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The study was intended to establish the effect of school security and safety on learners’ academic performance in selected primary schools in Majanji Sub County, Busia District. With intent to find out the factors influencing learners’ academic performance as well as identifying the strategies in place to cater for school security and also determine the effect of school security strategies on learners’ academic performance. Findings showed cases of early pregnancies or early marriages, failure to consider children’s rights and presence of learners with emotional problems. Conclusively, an unsafe school is more likely to result in students who have emotional problems, particularly direct victims of violence or bullying. Consider setting up a hotline to allow victims and witnesses to report occurrences in confidence. Some public schools are increasingly enforcing uniforms for all pupils, just like private institutions. Thus, the study recommends that schools work with the parents together with development partners and government to put up security systems in schools for learners’ safety.

A student as agent of change in the curriculum design and implementation, involvement and participation in the secondary schools is of critical importance. The need to adopt and change to a competency learning approach that meets the needs of the student, and members of the community. To further scholarly understanding of, and appreciation for, students voice in decision making, participation, student participation in participatory design, as well as and student partnership in curriculum design and implementation. This paper clarifies the unique contributions of each, shaped by differing contexts of interaction, and articulate issues arising by confounding and conflating partnership and representation in the name of student voice. Advancing an argument for an ecosystem of student participation grounded in student voice, we warn of the harm in positioning student partners as speaking for other students and the risk of diminishing the importance of elected student representation systems in favor of staff selected student partner models of student representation.

The study was carried out on school policy commitments to staff and students’ welfare in public secondary schools in Iganga District, Uganda with focus on: the indicators of need for school policy commitment to teachers and students’ welfare as well as establishing the effect in a qualitative approach using interviews. The findings indicate that effective school discipline procedures support kids’ decision-making and academic attention. Teenagers that receive sex education are better able to grasp their biological makeup and become more mature. Thus, the sex education policy aids in informing and educating children about puberty and gives them confidence to speak up when boundaries are crossed. Breakfast and lunch are provided to every student in practically every public secondary school. An after-school snack and dinner are also offered to those taking part in extra-curricular activities. Therefore, students are better able to concentrate on studying when they feel comfortable. Students need to be disciplined to make significant academic progress, yet many institutions struggle in this area. Results show that teachers who emphasize timelines in finishing activities end up failing to finish syllabi.

The paper explored into the innovative Pedagogical approaches in enhancing the students’ health, safety and wellness in the 21st century secondary schools, with a case study of Jinja College in Jinja City. The objective was to investigate the learners’ health, safety and wellness in schools. The paper followed mixed research methods using both the qualitative and quantitative approaches with the help of questionnaires and interview guides and a sample population was purposefully selected in obtaining information. The findings revealed that chronic diseases like ulcers, Sickle cells, syphilis, gonorrhea, HIV/Aids, etc. and psycho-social challenges are great predicaments to the students’ health and wellbeing in schools, homes and communities where they live. The paper concluded that inclusive programs of study like health care services and awareness, physical education, mental health, career development and life skills have the ability to influence students towards their wellbeing. It was recommended that the school administrators, parents, community leaders and government via Ministry of Education and Sports and Ministry of Health plus Developmental Partners like UNICEF,UNESCO and the World Health Organization(WHO) should ensure public awareness and sensitization of health education, proper Nutrition, Mental health, medical Insurance of the students and disease prevention through Immunization and vaccination of the students against the killer diseases and to guarantee their safety for a better future and academic achievement.

The paper intended to investigate the incorporation of gender and sexuality in extra-curricular education among primary schools in Bugiri Municipality with focus on highlighting the significance of sexuality education outside of the classroom, to determine how much gender is considered in extracurricular sexual activities as well as identifying obstacles to gender inclusion in extra-curricular sexuality education. The study was qualitative in nature. Findings indicate that sex education helps reduce teen pregnancy, which can hinder possibilities for school and other aspects of life. It has been shown to be more successful in preventing STDs than education that only stresses abstinence until marriage. Sexually active teens are more likely to postpone their first encounter and take contraception overall. Too many young people get muddled and inconsistent information about relationships and sex. In addition, Sexuality education aims to raise awareness of gender-based violence and advance respect-based human rights for all. Such a position is hypothesized using inclusive and post-structuralist conceptions of gender and sexuality. The fact that these subjects have been handled successfully does not exclude linking them to utterances that can portray them as a potential threat. Further, many schools have created CSE curriculum, but difficulties with program design and roll-out prevent their complete implementation. Issues include ineffective methods for monitoring and evaluating teachers and pupils on CSE. Changes in educational administration (such as a change in the minister) affect implementation strategies. Conclusively, the process of teaching and learning about the cognitive, emotional, physical, and social elements of sexuality is known as comprehensive sexuality education (CSE) it strives to provide knowledge that will enable kids and teenagers to achieve their health, happiness, and dignity. CSE aims to spread awareness of gender violence and to advance respect-based human rights for all.

This study sought to recognize the tricky keystones in the execution of the amalgamation of ICT usage during teaching and learning in Ugandan city primary schools in Kampala focusing on the cumbersomeness teachers face while employing modern ICT tools and pedagogical experiences. A mixed research design with compliments from questionnaires, interviews and classroom observations was employed in the study to obtain data from the respondents (N=80). It was observed that teachers and students occasionally/rarely had access to technological tools due to limited time allocation and an insufficient number of technological tools and this negatively affects lessons. Teachers’ lack of ICT skills is due to inadequate training that intensely influences the use of ICT in the classroom despite most of the schools being highly populated. It was thus established that for effective and efficient use of ICT tools in Ugandan schools, the government via the Ministry of Education should consider involving all teachers in rigorous ICT training to gain adequate knowledge and skills. The more ICT training is prioritized, the more integrating ICT in pedagogical orientation in primary schools will be enhanced. Thus, teacher access to personal laptops, exposure laboratories, and teacher’s continuous ICT training sessions could be a good recommendation/justification if the government is to achieve its vision 2040 ICT agenda. Key words: Primary education in Uganda, ICT usage agenda, Vision 2040 in Uganda, teachers digital pedagogy.

Using selected secondary schools in Kampala Archdiocese, the study was intended to establish the appraisal practices used to assess teachers’ per-formance in secondary schools in Kampala Archdiocese, Census and simple random sampling techniques were used to select the 196 respondents from a study sample population of 401 persons. Information was solicited through the use of face-to-face interviews with the head teachers and self-administered questionnaires which were distributed to teachers in the study area. Survey and questionnaire were used to collect data and after collecting data, descriptive statistics and percentages were computed with the help of SPSS computer package to analyze and facilitate discussion of findings. The study also found out that teachers are appraised; more than one performance appraisal method is used. It was concluded that among others, teachers’ negative attitude towards the performance appraisal process is one of the difficulties which beset its conduct. The study recommended that among others, management ought to ensure that there is effective communication and information dissemination to teachers immediately after the performance appraisal is conducted, the appraisers ought to adopt a more cooperative approach during the appraisal exercise, get the full participation of teachers and change their attitude towards the performance appraisal process, and sensitization should also be intensified on the relevance and purposes of performance appraisal on improving teachers’ performance.