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MAKERERE UNIVERSITY

SCHOOL OF EDUCATION

East African Institute of Higher Education

Studies and Development

MASTER OF ARTS IN EDUCATION POLICY AND

PLANNING (MEP)

2010

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1.0 Background

The School of Education and in particular the East African Institute of Higher Education Studies

and Development believes that Makerere University need to re-position itself as a centre of

excellence for both human and material capacity building for the rapidly expanding in disciplines

of education policy reforms in East Africa and particularly in Uganda. The degree in

Educational Policy and Planning, the first of its kind in this region, is therefore conceived

specifically to equip learners with the requisite of theoretical and practical knowledge necessary

for educational policy and planning and operational positions that contribute to the development

of the education sector. Higher education systems, institutions and other organizations in need of

people with such competences. The need for institutionalizing the field policy and planning

education studies has of recent arisen as a consequence of the rapid expansion of education

planning in most countries. The rapid expansion and the changing conceptualization of

educational policy and planning as an instrument of development have prompted people and

experts in education to re-examine the philosophical and conceptual underpinnings of higher

education so as to develop more practical approach to educational policy and planning. This new

approach calls for institutions like Makerere University to enhance programmes in educational

policy and planning that would assist in building up the sort of human and service capacity

required to approach education in a compliant way to the prevailing demands. The revision of

the Master of Arts degree Educational Policy and Planning has taken care of the aspects of

producing the required crop of experts in the sector that would be both conceptually and

operationally passed to the required social, economical, political and educational reorientations.

These would be fed into the systems and institutions for their more efficient operations. Thus

ushering higher education institutions in East Africa and Uganda in particular into the current

global orbit of higher education development.

Higher educational services are expanding as educational clients are increasing. There is a

growing complexity of the higher educational enterprise every where. The complexities are

principally in relation to the rising cost of higher education; the growing politicization of higher

education; and the impact of modern technology on higher education. Catering for the diversified

needs of a fast growing population call for well-planned structural and contextual expansions in

the higher educational system. The resources that can be allocated to higher education cannot

expand at the rate of population expansion. Coping with the ever-increasing number of clients, in

the face of sluggishly increasing resources and rising cost of higher education require prudential

educational policy and planning. Sound policy formulation is also required in the determination

of who benefits from what educational enterprise in an egalitarian society. Policy making is the

process of preparing general principles to guide members of an organization in the conduct of its

operations, while planning is the process of preparing a set of decisions for action in the future

directed at achieving goods by optimal means. Policy making and planning are twins. Planning is

guided by policy making in that planning has to be done basing on available policies. A planner

therefore has a dual role; an interpreter of policies and implementer of the same through

planning. The Masters Degree is an opportunity for the Institute to training people in higher

educational policy making and planning for the entire East African sub-region.

2. Programme Objectives

The basic objectives of the Programme are:

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i) To enable teaching and research staff in institutions of higher learning to acquire

theoretical knowledge in educational policy making and planning, and be able to

apply the knowledge to relevant professional practice;

ii) To enable policy makers and planners in the higher education sector to acquire

theoretical knowledge in educational policy formulation and planning.

iii) To equip leaders and policy makers in higher education with a wide repertoire of

techniques and skills for analyzing educational policies and designing educational

plans;

iv) To build the capacity of heads and scholars in higher education in designing suitable

curricula for higher education systems, in response to changing needs of clients.

3.0 Outcome of the Programme

1. Lecturers of with competence in educational policy and planning for tertiary

institutions including Universities and teacher education institutions.

2. Educational Policy Makers and Planners, officers from Ministry of finance and

planning.

3. Educational Administrators, Inspectors or subject related administrators or

supervisors in the ministry responsible for education, in the districts and with

NGO’s providing education services.

4. Specialists in the National Curriculum Development Centre and institutions with

similar functions.

5. Subject specialists with the Uganda National Examination Board or other

examination boards with similar functions.

4.0Target group

Among others, the following categories of personnel can form the target group for a Masters

Programme in Educational Policy and Planning: (i) persons in higher education departments, and

in both public, and private institutions of higher learning, presently engaged in educational

policy making and planning; (ii) people aspiring to rise to the position of policy and planning

officers in ministries of education and in institutions of higher learning; (iii) people to become

lecturers in educational policy and planning; (iv) heads of institutions engaged in educational

policy implementation and planning; and (v) persons aspiring to become heads of institutions of

higher learning.

5.0 Resources

5.1 Staffing

The Programme (MEP) is offered by the East African Institute of Higher Education Studies and

Development, whose staff are all Ph.D. holders in Education Planning, Management and

Administration and related areas. However, the Institute will get assistance for teaching some

courses from other departments in the School of Education.

5.2 Facilities

The Programme will mainly depend on the School of Education Library, Main University

Library, book bank facilities, and other library facilities in various organizations such as World

Bank, British Council, UNESCO and Internet.

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5.3 Space

Lecture rooms in the School of Education will be used for lectures.

