Related Posts. Tanzania Dairy Board November 17, Technical Director at Abt Associates November 17, Next Post. Tanzania Form One Selection - Selection kidato cha kwanza Jobs in Tanzania - latest Jobs Today in Tanzania Manager — Operation Risk at Exim Bank. Marketing and Communications Officer at Absa Bank. Graphic Designers at Jamii Forums. Advocacy Specialist at Plan International. Jobs in Tanzania — latest Jobs Today in Tanzania Pharmacist at Mkulazi Holding Co. The study examined the extent to which the Uganda Advanced Certificate of Education UACE Entrepreneurship Education Curriculum of and the practical examination paper promote the practical teaching and learning of entrepreneurship skills at Advanced level.
To address these issues, a cross-sectional survey research design was used. The study found out that the majority of the schools met the syllabus requirements for practical Entrepreneurship Education paper 3 and most of the major entrepreneurial skills were being catered for in the business clubs, field trips and attachments which are useful in the world of work and business. The Entrepreneurship Education practical paper promotes the participation in the school business activities, which may foster the development of skills among students for use in their personal businesses.
The study more importantly helps students to practice the skills learnt, besides this being a requirement for the practical examination. A lot is learnt through the study projects done and yet it is not captured in the final assessment.
There is therefore need to restructure Entrepreneurship Education exams format to have continuous assessment instead of having only summative assessment which does not consider what is gained from the practical experiences.
Though the problem of teacher-parent collaboration in the education of children with special needs has been acknowledged, documented and discussed for decades, there is a lack of research from the voices of special educators on teacher-parent collaboration in the education of children with special needs.
In order to address this gap, a comprehensive literature review of both print and electronic material was conducted by way of an exploratory descriptive qualitative study. Literature review was scientifically triangulated by statistical analysis of the responses collected from the respondents by interviewing special needs educators.
The literature review highlighted different challenges facing teachers in their efforts to foster positive teacher-parent collaboration in the education of students with special needs. The scientific analysis of the interviews showed that parents, teachers and government played a significant role in order to make teacher-parent collaboration in the education of children with special needs successful. The efforts by stakeholders in this direction, however, have achieved mixed results in Uganda.
The findings of this research highlight the existence of an urgent need to address structural and functional barriers that hamper successful teacher-parent collaboration in the education of children with special needs in Uganda. This study assessed the taxonomy of knowledge called for in the Uganda Certificate of Education examinations Chemistry.
The study purely used qualitative approaches and the data was collected using Focus Group Discussions. The great majority of examination questions in chemistry paper1, 2 and 3 were found to require the students to mainly use their LOT skills than HOT skills.
Most of the examination questions required the students to recall the memorized information and reproduce it, rather than try to apply knowledge as was the case with the practical parts of Chemistry paper 1.
The average and poor student performance in Chemistry UCE examinations was attributed to poor attitude towards Chemistry; language barrier; and lack of instructional materials, poor syllabus coverage; early scheduling of examinations that reduces the time available for teaching by more than one month and so on.
To overcome these, the study recommended that assessment should therefore be directed towards specific things into which learners can direct their thinking and learning rather than just engaging in memorising things.
Teachers should, however, also avoid using the same questions that they asked in class during the summative assessments. This study investigated the relationship between education and wildlife conservation in Uganda. We are the national assessment body for national schools exams in Uganda. The key pillars of our strategic direction are built around professionalism, Accountability, Teamwork and Innovativeness. In a bid to serve…..
It is applied for online. Send message. Skip to content. ECZ Mathematics Paper 1 ECZ Mathematics Paper 2 specimen. ECZ Science Paper 1 ECZ Science Paper 2 ECZ Science Paper 3 ECZ English Paper 2 ECZ English Paper 1 ECZ Biology Paper 1 ECZ Biology Paper 2 ECZ Biology Paper 3 ECZ Biology Paper 6
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