Lecture Room 127

The course which targets teachers and people working in the area of conservation in Government and Non-Governmental Organizations, aims at providing the foundation for other courses in Environmental Education (EE).  The learner is exposed to the key concepts and guiding principles of EE; the components of environmental literacy and the major environmental problems and issues at local, national and global levels.  A critical analysis of the relationship between education, ecosystem stability and sustainable development is made.

The major aim of this course is to encourage the development of effective skills of preparation, presentation, discussion and evaluation techniques in seminars, workshops and conferences with particular emphasis on science, mathematics and environmental education.

Through interactive lectures, discussions and hands – on experiences, this course enables students to get acquitted with the philosophy, assumptions and principles in the qualitative paradigm.  The students are introduced to different ways of knowing, understanding of multiple realities and the appreciation that reality is a social construction. The course also gives students an opportunity to creatively work with diverse data types and produce coherent and relevant explanations and interpretations using different theoretical stances.  

Education has long been viewed as a tool for solving or alleviating social, political and economic problems. The course examines the relationship between education and development. It seeks to highlight the assumptions behind the education/development nexus so as to enable a critical appraisal of it. Is it not that the system of education we inherited from the colonist is a hindrance to development? How can educational (including curricular, pedagogical etc) reform genuinely result into development? It focuses on education as key factor for liberation and modernization. 

The constant changes in society such as easy retrieval of knowledge and changes in the characteristics of the learner call for a dynamic teacher able to respond creatively to them. This course offers opportunity for students to critically analyze key aspects that influence education practices and how to cope. The course explores major paradigms which shape education and influence implementation of educational policies and practices such as relations between schools and the community, teaching styles used in schools and ethical perspectives.

This course enables students to get acquainted with the philosophy, assumptions and principles in the quantitative paradigm. In addition, they are exposed to key steps in planning and implementation of quantitative research. The students are introduced to planning for research, descriptive and inferential statistics, and aspects of report writing.  

Through interactive lectures, discussions and hands – on experiences, this course enables students to get acquitted with the philosophy, assumptions and principles in the qualitative paradigm.  The students are introduced to different ways of knowing, understanding of multiple realities and the appreciation that reality is a social construction. The course also gives students an opportunity to creatively work with diverse data types and produce coherent and relevant explanations and interpretations using different theoretical stances

This course is intended to assist students identify the current contemporary curricula issues in education and engages them into a critical analysis and discussion of these issues within the Ugandan and international contexts. This course further provides a forum for developing students’ competencies for their roles as educational planners and policy makers, curriculum developers, language educators, social science educators, science educators, teacher educators, teachers, school managers, and academics.

This course is discusses the underlying principles curriculum theorizing, what is the basis of deciding what content to be taught in institutions, and other curriculum decisions. This course highlights the divergent discourses and debates surrounding the evolution the field of curriculum. The students will be have the opportunity to interact with seminal pieces of work in the field of curriculum such as that of Franklin Bobbitt, Maria Montessori, John Dewey, Ralph W. Tyler, Jerome Bruner, Joseph Schwab, and many others.