Browsing by Author "Mpaata, Zaid"

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Mass education aspirations and the quality demand in the delivery of higher education in east Africa: Consequences of migration from elitism
(CARI Journals, 2018) Mpaata, Kaziba Abdul; Mpaata, Zaid
The study examined the influence of the current mass education aspirations on the quality demand in the delivery of higher education in East Africa. The population comprised appointed quality assurance officers/directors for chartered Universities in the region which are both public and private. The sample used was 41 directors of quality assurance who were invited for the management quality assurance workshop in Tanzania by the Inter University Council for East Africa (IUCEA) out of whom only 35 returned completed and usable questionnaires. The specific objectives were; (1) to determine the relationship between student assessment and the current mass education aspirations; (2) to assess the relationship between the quality of teaching by the academic staff and the current mass education aspirations in the region; (3) to analyze the relationship between the quality of facilities and infrastructure such as library, ICT and the current mass education aspirations. Results revealed that; (1) the current increased numbers of students in higher education demands that universities strengthen the student assessment process [r = .743**, p < 0.0001]; (2) the present numbers of students in universities requires more well trained staff to provide quality teaching [r = .709**, p < 0.0001 ]. It was further revealed that there is also a significant association between the present student numbers in universities and the current demand for better facilities in terms of physical infrastructure and library space [r = .787**, p < 0.0001] and ICT [r = .696**, p < 0.0001]. It was therefore concluded that there is need for a deliberate move by all universities in the East African region to ensure that they put in place proper student assessment practices, the required infrastructure and ICT facilities and ensure quality teaching and learning in the whole process.
The Secondary School Head Teacher’s Leadership Role in Educational Policy Implementation in Uganda
(Journal of Education and Practice, 2018) Mpaata, Kaziba Abdul; Mpaata, Zaid
The study was designed to investigate the leadership role of the secondary school head teacher in the implementation of educational policies in government aided secondary schools using eleven (11) schools in Eastern Uganda. The specific objectives were; (1) to examine the relationship between the routine role of the head teacher to administer and manage teachers and the educational policy implementation practices; (2) to ascertain the relationship between the head teacher’s leadership role in availing the required resources for teaching and learning and the educational policy implementation practices; (3) to determine the relationship between the head teacher’s leadership role in engaging the community and the educational policy implementation practices; and (4) to analyze the effect of the head teacher’s leadership role on the educational policy implementation by secondary schools in Uganda. Results reveal that; (i) there is a significant and positive relationship between the routine role of the head teacher to administer and manage teachers and the educational policy implementation practices [r = .945**, p < 0.0001]; (ii) there is also a significant and positive relationship between the head teacher’s leadership role in availing the required resources for teaching and learning and the educational policy implementation practices [r = .740**, p < 0.0001]; and (iii) the study similarly registered a positive and significant relationship between the head teacher’s leadership role in engaging the community and the educational policy implementation practices [r = .676**, p < 0.0001]. Regression results however indicated that it is only the head teacher’s leadership role in routine administration and management of teachers that has a significant and positive effect on the educational policy implementation [β = .934, t = 18.064, p < 0.0001], implying the dire need for head teachers in this region to practice routine administration and management of teachers to enhance performance. It was then concluded that for schools especially in the Eastern region of Uganda, head teachers need be given refresher courses on education policy and its implementation strategies so that they are able to not only administer and manage teachers but also engage the community and avail the required resources for teaching and learning. This will enable them to play their role as gatekeepers of educational reforms and central pillars on whom effective teaching and learning process ultimately depends.