1,720,964 research outputs found
Hybrid E-learning for Rural Secondary Schools in Uganda [Elektronisk resurs] : Co-evolution in Triple Helix Processes
No full textFor the last two decades, a number of policies aimed at increasing participation of female students in higher education have been implemented by Uganda Government. However, the participation of female students in the engineering courses in Makerere University, Uganda’s biggest University, has remained between 17% to 20% only. Furthermore, over 90% of the female engineering students are from the ‘elite’ and advantaged urban schools located in the capital city, Kampala, and its surrounding Districts of Mukono and Wakiso. Rural secondary schools perform poorly in Physics and Mathematics; the key technology and engineering subjects. One rural District, which has failed to send female students to Makerere University for engineering training, is Arua- a remote, poor and insecure District in the West Nile Region of Uganda. The main objective of the doctoral research was to improve the performance in Physics and Mathematics, at Advanced Level Examinations, of two rural girls’ secondary schools in Arua (Muni and Ediofe) through application of e-learning. Both schools have no functional science laboratories and libraries. They also have no qualified and committed teachers who can competently teach at that level of education. The research included participatory action research methodology and the use of interactive multimedia CD-ROMs for Physics and Mathematics as the main course delivery platform. During the study, twenty nine female students from the two schools effectively used the hybrid e-learning tools and applications for six months in 2007 and they were independently examined four times. The repeated measures data that were collected were analysed using multilevel methods to establish the effects of the hybrid e-learning intervention and school contexts on the performance of the students in external examinations. Results of the analysis showed that, 41% of the students passed and were eligible for university admission. Furthermore, it was found that within-student factors were chiefly responsible for the performance of students in Physics, while for Mathematics, the school contexts were more dominant. However, after extrapolation of the performance of the students over twelve months, up to 72% of the students would have passed and be eligible to join higher institutions of learning. The study, which focused e-learning for two schools in the rural district of Arua, included co-evolving elements in a Triple Helix Processes. The results were the setting up of the ICT/GIS Research Centre in Arua. The Centre is not only helping the community in the West Nile region of Uganda but also near by communities in Southern Sudan and Eastern Democratic Republic of Congo. The Centre has helped to establish an Information Society in the region.</p
Hybrid e-learning for Rural Secondary Schools in Uganda [Elektronisk resurs]
No full textThis licentiate thesis is concerned with the development of appropriate tools and implementation of hybrid e-learning to support science and mathematics education of female students in typical rural advanced-level secondary schools. In Uganda few rural female students participate in technology and engineering education in tertiary institutions because they perform poorly in science and mathematics subjects at advanced secondary school level of education. Rural secondary schools in Uganda are usually very poor and financially constrained schools. Generally, such schools have non-functional science laboratories and libraries. They also have difficulty in attracting and retaining qualified science and mathematics teachers, especially at advanced level of secondary education. The financial situations of the schools make capital investments in science infrastructures like laboratories and libraries impossible. Fortunately, such schools can afford to acquire computers preferably with multimedia capabilities. Hybrid e-learning can be introduced in such disadvantaged schools to support science and mathematics education. The main delivery tools under hybrid e-learning are the CD-ROMs due to their superior advantages over other portable storage devices: big memory capacity, high data transfer rate, multimedia capability and widespread standardization. Used computers with inferior capabilities that are being sold to rural schools cheaply are not useful for educational purposes. The cost of acquisition is low but the total cost of ownership is extremely high. The costs of Internet installation, bandwidth, commercial platforms and web-hosting make introduction of pure e-learning in Ugandan schools not viable, even in educationally elite secondary schools. Hybrid elearnin is the only realistic option in the complex financial situation of Ugandan secondary schools. Experience has shown that where there is Internet presence for use in education, open source web-hosting providers and open source platforms must be used. They are cheap and affordable even by poor rural secondary schools. Hybrid e-learning tools were developed to support such Ugandan schools using participatory methodology. The thesis is organized in three parts. Part I consists of six chapters including background information, concept discussions, problem statement, research questions, objectives of the study and research location. A justification of the use of participatory methodology in the research is also made in part I. Part II includes the four papers upon which the thesis is based. Part III contains a brief summary of the papers, conclusions and future research.</p
Hybrid E-learning for Rural Secondary Schools in Uganda : Co-evolution in Triple Helix Processes
