This study investigated the relationship between human resource development practices and job performance of academic staff at Mbarara University of Science and Technology. The human resource development practices in relation to job performance of academic staff were performance appraisal, training and promotion. The study used the correlational research design on a sample of 150 respondents with data collected using a questionnaire survey. Data were analysed using quantitative methods. Descriptive results revealed that performance of academic staff was high. The implementation of performance appraisal was fair (moderate). Regression results showed that training and promotion had positive and significant influence on job performance of academic staff. Nevertheless, the influence of performance appraisal on job performance of academic staff was not significant. Therefore, it was concluded that the implementation of performance appraisal was weak to have a significant influence on performance of academic staff. Training was essential for performance of academic staff in the university and promotion was a prerequisite for performance of academic staff. Hence, it was recommended that human resource director and administrators in the university should strengthen the implementation of performance appraisal, training should be prioritized to enhance performance of academic staff in the university and promotion should be given significant priority to promote performance of academic staff.

The study aimed at documenting pedagogical experiences of Bishop Stuart University students on school practice about the new lower secondary school curriculum in southwestern Uganda. A descriptive research design was employed where 90 students pursuing different programmes in the Faculty of Education, Arts, and Media Studies in the academic year 2021-2022 were involved in the study. Probability sampling technique was used. Data was collected using focus group discussions, documentary analysis, and observation. The findings reveal effective integration of Information communication technology, addressing individuality among learners in activities of integration, lack of adequate instructional resources, need for constant monitoring of learners, lack of finances, poor attitude, and little training on assessment as major pedagogical challenges. It is concluded that this approach shall help in the attainment of Uganda’s efforts to achieve Vision 2040, which is seeing Uganda become a middle-income country. The study recommends more training on effective integration of ICT, assessment, evaluation, teacher attitude change, provision of adequate instructional materials, financing, and constant monitoring. Proper planning for afternoon sessions so that students are not left redundant is also essential. It is imperative that teacher training institutions support systems for the proper adoption of the new curriculum. Individuality among learners in activities of integration should also be attended to

The study assesses the effectiveness of home learning among secondary school students in Nyakayojo Mbarara City South. The researcher used a cross-sectional research design. Both quantitative and qualitative approaches were used. The population of the study comprised the Mbarara City Inspector of Schools, Mbarara City Education Officer, Students, Headteachers, Director of Studies, Chairperson LC1, and parents. A sample size of 311 respondents participated in the study. The study findings found that the effectiveness of home learning in Nyakayojo Mbarara City South was bad. It was concluded that there was the ineffectiveness of home learning in Nyakayojo Mbarara City South. It was recommended that the government should always distribute self-study materials on time. This will enable students to keep motivated while learning from home during holidays. The government should ensure that the study materials distributed are effectively utilised by students. This can be implemented through sensitisation on mass media like radios, TVs, and Newspapers, among others