5.4 Funding

The Programme will be self-sustaining in terms of funds. Tuition rate per student will be

determined by the University Council.

6.0 General Regulations

The common regulations and guidelines for Masters Degrees of Makerere University will be

applicable in regard to application, registration, examinations, dissertations and graduation. This

Programme will have no elective courses. A student will be required to follow “Plan A”, that is,

will do all courses offered within one year of two semesters, and finally do empirical research

leading to a dissertation. The dissertation involves an in-depth research project in the area of

higher educational policy and planning. A student will be allocated two supervisors who will

offer support throughout the research process.

7.0 Admission Requirements

Candidates for admission to the Programme must be holders of at least a Second Class Honours

degree or its equivalent from a recognized institution of higher learning.

8.0 Curriculum

8.1 Structure of the Programme

The Programme runs on a semester system, consisting of four semesters each lasting 17 weeks.

The Programme is structured in terms of courses each with a corresponding number of credit

units. Three types of courses will be offered, namely School Core, Institute Core and Program

Specialty courses. “School Core courses” are courses that must be registered for and passed by

all Masters students in School of Education, while “Institute Core courses” are courses that must

be registered for and passed by all Masters students under the East African Institute of Higher

Education Studies and Development, while “Program Specialty courses” are courses that Masters

of Higher Educational Policy and Planning students must register for and pass.

8.2 Duration of the Programme

The Masters of Education Policy and Planning (MEP) Programme shall normally extend over

four semesters (two academic years) and shall consist of two parts. The first part shall consist of

course work, which will take two semesters of full time study. On successful completion of the

first part and on recommendation of the Institute’s Committee on graduate studies, a student may

proceed to collect materials for the writing of the dissertation which shall be a requirement for

the award of the Masters degree. A student shall be required to complete all requirements within

two years (four semesters), but upon request, the Makerere University Board of Graduate

Studies may grant extension of time up to a maximum of four semesters for the completion of

the Programme.

Seminar Series shall be conducted in the second Semesters and shall be considered as course

work carrying 2 credit units. The Institute shall draw programmes that will constitute semester

series and each student shall be assessed during the semester. A Research proposal shall be

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written during the recess term and will carry 20% of the mark for the research and dissertation.

The student will carry out research during the first semester of the second year of registration

(third semester) and defend his/her dissertation in a viva voce before a selected panel of

examiners before the end of the fourth semester or end of second year of registration. The length

of the dissertation shall be between 10,000 – 12,000 words (See graduate studies regulations

regarding dissertation).

8.0 Examination and Assessment

8.1 Assessment Structure

Each course is assessed out of 100% marks, as follows:

One three hour paper 60%

Progress assessment 40%

Total 100%

8.2 Examinations

8.2.1 Written examinations

The pass mark for each course is 60% without compensation.

8.2.2 Grading of courses

(a) Each course is graded out of a maximum of 100 marks and assigned appropriate letter

grades and grade point average as follows:

All scores are converted to letter grades using the following system:

Marks% Letter Grade Grade Point Interprétation

90-100 A+ 5 Exceptional

80-89 A 5 Excellent

75-79 B+ 4.5 Very good

70-74 B 4 Good

65-69 C+ 3.5 Fairly good

60-64 C 3 Pass

55-59 D+ 2.5 Marginal fail

50-54 D 2 Clear fail

45-49 E 1.5 Bad fail

40-44 E- 1 Qualified fail

Below 40 F 0 Qualified fail

(b) These additional letters shall be used where appropriate:

W = Withdrawn from course; I = Incomplete; AUD = Audited course only

(c) The pass grade point per course is 3.0

8.2.3 Progression through a course

Progression through a course is assessed in three respects:

(a) Normal Progression

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This occurs when a student passes all courses taken.

(b) Probationary

This is a warning stage and occurs if:

(i) A student fails a core/ compulsory course, or

(ii) A student obtains a grade point average (GPA) or a cumulative grade point

average (CGPA) of less than 3.0.

Probation is removed when either of the conditions (a) or (b) no longer holds.

(c) Discontinuation

A student shall be discontinued from the programme if one of the following conditions

obtains.

i Receiving two probations on the same core/ compulsory course.

ii Receiving two consecutive probations based on GPA or CGPA.

8.2.4 Re-taking a Course

There shall be no supplementary in any course of the Programme. However, a student may

retake any course when it is offered again in order to:

(a) Pass it if the student had failed it before.

(b) Improve the grade if the first pass grade was low.

8.2.5 Dissertation

The Programme (MEP) provides only one route for a student to get the Award, namely Plan A.

A student will do all courses offered within one year of two semesters, and finally do empirical

research leading to a dissertation of not more than 12,000 words. The dissertation involves an in-

depth research project in the area of higher educational policy and planning. A student will be

allocated two supervisors who will offer support throughout the research process. To pass a

dissertation the candidate shall satisfy examiners in both written dissertation and viva voce.

8.2.6 Award of degree

The degree of Masters of Education Policy and Planning shall be awarded to a candidate who has

passed all prescribed courses and the dissertation. The degree shall be awarded without

classification.

