Abstract: The goal of the study was to determine the influence of whole-word method of teaching on the reading-to-understand process in transitional primary class in Nankoma Sub County, Bugiri District. The study involved the use of a mixed-method design, i.e., qualitative and quantitative approaches to data collection and analysis. Results were obtained from a sample of 62 respondents selected using stratified, simple random, and purposeful sampling techniques. Close-ended questionnaires were distributed to respondents. Results indicate a positive, statistically significant relationship between whole-word instruction and the reading to understand process in transitional classes in Nankoma Sub County, Bugiri District (r = 0.219**; p = 0.000). The main recommendations are that textbooks (which are now accessible in most libraries) must be utilized if the reading to understand process is to be administered in a manner that complies with teacher standards. The teaching methodology does not include contemporary issues. In crowded classrooms, teachers may need to employ extra tools, such as projectors, to help pupils with their writing and reading. The utilization of additional resources in the classroom enhances learning outcomes by raising the percentage of completed written language arts assignments, independent of correctness.

Abstract: The study was set to examine the effect of public-private partnerships on the administration of secondary schools. A cross-sectional descriptive design was used to establish the connection between public-private partnerships and the performance of secondary schools with quantitative data collection and analysis methods. The study was conducted using a questionnaire with a sample size of 202 respondents. Items for the different forms of school performance were rated using means and standard deviations. Hypothesis was tested using correlation and regression analyses that were automatically generated from the SPSS package. The regression coefficient for public-private partnerships on administration of secondary schools with B = 0.809, standard error = 0.043, beta = 0.798, t = 18.739, and sig. = 0.000. These findings suggest that public-private partnerships improve school administration. Every unit increase in public-private partnerships increases school administration by 0.798 units, according to the beta coefficient. The low standard error of 0.043 and high t-value of 18.739 further support these findings’ robustness and significance. These findings suggest that public-private partnerships strongly influence the administration of schools. It is thus wise for the government to embrace programmes geared towards enhancing this form of partnership.