DOCSLIB.ORG

ICT Use in Teaching and Learning: Bridging Gender Inequality in Education in Uganda?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ICT Use in Teaching and Learning: Bridging Gender Inequality in Education in Uganda? ICT Use in Teaching and Learning: Bridging Gender Inequality in Education in Uganda? Alice Nankya Ndidde Dept. of Adult Education & Communication Studies Makerere University PanAf project/Observatory/panaf- 1 E-mail: [email protected]/Makerere University Introduction & Objectives Pedagogical integration of ICT marks: - a positive step in revolutionalising education delivery, learning and teaching; - a commitment to MDGs and Dakar EFA goals whose central focus is access to good quality and equitable education for all; o MDG 3 and EFA goal 5 focus on achieving gender equality by eliminating gender disparities at all levels of education by 2015 Access to and use of ICTs is believed to hold promise for women’s empowerment and social change (Hafkin 2002) Research has documented gender gaps in access to and use of technology worldwide and in developing countries including Africa PanAf project/Observatory/panaf- 2 edu/Makerere University Introduction & Objectives • This presentation explores whether access to ICTs and its use in teaching and learning is equitable in Ugandan schools from a gender perspective • It draws mainly from the PanAf project data that has been uploaded on the Observatory - www.observatoreitic.org • Specifically, category 9 indicators that capture data on gender equality in access to ICTs and category 4 indicators relating to equitable ICT use and related barriers and challenges PanAf project/Observatory/panaf- 3 edu/Makerere University Introduction & Objectives The PanAfrican Research Agenda Project aims at integration of ICTs can improve the quality of teaching and learning in Africa. One of the Project’s unique characteristics is its commitment to gender and ICT and the collection of sex-disaggregated data And the extent to which the analysis brings out differences in results on the basis of gender. PanAf project/Observatory/panaf- 4 edu/Makerere University Methodology • The design was both quantitative and qualitative: • A mixed methods approach was used in the collection of data which consisted of: – self administered questionnaires, – one on one in-depth interviews, – focus group discussions and – observation • Eleven educational institutions were included in this study in Uganda; – five (5) were primary schools, – four (4) secondary schools and – two (2) teacher training institutions • All the institutions were of mixed-sex except one which was a girls’ only secondary school • The institutions were purposively selected from rural, semi urban and urban areas of Uganda. • Eight of the institutions were public and only three private PanAf project/Observatory/panaf- 5 edu/Makerere University Research Results Access to and ICT use by male and female educators • Overall, access to computers and the Internet by both female and male educators in 10 out of 11 education institutions in the study was generally limited. • It was in only one institution (DAECS) that access to institutional computers was reported adequate with a ratio of 1:2 and majority of both male and female educators had a computer in their offices and some own personal laptops. PanAf project/Observatory/panaf- 6 edu/Makerere University Access to & ICT use by male and female educators (Contd…) • In secondary schools access to computers among female educators was reported to be better compared to their counterparts in primary schools. For example , in St Kizito SS the presence of computers and internet connectivity in the staff room made access easier for female educators. • In primary schools, for both female and male educators access was constrained by mainly the high computer to educator ratio and limited computer skills. PanAf project/Observatory/panaf- 7 edu/Makerere University Research Results Contd.. Access to and ICT use by male and female educators • For female educators, the situation was compounded by the so called ‘open access’ policy in all the institutions studied – An open access policy in many instances disadvantages the vulnerable (female educators) • For example institutional managers of 9 of the 11 institutions studied reported that both male and female educators had equal access to computers for teaching/learning purposes, PanAf project/Observatory/panaf- 8 edu/Makerere University Access to and ICT use by male and female educators However, discussions with both female and male educators revealed gender differences in access given the high computer to staff ratio – accessibility was influenced by: • ones assertiveness/aggressiveness; • availability of time to use the computers outside the scheduled office working hours. PanAf project/Observatory/panaf- 9 edu/Makerere University Access and ICT use by male and female educators PanAf project/Observatory/panaf- 10 edu/Makerere University Research Results (Contd…) Access to and ICT use by male and female educators The study established that other points of access to computers and Internet (home and Internet Cafes) were also replete with gender issues: • females educators who had computers in their homes access was problematic due to competing family responsibilities and competition for use among family members i.e. spouse, children and other relatives • the cost of access to internet cafes was very high for most of the female educators PanAf project/Observatory/panaf- 11 edu/Makerere University Research Results Contd.. ICT use for academic purposes by female and male Educators Findings indicate that: • There are more male educators trained in ICTs – formal qualifications – reported to be comfortable in using applications like Word, Excel, Access and PowerPoint, Internet explorer and E-mail • Male educators in tertiary institutions & secondary schools used ICT more frequently compared to their counterparts in the primary schools • Male educators on average used more hours per week on the computers for academic purposes than females PanAf project/Observatory/panaf- 12 edu/Makerere University Frequency of ICT use by male/female educators for acad 7 6 purposes per week 5 4 3 2 1 0 Kisowera Primary School St Anthony Day and Boarding... Buganda Road Primary School St Kizito Primary School Bugo... St Peters Primary School Ns... emic Kibuli Secondary School KYAMBOGO UNIVERSITY SCHO.. King's College Budo PanAf project/Observatory/panaf- DEPARTMENT OF ADULT EDUC... edu/Makerere University Nabisunsa Girls School ST.KIZITO SECONDARY SCHOO... Females Males 13 Research Results (Contd…) St. Kizito SS educators are leading others because: - have access to computers connected to internet in their staff room, - the school managers organise ICT capacity building workshops for all teachers during holidays - have an enthusiastic IT technician PanAf project/Observatory/panaf- 14 edu/Makerere University Research Results (Contd…) • Nabisunsa SS, Kibuli SS and Kings College Buddo were performing relatively better at ICT integration mainly because of their involvement with the Cyber School Technology Solutions. • A partnership with the schools that trains teachers in the use of ICT in the teaching of science subjects at secondary level. • The gender difference in ICT use is mainly because of fewer female science educators at that level PanAf project/Observatory/panaf- 15 edu/Makerere University Research Results (Contd…) Access to computers and Internet by female and male learners PanAf project/Observatory/panaf- 16 edu/Makerere University Research Results (Contd…) Access to computers and Internet by female and male learners • 7/10 mixed-sex institutions reported that 100% of both female and male learners had access to computers • All the girls in the single-sex school were reported to have access to computers • Only one school (St Kizito PS) reported where girls had more access than boys • In Kisowera PS – a rural school, neither female nor male learners had access to computers PanAf project/Observatory/panaf- 17 edu/Makerere University Research Results (Contd…) Further scrutiny of the schools that reported 100% access for both female and male learners revealed that such statistics were misleading given the very high computers to student ratio in the schools: • King’s College Buddo: 1:20 • Buganda Road P/S: 1:157 • St. Anthony P/S : 1:38 • Kibuli SS: 1:63 PanAf project/Observatory/panaf- 18 edu/Makerere University Internet Access by female and male learners Overall, access to Internet by both female and male learners was generally low in all schools: - Internet connectivity was found in only 8/11 institutions and it was connected to just a few computers - 3/5 of the 5 primary schools did not have connectivity at all Other points of access to computers/internet reported by female and male learners were homes and the Internet cafes. PanAf project/Observatory/panaf- 19 edu/Makerere University Access to Internet by female and male learners • Female learners interviewed found the home the most convenient point of access to the computer/internet: - free of time restrictions compared to school, - less costly compared to the Internet Cafes - experience harassment from male attendants - limited ‘roving eye/hand of big brother’ (the teachers and male learners) • During FGDs a few boys and girls especially in ‘A’ level classes reported accessing the internet from their mobile phones PanAf project/Observatory/panaf- 20 edu/Makerere University ICT Use by female and male learners for academic purposes Findings indicated that • In 9 out of 11 institutions, both female and male for academic purposes with variations in frequency The Frequency of ICT use by Learners for Academic P : 8 6 4 2 0 Buganda Road Primary
Load more

Recommended publications
  • Gathinji Silvia Nyambura.Pdf
    THE ROLE OF THE MEDIA IN ATTRACTING FOREIGN INVESTORS IN KAMPALA BY GATHIN.JI SILVIA NYAMBURA Biv1C/5483/42/DF A RESEARCH REPORT SUBMITTED TO THE FACULTY SOCIAL SCIENCES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF A BACHELOR MASS COMIYIUNICATION OF KAMPALA INTERNATIONAL UNIVERISTY September 2009 TABLE OF CONTENTS Declaration ......................................................................................... ii Approval ........................................................................................... iii Dedication ........................................................................................... iv Acknowledgements ................................................................................ v Abstract. .............................................................................................. vi List of Abbreviations ............................................................................. vii Chapter one Introduction 1.0 Introduction .................................................................................... I I.I Background to the study ...................................................................... 2 1.2 Statement of the problem ..................................................................... 5 1.3 Purpose of the Study .......................................................................... 6 1.4 Objectives of the Study ....................................................................... 6 1.5 Research Questions ...........................................................................