9.0 Coding of Courses and Arrangement of Courses

The acronyms LH, PH, CH and CU represent lecture hours, practical hours, contact hours and

credit units respectively, where one LH equals to one CH; two PH equal to one CH; fifteen CH

equal to one CU:

Year One, Semester One LH PH CH CU

EDU 7101 Qualitative Research Methods 15 30 30 2

EDU 7102 Quantitative Methods Research 15 30 30 2

MEP 7101 Theories and Principles of Management (Core) 30 30 45 3

MEP 7102 Educational Planning: Concepts and Issues

(Program Specialty)

30 30 45 3

MEP 7103 Planning of Higher Education (Program

Specialty)

30 30 45 3

MEP 7104 Policy and Law in Higher Education (Program 30 30 45 3

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Specialty)

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Year One, Semester Two

EDU 7201 Seminar Series 15 30 30 2

MEP 7201 Program Management in Higher Education

(Program Specialty)

30 30 45 3

MEP 7202 Policy Formulation and Strategic Planning in

Higher Education (Program Specialty)

45 30 60 4

MEP 7203 Education Systems Planning (Program

Specialty)

30 30 45 3

MEP 7204 Cost Analysis and Financial Resource Planning

in Higher Education (Program Specialty)

45 30 60 4

16

Year Two Semester 3 and 4

EDU 7301 Research Proposal 60 30 2

EDU 7302 Research and Dissertation 240 120 8

Total CU 10

DETAILED COURSE OUTLINES

EDU 7101 QUALITATIVE RESEARCH (Core for All MED students at SoE)

COURSE DESCRIPTION

Through interactive lectures, discussions and hands – on experiences, this course enables

students to get acquitted with the philosophy, assumptions and principles in the qualitative

paradigm. The students are introduced to different ways of knowing, understanding of multiple

realities and the appreciation that reality is a social construction. The course also gives students

an opportunity to creatively work with diverse data types and produce coherent and relevant

explanations and interpretations using different theoretical stances.

COURSE OBJECTIVEES

Specifically the course is designed to enable students to;

a) Identify an appropriate research strategy for their research problem.

b) Critically review and make use of relevant literature to inform their study.

c) Construct and utilize appropriate data collection techniques for their research.

d) Critically examine their personal perceptions and their implications to the research process

e) Gain skills and knowledge in generating codes, writing memos, and using them to make

explanations and descriptions

f) Write reports

COURSE ASSESSMENT

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The paper will be marked out of 100%

Coursework (test, assignments and class participation) 40%

Examination 60%

The pass mark will be 60%

Course work will comprise of two mini projects that the students will identify to give them more

practical skills in the design and use of research techniques covered in the course. Each course

work will be 20 marks.

COURSE CONTENT

SECTION A: Introduction

1. Introduction to Qualitative research

a. Definitions and assumptions

b. Nature of qualitative research

c. Research design

2. Types of Qualitative Research in Education

a. Ethnography; b. Case studies c. Historical studies d. Action research

3. Literature Review

a. process of reviewing of literature in Education Studies

b. Uses of a literature review

i. Clarifying concepts

ii. Identifying research gaps

iii. Generate theory

4. Theoretical/conceptual framework

a. Role of theory in qualitative research

b. Sources theory (experiential knowledge, existing theory/literature, pilot /exploratory study)

5. Data collection methods (construction and use of data collection tools/instruments)

i. interviews

ii. Focus Group Discussions

iii. Observations

1. Participant observations

2. Non participant observations

3. Classroom observations

iv. Document analysis

6. Issue in data collection

a. Ethics, Confidentiality, Access

b. Researchers role (subjective and objective debates)

c. Validity and reliability checks

7. Proposal Writing and Education Research

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SECTION B: Data Analysis

1. Capturing data (interviews, document, photographs)

2. Data Analysis

i. Codes and coding, Memo, Case analysis

ii. Exploring and describing

iii. Explaining & predicting

3. Working with different transcripts

4. Computer package for data analysis in teaching and research(e.g NVIVO)

5. Report writing

a. Interpretation of data and integrating of findings with existing knowledge

(discussion)

b. Comparing, contrasting, speculation

c. Theoretical consolidation and application

d. Use of metaphor & Analogies

e. Making relevant conclusions

f. Report format and structures

READING LIST

1. Denzin, N. and Lincolin, Y. (1994). Handbook of qualitative research. London. Sage

Publications

2. LeCompte, M & Preissle, J. (1984). Ethnography and qualitative design in educational

research. Orlando: Academic press.

3. Marshall, C. & Rossman, G. (2006). Designing qualitative research. London: Sage

publications

4. Mason, J. (1996). Qualitative researching. London. Sage publications

5. Maxwell, Joseph (1993). Qualitative research design. London. Sage Publication

6. Maxwell. J. (1996).Qualitative research design: An interactive approach. London

Sage publications.

