The study examined the core self-evaluations of prisoners on formal and vocational education in Luzira Prison in Uganda. A cross-sectional survey design using a quantitative approach with.800 participants selected purposively was used. Core self-evaluations were measured using Judge, Erez, Bono and Thoresen’s scale, while data were analyzed using one-way analysis of variance (ANOVA) and post hoc test.  The study yielded statistically significant variations among education levels, (F [4, 795] =3.18, p <.05) where a post hoc test revealed significant difference between Degree holders (M = 2.86, SD = .27), on the one hand, and  O’Level (M = 3.00, SD = .29), A ‘level (M = 3.039, SD   = .32) and Diploma (M = 3.00, SD = .29) level students, on the other. The study demonstrates the significance of core self-evaluation to the life prospects of the prison inmate and recommends that prisoners' core self-evaluations be nurtured. It supports studies that correlate core self-evaluations to ultimate reduction in prison congestion and government expenditure.

The study was conducted among university pre-service teachers pursuing Bachelor of Arts/Bachelor of Science with Education degree programmes, with the major aim of analysing the effect selected demographic attributes or parameters of gender, age and religion on intimacy, HIV risk perception and self-efficacy. A total of 557 respondents selected using systematic random sampling from both Makerere University School of Education (Uganda) and Dar es Salaam University College of Education (Tanzania) were studied and findings revealed that the variation intimacy among the two genders was not significant while the variation in HIV risk perception between the male and female pre-service teachers was significant. It was also observed that the variation in self-efficacy between the two genders was not significant. On the other hand, the, the variation in intimacy between the age cohorts under study was significant while that in HIV risk perception and self-efficacy for the different age groups was not significant. The variations in intimacy, HIV risk perception and self-efficacy between the several religions was found to be non-significant across all religions. The findings therefore point to the need for effective university policies that should incorporate life skills education, HIV workshops, behaviour change programmes, peer education and exemplary leadership.

The outbreak and spread of COVID-19 caused among other happenings the closure of schools as an infection and spread-preventive strategy. This came with a pedagogical shift from face to face to on-line teaching and learning which had to be home-based. This shift did not affect only learners but the teachers too. The purpose of the study was thus to explore the effects of the COVID-19 pandemic’s inevitable and resultant schools’ closure on teachers in Uganda, with special emphasis on both threats and opportunities. The study adopted a qualitative and explorative design. The respondents were 12 in number selected using purposive and convenience sampling. The data from the focus group discussion was analysed using thematic analysis. From the discussions, it emerged that the teachers were affected by the COVID-19 schools’ closure psychologically, socially, economically, instructionally and career-wise. From these findings, it becomes imperative thatpsycho social support be availed to teachers in all schools through the establishment of counselling departments to assist teachers cope with unpredictable events such as pandemics. It is recommended that teachers identify additional sources of income in addition to teaching to enable them earn survive in such unpredictable circumstances. Schools may also need to have income generating plans for their teachers to enable them to earn a living through circumstances that cause schools’ closure. It is imperative for schools to train teachers in educational technology to achieve blended learning such that in times such as these, online learning becomes an easy way of proceeding with teaching and learning. Keywords: Covid-19, Teacher, Schools, Closure, Opportunities, Threats, Uganda

The study aimed at navigating how edtech tools enhance and transform task-based learning method among university students pursuing graduate studies in Educational Psychology. Basing on Blooms Taxonomy especially the Higher Order Thinking Skills (HOTS), Laurillard's Conversational Framework, TPCK model, SAMR design and the Teaching Change Framework, the researcher motivated the graduate students to utilise Mindmups, Google Slides, WhatsApp texts and Turnitin educational technology (EdTech) tools to navigate if these tools, due to their respective affordances, enhance and transform task-based learning. The study was a visual ethnographic one by design with visual narratives for analysis purposes. It was established that the mentioned tools enhanced learner motivation, interest, participation and ultimately, academic performance. It was concluded that edtech tools, if selected due to their respective affordances, based on the right models, can improve learning and cause changes in the methods in place to transform low-technology-lecturer-centred learning to high-technology-learner-centred learning.

After a realisation that there are scanty studies conducted on university teachers trainees’ sexual experiences and how these experiences are shaped by gender, age and religion, this study set out to conduct survey on final/third year university teacher-trainees in two selected teacher training university colleges, one in Uganda and another in Tanzania, with the purpose of examining the role of gender, age and religion in explaining the variations in age of first sexual experience and number of both past and current sexual partners among the university teacher-trainees. The purely quantitative study was conducted on a population of 557 teacher-trainees who were selected that the students studied were drawn from a sample taken from a population using systematic random sampling. The teacher-trainees were final/third year students at both Makerere University’s College of Education and External Studies (MUK) and University of Dar es Salaam’s Constituent College of Education known as Dar es Salaam University College of Education (UDSM). The observed scores and resultant variations revealed that the variation in age of first sexual experience among male and female and male teacher trainees was non-significant while the variation in number of both past and current sexual partners among the two genders was significant. The variation in age of first sexual experience among the age groups was significant while the variation in number of both past and current sexual partners among the existing age groups was non-significant. The variation in age of first sexual experience, number of past and current sexual partners among the existing religions was non-significant all through. Basing on these findings therefore, it is recommended that sex education and policies be introduced in high institutions of learning while stressing education on contraception and messages about sex. Religious leaders too should participate in teaching against behaviours that lead to consequences of early sex debut and existence of concurrent multiple sexual partners among young people.