Department of Development Studies

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Browsing Department of Development Studies by Author "Asiimwe Muchwa, Solomon"

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    The effects of porous borders on the security of states in the Great Lakes region: a case of Uganda
    (2023-01-31) Asiimwe Muchwa, Solomon
    This paper is addressing the concept of porous borders and how it affects the security of a country using Uganda as a case. Borders the way we know them are associated with the concept of a state, and the Westphalia model of a state. States by nature are known to claim territorial competence since the Westphalia Treaty; so, their boundaries have to be known and respected by other states and nonstate actors. Uganda as a landlocked country again has many porous boundaries which normally affects the security of the country. And like all African countries these borders were arbitrarily delimited by colonialists with so many ramifications that the country is still facing. This paper is divided into six parts, namely; Background information, conceptual questions, analysis of the causes of porous borders in Africa, the effects of porous borders on Uganda‟s Security, and exceptions to the concept of border security, as well as recommendations. Methodologically, the author relied more on qualitative methods and based on library research.
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    Exam and knowledge-based educations in Uganda: a comparison of concepts, a case of Lango sub region, Northern Uganda
    (International Journal of Multidisciplinary Research and Development, 2018-07-07) Eton, Rehema; Yiga, Andrew Peter; Asiimwe Muchwa, Solomon; Mwosi, Fabian; Eton, Marus
    The argument that today’s graduates were more theoretical than practical has been dominating the educational sectors in the country. The study sought to investigate the role of Exam and Knowledge-based Education on students’ Professional Competence in tertiary institutions in Lango subregion, Northern Uganda. A sample of 111 respondents was chosen from the respondents and the response rate was 100%. The study found out that Learners and instructors view education as merely passing examinations. In this view, instructors teach only what is related to exams, leaving out the core concepts that would build on knowledge and life skills that are required in the world of work. Giving much attention to exams and the nature of examination has underscored the role of teaching, prompting many education stakeholders to engage in examination malpractice The study recommended that Universities and higher education institutions should collaborate with employers and curriculum developers to ensure that whichever knowledge and skills universities and higher education institutions provide are in direct line with what employers need from employees. National Council for higher Education (NCHE), the organ responsible for accreditation of university and other tertiary institutions’ academic programs should collaborate with stakeholders, particularly employers before approving institutions and university programs. It’s high time that universities and higher education institutions design programs that are demand-driven than academic-driven. National examination boards should stop recycling questions, a practice that has made students and learners to correctly hypothesize what is likely to appear in an external examination. Education institutions should shift from handouts that promote cram work to handouts that promote understanding.