7. Miles, M. & Huberman, M (1994). Qualitative data analysis, London. Sage

Publications

8. Miles, M. & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook.

London. Sage Publications

9. Preissle, J. & Lecompte, M. (1993). Ethnography and qualitative design in educational

research 2 ed. San Diego: Academic press.

10. Ryan, Anne B. (2006) Methodology: Analysing Qualitative Data and Writing up your

Findings. In: Researching and Writing your thesis: a guide for postgraduate students.

Mace: Maynooth Adult and Community Education, pp. 92-108.

11. Silverman, David (1993). Interpreting Qualitative data: methods for analyzing; talk, text

and interaction. London. Sage Publication

12. Strauss, A & Corbin, J.(1998) Basics of Qualitative Research: Techniques and

Procedures. London. Sage publications

13. Tesch, R. (1990). Qualitative Research: Analysis types and software tools. London. The

Falmer Press

14. Yin, R. (2003) Case study research: Design and methods. London sage

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EDU 7102 QUANTITATIVE RESEARCH METHODS

(Core for All MED students at SoE)

Course Description

This course enables students to get acquainted with the philosophy, assumptions and principles

in the quantitative paradigm. In addition, they are exposed to key steps in planning and

implementation of quantitative research. The students are introduced to planning for research,

descriptive and inferential statistics, and aspects of report writing.

Course Objectives

By the end of the course, students should be able to;

1. Differentiate quantitative research from qualitative research

2. Write a research proposal

3. Discuss the role of basic statistics in quantitative research

4. Apply statistics in the processing of quantitative data (data analysis and interpretation)

5. Manipulate the various variables in quantitative research

Course Outline

Introduction

“What is research”; “What is Quantitative research”; “Differences between Qualitative and

Quantitative research”; “Importance of Quantitative research”.

Planning Research in Education

“Key steps in planning: developing ideas, identifying the problem, and clarifying the

purpose and objectives” “Ethical consent”

Sources of information and techniques of gathering relevant information “Sources: Primary

and secondary sources of information; e-sources and non-e sources; Journals; Dissertations;

Museums; GIS; Remote sensing” etc.

Developing a research proposal “Components: The title, background; problem statement,

purpose, objectives, theory and research, scope, significance/justification; conceptual

framework, critical literature review, hypothesis formulation and research questions,

methods: design, population and sampling; review of various research methods and tools;

validity and reliability of tools in quantitative research; data collection procedure; and

analysis”

Introduction to Statistics

“What is Statistics?” “Types of applied Statistics”; “Descriptive Statistics”; “Inferential

Statistics”; “Role of Statistics in education research”

Role of Statistics in research planning

Role of Statistics in data processing and analysis

“Descriptive Statistics” and “Inferential Statistics”

Statistics and report writing

Data Processing “What is data processing”; Why data processing” “Different ways of data

processing”; Data editing or cleaning; Data categorizing or coding; Data entry “Computers

and data entry and editing”; “Data transformation”; “Organizing data” Data presentation;

“Presenting data”; “Tabulation”; “Graphs”

Variables - What are variables? Why variables?

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Types of variables - “Types of Research variables” ; Coombs: “Categorical variables”;

“Numerical variables”; Relationship between categorical and numerical variables” According

to their role in research: “Dependent variable”; “Independent variable”; “Extraneous

variable”; “Moderator variable” Types of analysis according to number of variables

Descriptive Data Analysis

Introduction” What is descriptive data analysis?”; Analysis of frequencies or frequency

counts; “Relative frequency”; “Relative percentage frequency distribution”; 5.3

Analysis of central tendency or location; “Measures of central tendency”; Analysis of

dispersion; “Measures of dispersion”; 5 Analysis of skew; “Plotting distributions”; “Shapes

of distributions”; “Relationship among mean, mode and median”

Introduction to Inferential Data Analysis - “What is inferential data analysis?” Inferential

versus descriptive data analysis; “Descriptive Statistics”; “Inferential Statistics” ;

Terminology in inferential data analysis; “Population and sample”; “Sampling”;

“Inferences”; Estimation of parameters; “Point and interval estimates” Test of hypotheses;

“Concepts in hypothesis testing: What is a hypothesis?” “Why hypothesis”

Comparative Data Analysis - “Rationale for comparative data analysis” Comparison of two

population means for equality: Two-sample t-test - “Student t test for independent samples:

Comparing two population means” in part; “Characteristics of the sampling distribution of

the difference between means” Comparison of two or more population means for equality:

Analysis of Variance (ANOVA)

“Single-factor independent measures design (One-way)”; “Hypotheses for single-factor

independent measures ANOVA”; “Partitioning sums of squares” “Formulae for sums of

squares, degrees of freedom, mean squares and F-ratio”

Correlative Data Analysis - “Importance of correlative data analysis”; Co-relation between

two numerical or continuous variables: Pearson’s Correlation Co-efficient “Scatter

diagrams”; “Characteristics of a relationship”; “Pearson’s Product-Moment Correlation