    [Show full text]
  • Makerere University Business School
    MAKERERE UNIVERSITY BUSINESS SCHOOL ACADEMIC REGISTRAR'S DEPARTMENT PRIVATE ADMISSIONS, 2018/2019 ACADEMIC YEAR PRIVATE THE FOLLOWING HAVE BEEN ADMITTED TO THE FOLLOWING PROGRAMME ON PRIVATE SCHEME BACHELOR OF SCIENCE IN ACCOUNTING (MUBS) COURSE CODE ACC INDEX NO NAME Al Yr SEX C'TRY DISTRICT SCHOOL WT 1 U0801/525 NAMIRIMU Carolyne Mirembe 2017 F U 55 NAALYA SEC. SCHOOL ,KAMPALA 45.8 2 U0083/542 ANKUNDA Crissy 2017 F U 46 IMMACULATE HEART GIRLS SCHOOL 45.7 3 U0956/649 SSALI PAUL 2017 M U 49 NAMIREMBE HILLSIDE S.S. 45.4 4 U0169/626 MUHANUZI Robert 2017 M U 102 ST.ANDREA KAHWA'S COL., HOIMA 45.2 5 U0048/780 NGANDA Nasifu 2017 M U 88 MASAKA SECONDARY SCHOOL 44.5 6 U0178/502 ASHABA Lynn 2017 F U 12 CALTEC ACADEMY, MAKERERE 43.6 7 U0060/583 ATUGONZA Sharon Mwesige 2017 F U 13 TRINITY COLLEGE, NABBINGO 43.6 8 U0763/546 NYALUM Connie 2017 F U 43 BUDDO SEC. SCHOOL 43.3 9 U2546/561 PAKEE PATIENCE 2016 F U 55 PRIDE COLLEGE SCHOOL MPIGI 43.3 10 U0334/612 KYOMUGISHA Rita Mary 2011 F U 55 UGANDA MARTYRS S.S., NAMUGONGO 43.1 11 U0249/532 MUGANGA Diego 2017 M U 55 ST.MARIA GORETTI S.S, KATENDE 42.1 12 U1611/629 AHUURA Baseka Patricia 2017 F U 34 OURLADY OF AFRICA SS NAMILYANGO 41.5 13 U0923/523 NABUUMA MAJOREEN 2017 F U 55 ST KIZITO HIGH SCH., NAMUGONGO 41.5 14 U2823/504 NASSIMBWA Catherine 2017 F U 55 ST. HENRY'S COLLEGE MBALWA 41.3 15 U1609/511 LUBANGAKENE Innocent 2017 M U 27 NAALYA SSS 41.3 16 U0417/569 LUBAYA Racheal 2017 F U 16 LUZIRA S.S.S.
    [Show full text]
  • Kyambogo University National Merit Admission 2019-2020
    KYAMBOGO UNIVERSITY ACADEMIC REGISTRAR'S DEPARTMENT GOVERNMENT ADMISSIONS, 2019/2020 ACADEMIC YEAR The following candidates have been admitted to the following programme: BACHELOR OF SCIENCE IN ACCOUNTING AND FINANCE COURSE CODE AFD INDEX NO NAME Al Yr SEX C'TRY DISTRICT SCHOOL WT 1 U1223/539 BALABYE Alice Esther 2018 F U 16 SEETA HIGH SCHOOL 47.9 2 U1223/589 NANYONJO Jovia 2018 F U 85 SEETA HIGH SCHOOL 47.7 3 U0801/501 NAKIMBUGE Kevin 2018 F U 55 NAALYA SEC. SCHOOL ,KAMPALA 45.9 4 U1688/510 TUMWESIGE Hilda Sylivia 2018 F U 34 KYADONDO SS 45.8 5 U1224/536 AKELLO Jovine 2018 F U 31 ST MARY'S SS KITENDE 45.8 6 U0083/693 TUKASHABA Catherine 2018 F U 50 IMMACULATE HEART GIRLS SCHOOL 45.7 7 U1609/503 OTHIENO Tophil 2018 M U 54 NAALYA SSS 45.7 8 U0046/508 ATUHAIRE Comfort 2018 F U 123 MARYHILL HIGH SCHOOL 45.6 9 U2236/598 NABULO Gorret 2018 F U 52 ST.MARY'S COLLEGE, LUGAZI 45.6 10 U0083/541 BEINOMUGISHA Izabera 2018 F U 50 IMMACULATE HEART GIRLS SCHOOL 45.5 KYAMBOGO UNIVERSITY ACADEMIC REGISTRAR'S DEPARTMENT GOVERNMENT ADMISSIONS, 2019/2020 ACADEMIC YEAR The following candidates have been admitted to the following programme: BACHELOR OF VOCATIONAL STUDIES IN AGRICULTURE WITH EDUCATION COURSE CODE AGD INDEX NO NAME Al Yr SEX C'TRY DISTRICT SCHOOL WT 1 U0059/548 SSEGUJJA Emmanuel 2018 M U 97 BUSOGA COLLEGE, MWIRI 33.2 2 U1343/504 AKOLEBIRUNGI Cecilia 2018 F U 30 AVE MARIA SECONDARY SCHOOL 31.7 3 U3297/619 KIYIMBA Nasser 2018 M U 51 BULOBA ROYAL COLLEGE 31.4 4 U1476/577 KIRYA Brian 2018 M U 93 RAINBOW HIGH SCHOOL, BUDAKA 31.2 5 U0077/619 KIZITO
    [Show full text]
  • Analysis on Government Undergraduate Admissions Lists 2019 2020
