Faculty of Education

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    Mainstreaming Education for Sustainable Development in Uganda Martyrs University: A critical analysis of the strategy
    (Rhodes University Environmental Learning Research Centre, 2015) Ssentongo, Jimmy Spire; Byaruhanga, Aloysius
    It has been observed by several scholars, commentators, and sustainability-related bodies that one of the most important ways of realising sustainable development is by integrating it in both what is taught and how it is taught (pedagogy). This is because education is very important in shaping people’s attitudes and informing their choices. The approach of mainstreaming Education for Sustainable Development in our education systems should rise above the traditional boundaries that build walls, which tend to limit communication between different disciplines and faculties/ schools. Yet, for this to be realised, managers of education institutions and teachers ought to be coopted into the sustainability ideals. This chapter explains the steps that have been taken by Uganda Martyrs University towards mainstreaming Education for Sustainable Development in the university’s ‘way of doing things’. It also explains the challenges met, some of the achievements realised so far, and what still needs to be done
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    Gender Equality, HIV/AIDS, and Marriage:
    (Uganda Martyrs University, 2016) Mutonyi, Harriet
    The overarching goal of this book is to increase our understanding of how marriage impacts the fight against women’s inequality and HIV/AIDS, and how the HIV/AIDS and gender equality discourse is taken up by married teachers in Uganda. Teachers act as role models and spearhead the HIV/AIDS and gender equality campaigns in schools and therefore their positioning impacts how they convey the content to young people. The assumption is that the current HIV/AIDS infection trends and subsequent reports on women’s vulnerability within the marriage, has direct impact on the education of young people on these issues. This book explores the teachers’ lived experiences touching on issues of their conceptions of gender equality, domestic violence, and the applicability of HIV/AIDS and gender equality knowledge in real life situations like marriage. Scholars and educators will find this book full of rich narrative on teachers, their lives, and practice.
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    Breaking the Terminal Nature of Primary Teacher Education in Uganda: Innovations at Uganda Martyrs University
    (Uganda Martyrs University Press, 2018) Byaruhanga, Aloysius; Mushabe, Charles
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    Educating Deaf and Hard-of-Hearing Learners in Inclusive Classrooms in Tanzania: In Harry Knoors, Maria Brons, and Marc Marschark (eds.): Deaf Education Beyond the Western World: Context, Challenges, and Prospects
    (Oxford University Press Online, 2019) Namirembe, Bernadatte
    Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.