No full textFor the last two decades, a number of policies aimed at increasing participation of female students in higher education have been implemented by Uganda Government. However, the participation of female students in the engineering courses in Makerere University, Uganda’s biggest University, has remained between 17% to 20% only. Furthermore, over 90% of the female engineering students are from the ‘elite’ and advantaged urban schools located in the capital city, Kampala, and its surrounding Districts of Mukono and Wakiso. Rural secondary schools perform poorly in Physics and Mathematics; the key technology and engineering subjects. One rural District, which has failed to send female students to Makerere University for engineering training, is Arua- a remote, poor and insecure District in the West Nile Region of Uganda. The main objective of the doctoral research was to improve the performance in Physics and Mathematics, at Advanced Level Examinations, of two rural girls’ secondary schools in Arua (Muni and Ediofe) through application of e-learning. Both schools have no functional science laboratories and libraries. They also have no qualified and committed teachers who can competently teach at that level of education. The research included participatory action research methodology and the use of interactive multimedia CD-ROMs for Physics and Mathematics as the main course delivery platform. During the study, twenty nine female students from the two schools effectively used the hybrid e-learning tools and applications for six months in 2007 and they were independently examined four times. The repeated measures data that were collected were analysed using multilevel methods to establish the effects of the hybrid e-learning intervention and school contexts on the performance of the students in external examinations. Results of the analysis showed that, 41% of the students passed and were eligible for university admission. Furthermore, it was found that within-student factors were chiefly responsible for the performance of students in Physics, while for Mathematics, the school contexts were more dominant. However, after extrapolation of the performance of the students over twelve months, up to 72% of the students would have passed and be eligible to join higher institutions of learning. The study, which focused e-learning for two schools in the rural district of Arua, included co-evolving elements in a Triple Helix Processes. The results were the setting up of the ICT/GIS Research Centre in Arua. The Centre is not only helping the community in the West Nile region of Uganda but also near by communities in Southern Sudan and Eastern Democratic Republic of Congo. The Centre has helped to establish an Information Society in the region
Hybrid e-learning for Rural Secondary Schools in Uganda
No full textThis licentiate thesis is concerned with the development of appropriate tools
and implementation of hybrid e-learning to support science and mathematics
education of female students in typical rural advanced-level secondary schools.
In Uganda few rural female students participate in technology and engineering
education in tertiary institutions because they perform poorly in science and
mathematics subjects at advanced secondary school level of education.
Rural secondary schools in Uganda are usually very poor and financially
constrained schools. Generally, such schools have non-functional science
laboratories and libraries. They also have difficulty in attracting and
retaining qualified science and mathematics teachers, especially at advanced
level of secondary education. The financial situations of the schools make
capital investments in science infrastructures like laboratories and libraries
impossible. Fortunately, such schools can afford to acquire computers
preferably with multimedia capabilities. Hybrid e-learning can be introduced in
such disadvantaged schools to support science and mathematics education. The
main delivery tools under hybrid e-learning are the CD-ROMs due to their
superior advantages over other portable storage devices: big memory capacity,
high data transfer rate, multimedia capability and widespread standardization.
Used computers with inferior capabilities that are being sold to rural schools
cheaply are not useful for educational purposes. The cost of acquisition is low
but the total cost of ownership is extremely high. The costs of Internet
installation, bandwidth, commercial platforms and web-hosting make introduction
of pure e-learning in Ugandan schools not viable, even in educationally elite
secondary schools. Hybrid elearnin is the only realistic option in the complex
financial situation of Ugandan secondary schools. Experience has shown that
where there is Internet presence for use in education, open source web-hosting
providers and open source platforms must be used. They are cheap and affordable
even by poor rural secondary schools. Hybrid e-learning tools were developed to
support such Ugandan schools using participatory methodology.
The thesis is organized in three parts. Part I consists of six chapters
including background information, concept discussions, problem statement,
research questions, objectives of the study and research location. A
justification of the use of participatory methodology in the research is also
made in part I. Part II includes the four papers upon which the thesis is
based. Part III contains a brief summary of the papers, conclusions and future
research
Factors Affecting Communication and Information Sharing for Water Resource Management in Lake Victoria Basin (LVB)
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Integrating Science, Technology and Innovation in the National Development Planning Process : The Case of Uganda
No full textScience, technology and innovation plays a critical role in enhancing economic growth and contributing to national development. It is the means by which new products and services are developed or improved and brought to the market. However, to make this contribution, science, technology and innovation must be integrated in the national development planning process. Over the years, the integration of science, technology and innovation in Uganda’s national development planning has been implicit. Intentions to use science, technology and innovation as the vehicle for economic growth were evident in the country’s comprehensive development framework such as the Poverty Eradication Action Plan (1997 – 2008/09) and the National Development Plan (2010/11-2014/15). However, strategies of how to use it to bring about the desired outcomes of economic growth were lacking. The recent designation of science, technology and innovation in the National Development Plan of Uganda as a sector that provides institutional and infrastructural support to the production of goods and services demonstrates that integration of science, technology and innovation in development planning could be accomplished through endogenous efforts. But such inclusion of science, technology and innovation in the Plan should not be taken as an end in itself; rather it should be seen as a process. And implementation of the science, technology and innovation provisions of the National Development Plan ought to be undertaken within the context of the national innovation system.None.</p
- …