    Analysis on Government Undergraduate Admissions Lists 2019_2020 Rank School District Alevel Students Admitted 1 St.Marys Secondary School,Kitende Wakiso 498 184 2 Uganda Martyrs Ss,Namugongo Wakiso 363 111 3 Mengo Secondary School Kampala 493 71 4 Gombe Secondary School Butambala 398 63 5 Kings College,Budo Wakiso 183 62 6 Seeta High School Mukono 254 61 7 Our Lady Of Africa Secondary School Mukono 396 54 8 Mandela Secondary School,Hoima Hoima 243 51 9 Seeta High School,Mukono Mukono 247 48 10 St.Marys College,Lugazi Buikwe 248 47 11 Namilyango College Mukono 132 44 12 Ntare School Mbarara 177 39 13 Naalya Secondary School,Namugongo Wakiso 218 38 14 Masaka Secondary School Masaka 484 36 15 St.Andrea Kahwas College,Hoima Hoima 153 34 16 Buddo Secondary School Wakiso 469 34 17 St.Marys College,Kisubi Wakiso 112 29 18 Gayaza High School Wakiso 123 28 19 Mt.St.Marys,Namagunga Mukono 117 28 20 Immaculate Heart Girls School Rukungiri 238 28 21 St.Henrys College,Kitovu Masaka 121 27 22 Namirembe Hillside High School Wakiso 321 26 23 Bweranyangi Girls School Bushenyi 181 25 24 Kibuli Secondary School Kampala 253 25 25 Kawempe Muslim Secondary School Kampala 203 25 26 Bp.Cipriano Kihangire Secondary School Kampala 278 25 27 Maryhill High School Mbarara 93 24 28 Mbarara High School Mbarara 241 23 29 Nabisunsa Girls School Kampala 220 23 30 Citizens Secondary School,Ibanda Ibanda 249 23 31 Seeta High School Green Campus,Mukono Mukono 174 22 32 St.Josephs Secondary School,Naggalama Mukono 122 20 33 Kabale Brainstorm High School Kabale 218 20 34 St.Marks
    [Show full text]
  • Makerere University Makerere University
    MAKERERE UNIVERSITY ACADEMIC REGISTRAR'S DEPARTMENT GOVERNMENT ADMISSIONS, 2015/2016 ACADEMIC YEAR The following candidates have been admitted to the following programme: BACHELOR OF BUSINESS ADMINISTRATION (MAK) COURSE CODE ADM IINNDDEEXXNN OO NNAAMMEE Al Yr S SEEXX CC''TTRRYY DDIISSTTRRIICCTT SSCCHHOOOOLL WT 11 UU11222244//881122 NNAALLWWOOGGAA AAnnnneett 2014 FF UU 6688 ST MARY'S SSSS KITENDE 5533..99 22 UU3300331/1/550088 WAFFUULLAA NNaaffuulla VVaanneessssaa 2014 FF UU 5555 THE ACADEMY ST. LAWRENCE 5500..88 33 UU2200332/2/555555 NNAAKKAAKKAANNDDEE PPhhiioonnaa 2014 FF UU 9922 SEETA HIGH SCHOOL-MUKONO 5500..55 44 UU1166009/9/556633 MMAALLEENNGGEERREERRA Danniieell 2014 MM UU 5544 NAALYA SSSSSS 5500 55 UU11110099//556611 MMBBAABBAAZZI SSaarraahh 2014 FF UU 1133 KAWANDA S. S 4499..33 66 UU00001199//661166 TTUUKKUUDDAANNEE DDoorrccuuss 2014 FF UU 1122 KIGEZI HIGH SCHOOL 4488..66 77 UU00445599//550055 TTEENNYYWWAA SShhaammiimm 2014 FF UU 1166 KAWEMPE MUSLIM SS 4477..99 88 UU11222244//775511 MMUUSSEENNEERROO BBeettttyy 2014 FF UU 7777 ST MARY'S SSSS KITENDE 4477..99 99 UU22333388//667799 NNAABBUUKKEENNYYAA NNoorraahh 2014 FF UU 5555 ST.MARY'S SS KITENDE (ANNEX) 4477..99 MAKERERE UNIVERSITY ACADEMIC REGISTRAR'S DEPARTMENT GOVERNMENT ADMISSIONS, 2015/2016 ACADEMIC YEAR The following candidates have been admitted to the following programme: BACHELOR OF SCIENCE IN AGRICULTURAL ENGINEERING COURSE CODE AGE IINNDDEEXXNN OO NNAAMMEE Al Yr S SEEXX CC''TTRRYY DDIISSTTRRIICCTT SSCCHHOOOOLL WT 11 UU11335544//997711 MMUUYYOONNJJOO RRiicchhaarrdd 2013
    [Show full text]
  • Civil Division)
