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Blended-Learning Approaches and the Teaching of Monitoring and Evaluation Programs in African Universities: Unmasking The UTAMU Approach.
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| dc.contributor.author | Lubega, J.T | |
| dc.contributor.author | Basheka, B.C | |
| dc.contributor.author | Baguma, R | |
| dc.date.accessioned | 2021-12-20T09:39:56Z | |
| dc.date.available | 2021-12-20T09:39:56Z | |
| dc.date.issued | 2016 | |
| dc.identifier.citation | The demand for monitoring and evaluation capacity in Africa sharply exceeds the supply. This has increased pressure on universities to produce the needed quality of M&E experts. While some commendable progress has been made, significant gaps remain in the way of any efforts to produce the needed human resources with expertise, competencies, skills and tools in the field. The number of teachers for M&E has remained glaringly weak and the resources within universities remain poor. Many universities have introduced curricula in the field but they have remained stuck to the traditional ways of delivering these curricula. The traditional way entails students being full-time at universities and rarely has there been adoption of ICT opportunities. Indeed, the graduates that have been produced remain stunted in the use of ICT for addressing some of the field’s solutions. To address this problem, we propose a blended-learning approach to the teaching of M&E in Africa. With the blended approach, students across a variety of disciplines, faculties, countries and levels can study in the same classroom environment. The UTAMU e-learning model is advanced to provide a justification for this approach. (2015) | en_US |
| dc.identifier.uri | https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/265 | |
| dc.description.abstract | The demand for monitoring and evaluation capacity in Africa sharply exceeds the supply. This has increased pressure on universities to produce the needed quality of M&E experts. While some commendable progress has been made, significant gaps remain in the way of any efforts to produce the needed human resources with expertise, competencies, skills and tools in the field. The number of teachers for M&E has remained glaringly weak and the resources within universities remain poor. Many universities have introduced curricula in the field but they have remained stuck to the traditional ways of delivering these curricula. The traditional way entails students being full-time at universities and rarely has there been adoption of ICT opportunities. Indeed, the graduates that have been produced remain stunted in the use of ICT for addressing some of the field’s solutions. To address this problem, we propose a blended-learning approach to the teaching of M&E in Africa. With the blended approach, students across a variety of disciplines, faculties, countries and levels can study in the same classroom environment. The UTAMU e-learning model is advanced to provide a justification for this approach. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Blended-Learning Approaches and the Teaching of Monitoring and Evaluation Programs in African Universities: Unmasking The UTAMU Approach. | en_US |
| dc.subject | monitoring and evaluation | en_US |
| dc.subject | teaching | en_US |
| dc.subject | Blended-learning approaches | en_US |
| dc.title | Blended-Learning Approaches and the Teaching of Monitoring and Evaluation Programs in African Universities: Unmasking The UTAMU Approach. | en_US |
| dc.type | Article | en_US |
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Computing and Informatics
Research Papers from the School of Computing and Informatics