Index”; “Interpreting Pearson’s Product-Moment Correlation Index”; “Testing hypotheses

with Pearson Correlation” ; Co-relation between two ordinal or ranked variables:

Spearman’s Correlation Co-efficient; “Spearman’s Correlation”; “Other measures of

relationship” in part under Spearman’s Correlation” ; Co-relation between two categorical

variables: Chi-square; “Chi-square goodness-of-fit”; “Chi-square test for independence of

two variables”; “Chi-square test of independence for dichotomous variables”; “Assumption

of Chi-square test of independence”

Data Presentation, Analysis & Interpretation - Background of respondents; Addressing

research objectives, questions and/ or hypotheses; “Data presentation, analysis and

interpretation” ; Discussion, Conclusions & Recommendations. Writing references (APA and

other formats)

Evaluation

The paper will be marked out of 100%

Coursework 40%

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Examination 60%

Course work will comprise projects in the design and use of research techniques covered in the

course.

References

Amin, M. E. (2005). Social science research: Conception, methodology and analysis. Kampala:

Makerere University Printery.

Amin, M. E. (2004). Foundation of statistical inference for social science research. Kampala:

Makerere University Printery.

Bakkabulindi, F. E. K. (2008). Individual characteristics affecting use of computers in Makerere

University. Proposal written as prototype for training Masters students. E.A. Inst. for

Higher Educ. Studies & Dev., School of Educ., Makerere University, Kampala, Uganda.

Bakkabulindi, F. E. K. (2004). Research methods by example. Unpublished manuscript.

Bakkabulindi, F. E. K. (1999). Statistics by example. Unpublished manuscript.

Bowen, B. D. & Werberg, H. F. (1980). Introduction to data analysis. San Francisco: W. H.

Freeman & Co.

MEP 7101: THEORIES AND PRINCIPLES OF EDUCATION MANAGEMENT

Course Description

The Paper aims at helping participants understand the concept of Management in Higher

Education. The Paper will introduce participants to organizational theories and their application

in managerial practice. It will cover the evolution and development of managerial thinking and

several aspects of management, relating them to management of institutions of higher learning.

Course Objectives

(i) To introduce the concept of Management and hence to outline the functions of managers

(ii) To outline the evolution of management thought

(iii) To examine in detail the planning function of managers

(iv) To examine in detail, the organizing function of managers.

(v) To examine in detail, the staffing function of managers.

(vi) To examine in detail, the leading/ directing function of managers.

(vii) To examine in detail, the controlling function of managers.

Course Assessment

The paper will be marked out of 100%, of which coursework (test, assignments and class

participation) will contribute 40% and the final examination 60%. The pass mark will be 60%.

Course Content

1. Introduction

Definition of Management. Functions of managers.

2. Evolution of management thought

Scientific Management. General Management. Human – Relational Movement. Decision

Science. Behaviourial Movement. Organisation – Humanistic Movement. Systems Theory.

Power Dymamic Movement. Contingency Theory.

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3. Planning

Overview (e.g. definition, distinction of planning form forecasting). Strategy formulation.

Management by objectives.

4. Organizing

Organisational structures. Authority, power & responsibility. Delegation of authority.

5. Staffing

Definition. Human resource procurement. Recruitment, selection and placement. Training and

development. Promotions, transfers, demotions and termination. Appraisal.

6. Leading/ Directing

Leadership: concepts, theories and processes. Leaders as motivators: concepts, theories and

processes. Leaders as managers of change. Leaders as communicators. Leaders as conflict

managers.

7. Controlling

Overview (e.g. definition, relationship with planning). Control processes and principles.

Examples of controls (e.g. budgetary controls).

Indicative Reading List

Cole, G. A. (1995). Organisational behaviour : Theory and practice. London: Continuum.

Koontz, H. K. (1998). Management (9th ed.). NY: McGraw-Hill.

Musaazi, J. C. S. (1982). The theory and practice of Educational Administration. London:

Macmillan.

Robbins, S. P. (1980). The administrative process (2nd

ed.). NJ: Prentice-Hall.

MEP 7102 EDUCATION PLANNING: CONCEPTS AND ISSUES

Course Description

The course attempts to give a clear understanding of the rudiments of educational planning -

what educational planning is, educational planning theories and models conventional approaches

to educational planning and major phases in the planning of nay educational programme is

essential for a prospective educational planner in both the public and the private sector.

Course Objectives

(i) To give an overview of Educational Planning

(ii) To outline educational planning theories

(iii) To outline use of some of the common planning models

(iv) To introduce to students conventional approaches educational planning

(v) To outline stages in educational planning

Course Assessment



Course Content

The following five units are to be covered in the course.

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1 Overview of Educational Planning

What is planning? What is educational planning? Interlink between educational planning and

national development planning.

2 Educational Planning Theories

The problem of planning theories. General theory of educational planning. Education and

economic growth theory. Theory of human capital formation. Human resource development

3 Planning Models

Rational decision-making model. Mixed scanning model (manipulative persuasion).