    THE REPUBLIC OF UGANDA IN THE HIGH COURT OF UGANDA AT KAMPALA (CIVIL DIVISION) MISCELLANEOUS APPLICATION NO. 433 OF 2019 APPLICATION FOR JUDICIAL REVIEW AND IN THE MATTER OF AN APPLICATION BY NAKISITA LATIFAH………………………………………………………...APPLICANT (Suing through her next friend Ms. Lubwama Babra Nakku) VERSUS BOARD OF GOVERNORS - KIBULI SECONDARY SCHOOL…………………………………………………………………RESPONDENT BEFORE: HON. LADY JUSTICE ESTA NAMBAYO RULING Nakisita Latifah (hereinafter referred to as the Applicant), through her next friend Ms. Lubwama Babra Nakku, brought this application by Notice of Motion under Article 42 of the Constitution of the Republic of Uganda, S.36 and S.38 of the Judicature Act, Cap.13 as amended 1 by S.3 of the Judicature (Amendment) Act 2002 and Rules 3, 4, 5, 6, 7 of the Judicature (Judicial Review) Rules, 2009, against the Board of Governors - Kibuli Secondary School (hereinafter referred to as the respondent) seeking for declarations and orders of this Court that: a) The purported dismissal of the Applicant by the Respondent was illegal, irregular and void ab initio and therefore a violation of the principles of natural justice. b) An order of certiorari to quash the decision of the Respondent of dismissing the Applicant from school without being afforded an opportunity to be heard and/or without a reasonable cause. c) An order that the Respondent pays damages for wrongfully suspending the Applicant indefinitely, and causing her to suffer anxiety, mental distress and inconvenience. d) And that costs of this Application be provided for. The grounds of this application are laid out in the affidavit in support of the application deponed by Ms.
    [Show full text]
  • Statistical Abstract for Kampala City 2019
    Kampala City Statistical Abstract, 2019 STATISTICAL ABSTRACT FOR KAMPALA CITY 2019 Report prepared with support from Uganda Bureau of Statistics Kampala City Statistical Abstract, 2019 TABLE OF CONTENTS ACRONYMS …………………………………………………………………….…………………………………………. vii ABOUT THIS STATISTICAL ABSTRACT ……………………………………………………………………...………. viii ACKNOWLEDGMENT ……………………………………………………………………………………………………… ix DEFINITIONS USED AS ADAPTED FROM THE NATIONAL POPULATION & HOUSING CENSUS REPORT (2014) 1 CHAPTER ONE: KAMPALA BACKGROUND INFORMATION …………………….…………………………. 2 CHAPTER TWO: CITY ADMINISTRATION ………………………………………….……………………………. 10 CHAPTER THREE: DEMOGRAPHIC AND SOCIO-ECONOMIC CHARACTERISTICS ………….……………. 23 CHAPTER FOUR: CITY ECOMOMY, BUSINESS, EMPLOYMENT AND LABOUR SERVICES ……………. 30 CHAPTER FIVE: TRANSPORT AND GETTING AROUND KAMPALA ……………….………………………. 51 CHAPTER SIX: HEALTH SERVICES …………………………………….……………………………………. 61 CHAPTER SEVEN: WATER, SANITATION, ENVIRONMENT ……………………………………………………. 73 CHAPTER EIGHT: EDUCATION SERVICES …………………………………….………………………………. 81 CHAPTER NINE: SOCIAL SERVICES ……………………………………….……………………………………. 87 CHAPTER TEN: CRIME, ACCIDENTS AND FIRE EMERGECIES ………………….……………………….. 93 CHAPTER ELEVEN: ASSORTED KCCA PERFORMANCE STATISTICS 2011 – 2019 …….…………………. 97 GENERAL INFORMATION …………………………………………………………………………………………………. 106 ii Kampala City Statistical Abstract, 2019 LIST OF TABLES Table 1: Distance to Kampala from Major Cities ......................................................................................................................................................................................................
