There has been global emphasis on improving the ability of universities to cope with the challenges of the 21st century. This article focuses on the obstacles hindering the effective governance of uni versities in Uga nda a nd reports on a section of a doctoral thesis on developing and sustaining effective governance of universities in Uganda. The study adopted a mixed method approach involving both public and private universities. Phase 1 was a quantitative design while phase 2 employed a qualitative research design. The study revealed that the key obstacles to university governance in Uganda were government interference, bureaucracy, lack of commitment, conflicting values, inadequate funding and poor remuneration The study recommends the following: (1) Universities should be given more operational autonomy and be more accountable within the Ugandan policy framewor k. (2) Governance challenges be reduced by maximising delegation and decision-making, increasing governance financing and balancing bureaucracy in management. (3) Appropriate structures, systems, processes and procedur es for decision-making and implementation are required. (4) A mechanism for funding universities should be developed both internally and externally.
As part of a developing country South African teachers need to be appropriately developed to meet the growing social and economic needs of the country. The National Policy Framework for Teacher Education and Development and the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa are two initiatives to fulfil the dire need for quality teachers. Since little research has been done on aspects that are important for effective collaboration among teachers, this article attempts to answer the following research problem: How can professional learning communities in schools be implemented effectively to enhance the continuing professional development of teachers in South African schools? A dynamic model of professional learning communities is presented, showing how individual learning, professional development communities, a conducive school environment and networking lead to transformational change in teachers.
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