Disjointed incrementalism model. Transactive model

4 Conventional Approaches to the Planning of Education

The social demand approach. The manpower requirement forecasting approach. The rate of

returns analysis approach. The rate of returns analysis approach.

5 Stages in educational planning

The normative stage - policy formulation. The strategic stage - need assessment (diagnosis).

Plan formulation (consideration of possible solutions). Plan elaboration (programming). The

operational stage – plan implementation, plan evaluation.


Forojalla, S. B. (1993). Educational planning for development. London: Macmillan.

Kaufman, A. R. (1972). Educational systems planning. NJ: Prentice-Hall.

Musaazi, J. C. S. (2006). Education planning: Principles, tools and applications in the

developing world.

Kampala: Makerere University Printery.

Musaazi, J. C. S. (1986). Planning and development in Education: African perspective.

Kampala: Makerere

University Printery.

Nwankwo, J. I. (1981). Educational planning: Theory and methods. Lahore: Izharsons.

Owolabi, J. (2006). Quantitative methods of educational planning. Morobode: Lucky Odoni

(Nig.)

Enterprises.

MEP 7103: PLANNING OF HIGHER EDUCATION

Course Description

The course provides skills and techniques for the study, review and evaluation of physical

facilities, academic programmes, staffing conditions and funding of tertiary institutions.

Course Objectives

(i) To give an overview of planning of Higher Education

(ii) To introduce the concept of Physical Facilities Planning

(iii) To introduce the concept of Academic Planning

(iv) To introduce the concept of Human Resource Planning

(v) To introduce the concept of Financial Resources Planning

Course Assessment

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Course Content

Units to be covered in the course include:

1 Higher Education in Perspective

Aims of higher education. Principles of higher education. Problems in the planning of

higher education

2 Physical Facilities Planning

Space norms in tertiary institutions. Assessing utilization of teaching spaces. Space

utilization rate (occupancy of room factor). Time utilization rate (frequency of use

factor). Global utilization rate. Central time tabling

3 Academic Planning

The course system. Course offerings and structures in universities. Principles of

curriculum development. Evaluation of academic and research programmes.

4 Staffing in Tertiary Institutions

Student –lecturer ratio. Teaching load. Concept of average audience. Staff establishment

norms in universities

5 Financial Resources Planning

Sources of university funding. Budget preparation





developing world.




(Nig.)

Enterprises.

MEP 7104 POLICY AND LAW IN HIGHER EDUCATION

Course Description

The Paper aims at orientating students into the importance of law in policy formulation and

planning in institutions of higher learning. The Paper will deal with the overview of the law of

higher education. The institution of higher learning and its trustees and administrators. The

institution of higher learning and its faculty. The institution of higher learning and its students.

The institution of higher learning and Government.

Course Objectives

(i) To give an overview of the Law of Higher Education

(ii) To introduce the Law relating the institution of higher learning and its trustees and

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administrators

(iii) To introduce the Law relating the institution of higher learning and its faculty

(iv) To introduce the Law relating the institution of higher learning and its students

(v) To introduce the Law relating the institution of higher learning and Government

Course Assessment



Course Content

1 Overview of the Law of Higher Education

Evolution of the Law relating to Higher Education. Sources of laws of Higher Education.

2 The Institution of Higher Learning and its Trustees and Administrators

The question of authority. Sources and scope of authority. Institutional liability for acts of

others. Personal liability of trustees and administrators.

3 The Institution of Higher Learning and its Faculty

The contract of employment. Collective bargaining. Academic freedom.

4 The Institution of Higher Learning and its Students

Legal status of students. Admissions. Financial aid. Support services.

5 The Institution of Higher Learning and Government

State provision of Higher Education. Chartering and licensing of private institutions.

State regulation of institutions of higher learning.


Kaplin, W. A. (1995). The Law of Higher Education: A comprehensive guide to legal

implications of

administrative decision making (3rd

ed.). CA: Jossey-Bass.

Yudof, M. G., Kirp, D. L., Levin, B. and Moran, R. F. (2002). Educational policy and the Law

(4th ed.). CA:

Wadsworth Group/ Thomson Learning.

SEMESTER TWO

MEP 7201 PROGRAMME MANAGEMENT IN HIGHER EDUCATION

Course Description

The course covers four major pillars of higher education necessary for complete graduate

programmes; namely, teaching programmes; research programmes; depository programmes; and

community service programmes. How each of those categories of programmes will be monitored

and evaluated will be dealt with.

Course Objectives

(i) To enable participants acquire knowledge of how higher education programmes are

designed and developed.

(ii) To enable participants to acquire knowledge of basic programmes framework of a higher

institution of learning.

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(iii) To enable participants acquire and develop knowledge of the management and

administration of the basic major university programmes.

Course Assessment



Course Content

The course is subdivided into five units:

1 Teaching Programmes

Curriculum formulation. Pedagogy orientation. Examination System. Management and

administration of learning related programmes.