    [Show full text]
  • Uganda REPORT Introduction the Context
    Report UGANDA REPORT Alice Nankya Ndidde Dr. Jude Lubega Dr. Daniel Babikwa Grace Baguma Introduction The Context This report provides an in-depth analysis of the According to UNESCO the current African educa- results of the first phase of the PanAfrican Research tion status requires innovative ways to support it in Agenda on the Pedagogical integration of ICTs achieving the millennium goals. These innovative in Uganda’s sampled education institutions. The features can be achieved through the integration of PanAfrican project aims at creating a better unders- technologies that can process information and trans- tanding of how the pedagogical integration of ICTs mit it for the purpose of learning and educational can enhance the quality of teaching and learning in development (UNESCO, 2004). In Uganda, the go- Africa. The first phase (2007 – 2009) of the project vernment has explicitly emphasized the importance covered twelve African countries including Uganda. of integrating ICT for teaching and learning. This 1 In Uganda, eleven educational institutions were has been encouraged through its ICT incentives, included in this study where five were primary, four policy formulation and various ICT projects being secondary schools and two tertiary teacher training implemented. Research has shown that inefficiency institutions. and ineffectiveness in learning is created whenever The country researchers collected the data using there is an abrupt influx of students in any learning a mixed methods approach. Specific methods of environment (Adelman & Taylor, 2000). data collection included reviews of ICT policy Within the Ugandan context, the introduction of documents, questionnaires, interview guides, and both Universal Primary and Secondary Education focus group discussions.
    [Show full text]
  • Undergraduate Private Admissions 2010 2011
    MAKERERE UNIVERSITY ACADEMIC REGISTRAR'S DEPARTMENT ADMISSIONS, 2010/2011 ACADEMIC YEAR FACULTY OF AGRICULTURE REGISTRATION 2010/2011 ACADEMIC YEAR BACHELOR OF SCIENCE IN AGRICULTURAL ENGINEERING S/N REG NO NAME SEX CTRY DISTRICT SCHOOL HALL STUDENT NO. 1 10/U/4233/PS ABAMA Thomas M U GULU EAST HIGH SCHOOL, KAMPALA 2 10/U/4234/PS ACEN Irene F U SOROTI IGANGA SECONDARY SCHOOL 3 10/U/4235/PS BASIKA Elisa M U JINJA MBOGO MIXED SEC SCHOOL 4 10/U/4236/PS EITU Chrisostom Gilbert M U KUMI KIIRA COLLEGE, BUTIKI 5 10/U/4237/PS KABUUNGA Ivan M U KAMPALA GOMBE SECONDARY SCHOOL 6 10/U/4238/PS KISABILARUWA Nathan M U NEBBI ST LAWRENCE COLLEGE, PARIS PALAIS 7 10/U/4239/PS MWESIGYE Henry M U MBARARA