This volume explores educational transformation as a tool for community development in northern Uganda, with an emphasis on student-centred, hybrid and problem-based learning. It addresses key questions about existing education systems, the need for transformation, desired outcomes and foreseeable challenges. The introductory chapter contextualises the reforms within Uganda's colonial history, while subsequent chapters analyse institutional practices, curriculum design, quality of education and innovation in teaching and learning. The book argues for new participatory learning infrastructures, real-world problems and curricular entrepreneurship to enhance graduates' employability and position them as active contributors to community development. The book is the result of a long-term partnership between universities.
Contributors are: Rozalba Aciro, Agatha Alidri, Helen Christine Waiswa Amongin, Adebua Asaf, Judith Awacorach, Jerry Bagaya, Peter Kakubeire Baguma, Abola Benard, Ann Bygholm, Helene Balslev Clausen, Lone Dirckinck-Holmfeld, Betty Akullu Ezati, Cornelia Thea Seger Jakobsen, Iben Jensen, Annebeth Colic Landsvig, Inger Lassen, Stephen Odama, Denis Ofoyuru, Collins Okello, Charles Nelson Okumu, John Bismarck Okumu, David Ross Olanya, David Onen, Joseph Oonyu, George Ladaah Openjuru, George Orangi, Palle Rasmussen, Arne Remmen, Frida Skovgaard Sųrensen, Geoffery Olok Tabo, Wycliffe Scot Wafula and Hanan Lassen Zakaria.
Preface
Acknowledgements
List of Figures and Tables
Abbreviations
Notes on Contributors
PART 1: Why Transform Education?
1 Towards Transforming Higher Education
Inger Lassen, Geoffrey Olok Tabo, Charles Nelson Okumu and Lone
Dirckinck-Holmfeld
PART 2: Historical Background to Transformation of Education
2 Decolonising or Localising Higher Education in the Global South? Historical
Perspective of Transforming Education under the South-North Collaboration in
Gulu University
Agatha Alidri
3 Okot pBiteks Literary Inspirations for Decolonisation of Education
Charles Nelson Okumu
4 Curricula Transformation in Gulu University: A Response towards Community
Needs and Challenges
Denis Thaddeus Ofoyuru and Collins Okello
5 Community Transformation by Higher Institutions of Learning: An Engendered
Perspective in Northern Uganda
Asaf Adebua, George Oriangi and Abola Benard
PART 3: Institutional Practices and Access to Quality Education
6 Secondary School Inspection Practices in Western Uganda: Implications for
Pedagogy
Jerry Bagaya, Betty Akullu Ezati, Wycliffe Scot Wafula and Palle Rasmussen
7 Educational Leadership Styles and Quality of Primary Education in Gulu
City, Northern Uganda
Stephen Odama, Agatha Alidri, Charles Nelson Okumu and Iben Jensen
8 Exploring the Determinants of Entry Grades and Challenges Faced by Students
Admitted to Public Universities in Uganda through Direct Entry Schemes?
Rosalba Aciro, George Oriangi, George Ladaah Openjuru, David Onen, Palle
Rasmussen and Betty Akullu Ezati
9 Emotional Intelligence and Non-Academic Achievement
Helen Christine Waiswa Amongin, Peter Kakubeire Baguma and Joseph Oonyu
10 Co-Curricular Activities and Students Discipline in Higher Institutions of
Learning in Gulu City
John Bismarck Okumu
PART 4: Innovation in Teaching and Learning: IT, Participatory Practices, and
Employability
11 Advances toward Digital Learning: A Scoping Review of Research and
Practices from East Africa
Ann Bygholm, Lone Dirckinck-Holmfeld and Geoffrey Olok Tabo
12 Introducing Problem-Based Learning in MA Programmes at Gulu University for
Community Transformation: Reflections and Lessons
Iben Jensen, Geoffrey Olok Tabo, Judith Awacorach, Hanan Lassen Zakaria,
David Ross Olanya and Inger Lassen
13 Rethinking Transformative Learning in Higher Education: Contextualizing
Pedagogical Tools to Create Employable Graduates at Gulu University, Northern
Uganda
Judith Awacorach and Helene Balslev Clausen
14 Circular Entrepreneurship in Northern Uganda
Frida Skovgaard Sųrensen, Cornelia Thea Seger Jakobsen, Annebeth Colic
Landsvig, Judith Awacorach and Arne Remmen
15 Developing Infrastructures for Learning: Perspectives and Proposals in
Design of New Practices
Geoffrey Olok Tabo, Lone Dirckinck-Holmfeld and Ann Bygholm
PART 5: Lessons Learned
16 Lessons Learned Building Stronger Universities, Transforming and
Transitions: Education as a Driver for Development
Lone Dirckinck-Holmfeld, Charles Nelson Okumu, Geoffrey Olok Tabo and Inger
Lassen
Index
Lone Dirckinck-Holmfeld, Ph.D., is a professor of ICT and Learning at Aalborg University, promoting Humanities as a driver for interdisciplinary research. Her publications include How to Design for the Materialisation of Networked Learning Spaces (Springer, 2023).
Geoffrey Olok Tabo, Ph.D., is a senior lecturer in the Department of Computer Science at Gulu University, researching infrastructures for learning, emerging technologies, PBL hybrid and health informatics. His recent work includes Designing Infrastructures for Learning: Technology and Human Praxis (Aalborg University, 2020).
Charles Nelson Okumu, Ph.D., is a professor of Literary and Cultural Studies at Gulu University, publishing on literature and education. He was Dean of the Faculty of Education and Humanities. His recent work includes The Life and Times of Okot p'Bitek (Imbizo, 2020).
Morten Kure Kattenhųj, is Project Coordinator at Aalborg University. He has an MA in English philology and Media Studies. He has previously worked as development worker in Bangladesh and Kenya but now works on larger research projects at the university.
Inger Lassen, Ph.D., is Professor Emerita at Department of Culture and Learning at Aalborg University, researching critical discourse studies. Her publications include Stability, Democracy, and Rights in Post-Conflict Areas (Globe, 2018).
