, his directive was only implemented in 2021. The 300 percent pay rise resulted in a graduate and Grade V teachers’ pay increase to Shs4 million and Shs3m, up from Shs1.1million and Shs796,000 respectively. This increase, however, meant that their counterparts, the Arts Teachers, did not receive a pay increase. The teachers, under their umbrella organization, Uganda National Teachers Union (UNATU), petitioned the president to increase the salaries of the Arts teachers, arguing that the disparities would affect motivation of other teachers, but government is yet to act on this. This policy decision has sparked discussions surrounding its implications for educational equity, teacher morale, and the broader dynamics within secondary schools.

It is against this background that researchers from the College of Education and External Studies (CEES) have set out to study the impact of differential salary increments on secondary school teachers in Uganda.

The Principal Investigator (PI), Ms. Nuluyati Nalwadda. Mak-RIF-funded study of the impact of differential salary increments on secondary school teachers in Uganda, project launch, March 2024, AVU Conference Room, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.
The Principal Investigator (PI), Ms. Nuluyati Nalwadda.

Speaking during the launch of the project study, the Principal Investigator, Ms. Nuluyati Nalwadda said the study seeks to analyze the impact of differential salary increments on secondary school teachers, examine the psychological effects, attitudes, and perceptions of science and arts teachers, understand the potential implications for teacher motivation, job satisfaction, and service delivery, and also provide valuable insights to inform policy discussions and interventions. Ultimately, this research aims to improve the overall quality of education for students by addressing these critical factors in teacher effectiveness and well-being.

The Principal of CEES, Prof. Anthony Muwagga Mugagga, congratulated the research team upon winning the MAK RIF grant and for their dedication and commitment to enhancing education outcomes. He urged them to ensure they publish their findings, make new research connections, apply for new grants, and engage the Ministry of Education and Sports. He advised the research team to study the different categories of schools, gender and the effect of these disparities on families. He asked them to be thorough in their research and consider all possible implications. He informed staff that the college had dedicated some resources to help advance research in the different schools. He emphasized the importance of this research in shaping future educational policies.

Prof. Anthony Muwagga Mugagga (Right) and Ms. Harriet Adong (Left). Mak-RIF-funded study of the impact of differential salary increments on secondary school teachers in Uganda, project launch, March 2024, AVU Conference Room, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.

Ms. Harriet Adong, who represented the Chair of the Grants Management Committee, Prof. Fred Masagazi, urged the staff to use the grant resources for the purpose the funds were meant for. She encouraged them to continue applying for grants, saying the sixth call for RIF would soon come out.

She also called for timely accountability of funds and adherence to the grant guidelines. She stressed the importance of documenting the research processes and sharing findings with the public to ensure transparency and foster collaboration within the scientific community.

The research team. Mak-RIF-funded study of the impact of differential salary increments on secondary school teachers in Uganda, project launch, March 2024, AVU Conference Room, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.
The research team.

The Deputy Principal, Prof. Ronald Bisaso, also congratulated the team and thanked RIF for the generous support in funding their research project. He also emphasized the importance of continuing to strive for excellence in research and innovation. Citing the 49 RIF grants that college staff have won over the last 5 years, Prof. Bisaso called for more collaboration among staff. “We hope the results of the study will inform government policy, grow larger research teams, and contribute to the development of the country,” he said. The project launch was also attended by the Dean School of Distance and Life Long Learning, Dr. Harriet Nabushawo and the Head of the Department of Adult and Community Education, Dr. Stella Achen who congratulated the research team upon winning the grant.

The Research Team

  1. Ms. Nuluyati Nalwadda
  2. Mr. Joseph Watuleke
  3. Mr. Simon Peter Mabongo
  4. Mr. Lawrence Karyowa

Continue Reading

Education

CEES Newsletter March 2024

Published

on

Makerere University Centre for Lifelong Learning and Makerere University Jinja Campus graduation of Diplomas and Certificates from the Uganda Business and Technical Examinations Board (UBTEB), 3rd February 2024, Yusuf Lule Central Teaching Facility Auditorium, Makerere University, Kampala Uganda, East Africa.

Over 600 awarded UBTEB certificates

Over 600 students of Makerere University Centre for Lifelong Learning and Makerere University Jinja Campus have graduated with diplomas and Certificates from the Uganda Business and Technical Examinations Board (UBTEB).

“This academic achievement has launched your real beginning in higher education academics and career growth. For those who had challenges with Advanced Level as a prerequisite for University or academic progression, the diploma comes handy and will enable you to now register for your desired degree course,” Prof. Mugagga said.

View the Full Newsletter

Continue Reading

Trending