CLEVERLAND HIGH SCHOOL 8 10/U/4240/PS NABBOSA Barbra F U WAKISO UGANDA MARTYRS S.S., NAMUGONGO 9 10/U/4241/PS NSAMBA Magembe Adam M U KAMPALA OURLADY OF AFRICA SS NAMILYANGO 10 10/U/4242/PS OKOCH Dennis M U LIRA ST.MARIA GORETTI S.S, KATENDE 11 10/U/4243/PS SEKIYUNZI Jackson M U KALANGALA MIDLAND HIGH SCHOOL E UNIVERSITY TRAR'S DEPARTMENT 2011 ACADEMIC YEAR FACULTY OF AGRICULTURE 0/2011 ACADEMIC YEAR BACHELOR OF AGRIBUSINESS MANAGEMENT S/N REG NO NAME SEX CTRY DISTRICT SCHOOL HALL STUDENT NO. 1 10/U/4244/PS ALILO Bonny M U DOKOLO LUZIRA LAKESIDE COLLEGE 2 10/U/4245/PS ANGUFI Bazil M U MARACHA UGANDA MARTYRS'HIGH SC. RUBAGA 3 10/U/4246/PS ANKUNDA Evas F U BUSHENYI VALLEY COLLEGE SS, BUSHENYI 4 10/U/4247/PS ASAASIRA Ivan M U BUSHENYI ST.MARY'S COLLEGE, RUSHOROZA 5 10/U/4248/PS ASIIMWE Hilda F U KABALE MARYHILL HIGH SCHOOL 6 10/U/4249/PS ASINGWIRE Gloria F
    [Show full text]
  • Bachelor of Business Administration (Mubs)
    BACHELOR OF BUSINESS ADMINISTRATION (MUBS) COURSE CODE BBD INDEX NO NAME Al Yr SEX C'TRY SCHOOL 1 U0391/588 NAMUYIMBWA Lydia 2010 F U ST.JOSEPH'S S S, NAGGALAMA 2 U0050/561 CHELANGAT Becky 2010 F U TORORO GIRLS' SCHOOL 3 U1085/643 AKELLO Fiona 2010 F U BP CYPRIAN KIHANGIRE SS LUZIRA 4 U0801/525 AMONY Jennifer 2010 F U NAALYA SEC. SCHOOL ,KAMPALA 5 U1085/633 ADIYA Gloria 2010 F U BP CYPRIAN KIHANGIRE SS LUZIRA 6 U0512/539 MUSAJJAKAWA Robert 2009 M U NAMAGABI S S 7 U0061/516 ARIOKOT Norah 2010 F U NABISUNSA GIRLS' SCHOOL 8 U1085/687 KAJJABUGERE Peruth 2010 F U BP CYPRIAN KIHANGIRE SS LUZIRA 9 U1148/558 BINGI Eveline 2010 F U MANDELA S S, HOIMA 10 U0896/557 ODONG Robert 2010 M U ST.PETER'S SS, NAALYA 11 U0858/514 AYEBALE Maurine 2010 F U ST.NOA'S GIRLS SEC.SCH. 12 U2236/502 OJEMA Joel Barnabas 2010 M U ST.MARY'S COLLEGE, LUGAZI 13 U1609/515 ONEN Robert Julius 2010 M U NAALYA SSS 14 U0077/661 MASEREKA Ronald 2010 M U GOMBE SECONDARY SCHOOL 15 U2236/504 WANDERA Andrew Ben 2010 M U ST.MARY'S COLLEGE, LUGAZI 16 U1609/558 NUNU Yosam 2010 M U NAALYA SSS 17 U0729/503 BALIKOOWA Robert 2010 M U CORNERSTONE LEADERSHIP ACADEMY 18 U0050/534 ADEKE Esther Ruth 2010 F U TORORO GIRLS' SCHOOL 19 U1609/509 ACHIRE Andrew Emmanuel 2010 M U NAALYA SSS 20 U0013/519 MIREMBE Caroline Sarah 2010 F U GAYAZA HIGH SCHOOL 21 U1609/518 AMONGI Nancy 2010 F U NAALYA SSS 22 U0053/779 KISAKYE Damalie 2010 F U MENGO SECONDARY SCHOOL 23 U0459/534 NAKITTO Mayi Bwanika 2010 F U KAWEMPE MUSLIM SS 24 U0004/528 NANFUKA Sheila 2010 F U KING'S COLLEGE, BUDO 25 U1486/541 NANTEGE Sharifah 2010 F U ROYAL GIANT HS 26 U0197/512 NAKALEMA Stella 2010 F U RUBAGA GIRLS' SCHOOL 27 U0801/503 OCHOLA Emmanuel 2010 M U NAALYA SEC.