2 Research Programmes

Purpose of research programmes in higher institutions of learning. Nature of institutional

and basic research programmes in institutions of higher learning. Funding mechanisms of

research programmes in institutions of higher learning. Coordination, management and

dissemination of research in institutions of higher learning.

3 Depository Programmes

Nature and kinds of depository programmes in the university. Library services in the

university. Management of library services. Functions and usage of libraries in a

university.

4 Community Services programmes

Kind and nature of community service programmes. Management and administration of

community services in the university. Community – university relationships.

5 Monitoring and Evaluation of university programmes

Monitoring and evaluating teaching programmes. Monitoring and evaluating of research

programmes. Monitoring and evaluation of depository programmes. Monitoring and

evaluation of community services programmes.


Kasozi, A. B. K. (2003). University education in Uganda: Challenges and Opportunities for

reform.

Kampala: Fountain Series in Education Studies.

Uganda Government. (2007). Report of the Visitation Committee to Public Universities. Entebe:

Uganda

Printing and Publishing Company.

Uganda Government. (2001). Universities and Other Tertiary Institutions Act. Entebe: Uganda

Printing and

Publishing Company.

Uganda Government. (1989). Education for development: Report of the Educational Policy and

Review

Commission. Entebe: Uganda Printing and Publishing Company.

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MEP 7202 POLICY FORMULATION AND STRATEGIC PLANNING IN HIGHER

EDUCATION

Course Description

The paper aims at exploring the role of policy formulation and strategic planning in higher

education. In particular, the Paper will give an overview of higher educational policies: what

policies are and educational policies in particular; the nature and justification for educational

policies. Theories and models of higher educational policy. Process and stages of higher

educational policy formulation and implementation. The conceptual framework for higher

educational policy analysis. Obstacles to higher educational policy formulation and

implementation in developing countries. Linkage between strategy and policy. Formulation and

implementation of strategic and operational plans; and analyses of some Uganda’s higher

educational policies.

Course Objectives

(i) To outline the general nature of policy

(ii) To outline the nature of educational policies

(iii) To consider policy decision as rational choice

(iv) To suggest criteria for justification of educational policies

(v) To suggest a conceptual framework for policy analysis

(vi) To outline the concepts of strategic planning, implementation and control

Course Assessment



Course Content

The course is subdivided into seven units:

1 Nature of Policy

Language for describing policy: What is policy? Who is a policy agent? Who is a

policy’s public?

What is a policy’s purpose?

2 Educational Policies

Policies necessary to the conduct of education. Nesting of educational policies. Purposes

of educational policies. Public of educational policies.

3 Policy Decision as Rational Choice

Senses of rationality. Weak and strong sense rationality. Knowledge condition for

rational policy choices. Models for rational policy choice.

4 Justification of Educational Policies

Desirability test. Effectiveness test. Tolerability test. Justification through rational

discourse.

5 Conceptual Framework for Policy Analysis

Fallacies and antidotes. Analysis of the existing situation. Generating new policy options.

Evaluating policy options. Selecting a policy option. Planning policy implementation.

Policy impact assessment

6 Strategic Planning

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Strategy and policy. Thinking strategically. Strategy as a grand plan: Mission and vision

statements, goals, aims and objectives. Need for operational planning. Formulation of

strategic plans

7 Strategic Implementation and Control

Implementation of strategic plans. Strategic control. Corrective action based on

evaluations.


Anderson, E. J. (1975). Public policy making. NY: Praeger.

Cole, G. A. (1997). Strategic management: Theory and practice (2nd

ed.). London: Letts

Educational.

Owolabi, S. J. (2005). Policy making and educational policy analysis. Kampala: Makerere

University

Printery.

MEP 7203 EDUCATIONAL SYSTEMS PLANNING

Course Description

Some tools, concepts and an associated way of thinking that are useful for identifying

educational needs and problems in a more orderly, systematic and objective manner are required

for those intending to specialize in educational planning. This course provides opportunities for

students to develop skills and competencies in making plans of educational systems.

Course Objectives

(i) To introduce the system concept

(ii) To outline the general Educational Management Model

(iii) To introduce systems planning tools and their roles in the Educational Management

Model

Course Assessment



Course Content

The course is covered in four units:

1 System Concept

What is a system? General systems theory. Systems approach to educational planning.

2 Educational Management Model

Needs assessment. Solution requirements/ solution alternatives. Solution strategy.

Implementation of strategy. Evaluation. Revision

3 Systems Planning Tools

Alpha planning --- Delphi technique. Beta planning --- systems analysis. Gamma

planning --- PPHS, Operations Research, simulation. Delta planning --- PERT, CPM.

Epsilon planning --- auditing, summative evaluation. Zeta planning --- Formative

evaluation

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developing world.




(Nig.)

Enterprises.

MEP 7204 COST ANALYSIS AND FINANCIAL RESOURCES

Course Description

In this course, the various types of educational costs are studied; the computation and use of unit

costs in evaluating the viability of alternative educational programmes are considered; essentials

of financial planning and budgetary control are also taught.

