Mark Michael Waiswa – School of Education, Kyambogo University

Eric Douglas Kalanda – School of Education, Kyambogo University

Peace Buhwamatsiko Tumuheki – Faculty of Special Needs Education, Kyambogo University

Email; mmwaiswa@kyu.ac.ug

Abstract: Despite the changes in the curricula to Competence Based Education (CBE) , there are still issues related to comprehension of the concepts of learner-centred learning. This study aimed at investigating teachers’ understanding of Learner-Centred Approach (LCA) in English language classrooms within selected secondary schools in Central Uganda inspired by curriculum reforms advocating for a change from teacher-centred to learner-centred learning. The research adopted a qualitative research using multiple case study design. Sixteen secondary school English language teachers with a minimum of four years teaching experience in Central Uganda were purposively selected as participants. Interviews served as the data collection method used while data analysis was done through thematic analysis of Braun & Clarke’s model with the use of ATLAS.ti software. Findings reveal that although teachers are generally aware of curriculum reforms promoting learner-centred pedagogy, their understanding remains largely procedural rather than conceptual. It is common practice for teachers to connect learner-centred approaches to classroom learning using cooperative learning, learner interaction, and active learning but adopted only in a restricted and teacher-controlled environment. Integrating ICT, contextual learning, learner autonomy, and formative assessments have not been effectively adopted due to overcrowded classes, workload pressures, curriculum requirements, and assessment practices based on examinations. The study found that there is a significant mismatchbetween policy expectations and classroom practice with respect to adopting a learner-centred approaches. The study recommends strengthened professional development for teachers, improved alignment between curriculum and assessment systems, and enhanced school-level support to facilitate meaningful implementation of learner-centred pedagogy.

Abstract: This study examines the effect of teaching practices on community engagement outcomes in selected universities in Central Uganda. A mixed-methods cross-sectional design was adopted, integrating quantitative data from 330 academic staff with qualitative insights from key stakeholders. Correlation and Regression analyses reveal that experiential learning, curriculum alignment, faculty development, and technology-enhanced teaching significantly and positively influence community engagement outcomes. However, challenges such as limited infrastructure, large class sizes, and the persistence of traditional pedagogical approaches constrain the effectiveness of these practices. The study concludes that adopting competency-based, student-centered, and community-oriented teaching approaches is essential for strengthening university–community linkages and enhancing socio-economic impact. The findings highlight the need for institutional reforms that better integrate teaching with community engagement to improve the relevance, application, and societal impact of university knowledge.

Abstract: Involvement of stakeholders is crucial in the provision of infrastructure in schools. However, in junior secondary schools in Embakasi East Sub-county, the provision of infrastructure has been a challenge. Thus, this study examined the influence of the involvement of stakeholders on the provision of infrastructure in public secondary schools. The stakeholder involvement theory and the infrastructure implementation theory guided the study. Mixed methodology was adopted, and a concurrent triangulation research design was used. The target population comprised 550 participants, including 23 headteachers, 134 JSS teachers, 391 members of the school BoM, and 2 Sub-county Directors of Education (SCDEs), from which a sample of 232 respondents was determined using Yamane’s Formula. This consisted of a sample of 10 headteachers, 250 JSS teachers, and 2 Sub-county Directors of Education. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages. Inferential analysis was also undertaken using Pearson’s Product-Moment Correlation Analysis with the help of the Statistical Package for Social Sciences (SPSS Version 25) and was presented using tables. The study found that public junior secondary schools have inadequate infrastructure. There have been shortages of classrooms, laboratories, libraries, furniture, sanitation, and safe spaces. This has been attributed to limited stakeholder involvement in planning, prioritization, or oversight, which can reduce transparency, weaken local ownership, and constrain additional support. Thus, headteachers should often involve stakeholders in key decisions which entail the provision of infrastructure in public junior secondary schools.