    [Show full text]
  • COURSE CODE ADN INDEX NO NAME Al Yr SEX C'try SCHOOL 1
    BACHELOR OF BUSINESS ADMINISTRATION (MAK) COURSE CODE ADN INDEX NO NAME Al Yr SEX C'TRY SCHOOL 1 U1365/612 OKWIR Tonny 2010 M U NILE HIGH SCHOOL 2 U0077/607 KIBUUKA David 2010 M U GOMBE SECONDARY SCHOOL 3 U0387/575 NABUNJO Dativa 2010 F U ST.PETER'S S S, NSAMBYA 4 U2381/507 NAIGA Winfred 2010 F U RINES SECONDARY SCHOOL 5 U0077/845 SEWANKAMBO Moses 2010 M U GOMBE SECONDARY SCHOOL 6 U2032/517 BWAYIRISA Immaculate 2010 F U SEETA HIGH SCHOOL-MUKONO 7 U0804/549 HABIBA Yusuf 2010 F U TORORO PROGRESSIVE SEC. SCHOOL 8 U2338/612 NAMALA Renet 2010 F U ST.MARY'S SS KITENDE (ANNEX) 9 U0060/566 TUMWESIGE Prossy 2010 F U TRINITY COLLEGE, NABBINGO 10 U0052/520 AYEBAZIBWE Vicent 2010 M U MBARARA HIGH SCHOOL 11 U1223/575 NYOMBI Ronald 2010 M U SEETA HIGH SCHOOL 12 U0025/654 MULONDO Daniel 2010 M U KIBULI SECONDARY SCHOOL 13 U0025/719 SSSEKALEMA Qasim 2010 M U KIBULI SECONDARY SCHOOL 14 U0751/509 KANYEREZI Musa 2010 M U BUZIIGA ISLAMIC THEOLOG.INST. 15 U0052/532 KIGONGO Herbert 2010 M U MBARARA HIGH SCHOOL 16 U0334/647 JJEMBA Mathew 2009 M U UGANDA MARTYRS S.S., NAMUGONGO 17 U0077/595 KAWADDWA Sheem 2010 M U GOMBE SECONDARY SCHOOL 18 U0387/631 WANDERA Benard 2010 M U ST.PETER'S S S, NSAMBYA 19 U0746/534 KASOZI Richard 2010 M U SSAKU SEC. SCHOOL 20 U0185/737 NAKANJAKO Enid Ritah 2010 F U KATIKAMU SEC. SCH., WOBULENZI 21 U0956/796 NYAPENDI Beatrice 2010 F U NAMIREMBE HILLSIDE S.S.
    [Show full text]
  • Fresh Dairy Secondary School Games (Fdssg) Football Girls Groups
    FRESH DAIRY SECONDARY SCHOOL GAMES (FDSSG) FOOTBALL GIRLS GROUPS GROUP A GROUP E 1. GADAFF INTERGRATED SCHOOL 1. KAWEMPE MUSLIM SCHOOL 2. UGANDA MARTYR LUBAGA 2. RINES HIGH SCHOOL 3. MASAKA SECONDARY SCHOOL 3. ST CATHERINE GIRLS KIRUHURA 4. AMUGU SECONDARY SCHOOL 4. ECHOES HIGH SCHOOL GROUP B GROUP F 1. DYNAMIC SECONDARY SCHOOL 1. OLILA HIGH SCHOOL 2. SECRED HEART –GULU 2. PRIDE MIXED SECONDARY SCHOOL 3. ST. PETERS HIGH SCHOOL 3. FIVE STARS NTUNGAMO 4. KAYINDU SECONDARY SCHOOL 4. BYAMAKANDA SECONDARY SCHOOL GROUP C GROUP G 1. MUKONO BISHOPS MUKONO 1. KING OF KINGS 2. KATUUSO COMMUNITY SEC SCH 2. TAGGY HIGH SCHOOL 3. ST JUDE VOCATIONAL SEC SCH 3. BUGISU HIGH SCHOOL 4. KASEREM SECONDARY SCHOOL 4. ST PAUL SECONDARY SCHOOL GROUP D GROUP H 1. ST NOA GIRLS SCHOOL 1. MUKONO HIGH SCHOOL 2. RESTORE ACADEMY 2. NEW HORIZON SECONDARY SCHOOL 3. BIYAYA SECONDARY SCHOOL 3. PANYADOLI SECONDARY SCHOOL 4. KANGOLE GIRLS SCHOOL 4. BUHOBE SECONDARY SCHOOL UGANDA SECONDARY SCHOOL SPORTS ASSOCIATION FDSSG FRESH DAIRY SECONDARY SCHOOL GAMES (FDSSG) BASKETBALL GIRLS GROUPS GROUP A GROUP D 1. ST MARYS KITENDE 1. MARYHILL MBARARA 2. IGANGA GIRLS SCHOOL 2. SACRED HEART GULU 3. NALYA SECONDARY SCHOOL 3. CRANE HIGH SCHOOL 4. GAYAZA HIGH SCHOOL 4. NYAKASURA SCHOOL GROUP B GROUP E 1. ST NOA GIRLS SCHOOL ZANA 1. NABISUNSA GIRLS SCHOOL 2. OLILA HIGH SCHOOL 2. CAMPION OCER SEC SCH 3. NDEJJE SECONDARY SCHOOL 3. ST PETERS NALYA 4. KYEBAMBE GIRLS SCHOOL 4. SACRED HEART MUSHANGA GROUP C GROUP F 1. EXODUS COLLEGE WAKISO 1. BUDDO SECONDARY SCHOOL 2.
    [Show full text]