Course Objectives

(i) To give an anatomy of educational costs

(ii) To outline the issue of unit analysis and its importance in financial resource planning

(ii) To outline the issue of budgeting and its importance in financial resource planning

Course Assessment



Course Content

There are four units in the course:

1 Anatomy of Educational Costs

Types of educational costs. Size-cost relationships in education.

2 Unit Analysis

Structural analysis of unit cost at institutional level. Factors affecting unit cost of

education.

3 Financial Resource Planning

Assessing the financial resources. Financial forecasting. Essentials of financial planning.

Steps in financial planning.

4 Budgeting

Budgeting planning issues. Types of budgets. Preparing the budget. Budgetary control –

monitoring variances. Model budgets.


Anderson, G. B. J. (1983). The economics of education. London: Hodder and Stoughton.

Clarck, B. R. (1998). Creating entrepreneurial universities. Oxford: Pergamon.

James, V. H. C. (2002). Financial management and policy. NY: Prentice-Hall.

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Michael, B. P. and Smart, J.C. (2001). Finance of higher education: Theory, research, policy

and

practice. NY: Agathon.

Kryzanowski, Ghandhi and Gitman (1982), Principles of managerial finance. New York: Harper

and Row.

YEAR ONE RECESS TERM

EDU 7301 RESEARCH PROPOSAL DEVELOPMENT

Under guidance of two supervisors, a candidate is expected to develop a proposal for the Masters

research.

YEAR TWO SEMESTER THREE AND FOUR

EDU 7302 RESEARCH AND DISSERTATION

Under guidance of the two supervisors, a candidate is expected to execute the research proposed

in priority area and write a dissertation. Marking and Viva Voce expected in fourth semester in

which the graduate is supposed to complete. The selected research topic must be in a priority

education policy discipline

Names Gender Qualification

s Position Field Of Specialization

Dr. P. Neema-Abooki Male PhD Senior

Lecturer

Educational Management

and Administration,

Philosophical,

Sociological, Ethical and

Moral Studies

Prof. J. C. S. Musaazi Male PhD Professor Educational Management

and Public Administration

Assoc Prof. A. Ezenne Male PhD Assoc

Prof

Educational Planning and

Policy Analysis

Dr. B. Sekabembe Female PhD Lecturer Educational Management

and Administration, E-

Resource Management

Dr. E. S. Kasenene Male PhD Lecturer Educational Management

and Administration

Dr. J. Kimoga Male PhD Lecturer Educational Management and

Administration, Philosophical,

Sociological, Ethical and Moral

Studies

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Fr. J. B. Ssebwalunnyo Male PhD Lecturer Educational Management and

Administration, Philosophical,

Sociological, Ethical and Moral

Studies

Dr. L. Ddungu Male PhD Lecturer Educational Management

and Administration

Dr. E. K. Ssewannyana Male PhD Lecturer Educational Management

and Administration

Dr. G. K. Kasirye Female PhD Lecturer Curriculum, and

Qualitative Research

Dr. B. A. Ezati Female PhD Lecturer Educational Foundations;

Qualitative Research

Dr. A. M. Mugagga Male PhD Lecturer Philosophical,

Sociological, Ethical and

Moral Studies

Dr. F. E. K. Bakkabulindi Male PhD Lecturer Educational Management,

Statistics, Measurement,

Evaluation and ICT

Appendix B

Budget

a. Income

It is anticipated that the programme will sustain itself from the tuition fees. It is expected that a

minimum of 50 students will be enrolled. The cost for each student will be Ug. Shs 2,000,000

per academic year. The estimated income from fees will be Ug. 100,000,000.

b. Expenditure:

Summary Expenditure Rate % Total

(i) School of Education 10% 10,000,000

(ii) E A Institute of Higher Education Stud & Dev 30% 30,000,000

(iii) Wage bill top up (academic staff) 25% 25,000,000

(iv) Wage bill top up (support staff) 5% 5,000,000

(v) Central Administration 10% 10,000,000

(vi) Library 5% 5,000,000

(vii) Allowances 10% 10,000,000

(viii) Institute development 5% 5,000,000

Details Expenditure:

1. School of Education 10,000,000

2. Teaching : 645hrs p.a. 40,000 x 645 25,800,000

3. Personal Top up allowances.

a. Director of Institute: 100,000 x 12 per year

b. Programme Co-ordinator: 70 x 12 per year

1,200,000

840,000

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c. Lecturer x 3 : 40,000 x 12 per year

d. Secretary 20,000 x 12 per year

e. Office cleaner 10,000 x 12 per year

f. Office Attendant 10,000 x 12 per year

1,440,000

240,000

120,000

120,000

4. Stationery 1,500,000

Sub total 1 + 2 + 3 + 4 41,126,000

5. Central Administration 10,000,000

6. Supervision 15,000,000

7. Field work and seminar 10,000,000

8. Institute development 5,000,000

9. Library 3,000,000

10. Machines and equipment 10,000,000

11. Contingency (10% of total income) 4,000,000

12. Surplus 1,740,000

Total 100,000,000

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