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From October 2014 until December 2014, he served as Acting Deputy Vice-Chancellor at Gulu University. He was confirmed as substantive First Deputy Vice-Chancellor in January 2015.<ref name="2R"/> As Vice-Chancellor, he replaced Professor [[Pen-Mogi Nyeko|Jack H. Pen-Mogi Nyeko]], the founding Vice-Chancellor who had been serving in acting capacity since 15 January 2017, when his contract expired.<ref name="3R">{{cite web|date=10 January 2018 |url=https://www.monitor.co.ug/News/National/688334-4258756-15k6238/index.html |title=Prof Openjuru Appointed Gulu University Vice Chancellor |newspaper=[[Daily Monitor]] |access-date=7 November 2019 |author=Julius Ocungi |place=Kampala}}</ref>
From October 2014 until December 2014, he served as Acting Deputy Vice-Chancellor at Gulu University. He was confirmed as substantive First Deputy Vice-Chancellor in January 2015.<ref name="2R"/> As Vice-Chancellor, he replaced Professor [[Pen-Mogi Nyeko|Jack H. Pen-Mogi Nyeko]], the founding Vice-Chancellor who had been serving in acting capacity since 15 January 2017, when his contract expired.<ref name="3R">{{cite web|date=10 January 2018 |url=https://www.monitor.co.ug/News/National/688334-4258756-15k6238/index.html |title=Prof Openjuru Appointed Gulu University Vice Chancellor |newspaper=[[Daily Monitor]] |access-date=7 November 2019 |author=Julius Ocungi |place=Kampala}}</ref>

== Academic Authorship ==
He has also been involved in extensive research especially about vocational education and some these publications include; ''Despite knowledge democracy and community-based participatory action research: Voices from the global south and excluded north still missing''. This study drew attention and raised debate about knowledge exclusion and alternative forms of knowing in the global South as well as to bring to the fore the perspective of authors from the global South.<ref>{{Cite journal |last=Openjuru |first=George Ladaah |last2=Jaitli |first2=Namrata |last3=Tandon |first3=Rajesh |last4=Hall |first4=Budd |date=2015 |title=Despite knowledge democracy and community-based participatory action research: Voices from the global south and excluded north still missing |url=http://journals.sagepub.com/doi/10.1177/1476750315583316 |journal=Action Research |language=en |volume=13 |issue=3 |pages=219–229 |doi=10.1177/1476750315583316 |issn=1476-7503}}</ref> ''Christianity and rural community literacy practices in Uganda.'' The article examined how Christianity provides the impetus for local literacy practices in a rural community in Uganda.<ref>{{Cite journal |last=Openjuru |first=George Ladaah |last2=Lyster |first2=Elda |date=2007 |title=Christianity and rural community literacy practices in Uganda |url=https://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2006.00325.x |journal=Journal of Research in Reading |language=en |volume=30 |issue=1 |pages=97–112 |doi=10.1111/j.1467-9817.2006.00325.x |issn=0141-0423}}</ref> ''Government Education Policies and the Problem of Early School Leaving: The case of Uganda.'' This book chapter examined government education policies in Uganda in relation to the problems of early school leavers.<ref>{{Cite book |last=Openjuru |first=George Ladaah |url=https://brill.com/display/book/edcoll/9789460912849/BP000003.xml |title=Government Education Policies and the Problem of Early School Leaving: The Case of Uganda |date=2010-01-01 |publisher=Brill |isbn=978-94-6091-284-9 |language=en}}</ref> ''Motivations for participation in higher education: narratives of non-traditional students at Makerere University in Uganda''. The study established motivations for participation of non-traditional students (NTS) in university education.<ref>{{Cite journal |last=Tumuheki |first=Peace Buhwamatsiko |last2=Zeelen |first2=Jacques |last3=Openjuru |first3=George Ladaah |date=2016-01-02 |title=Motivations for participation in higher education: narratives of non-traditional students at Makerere University in Uganda |url=https://doi.org/10.1080/02601370.2016.1165745 |journal=International Journal of Lifelong Education |volume=35 |issue=1 |pages=102–117 |doi=10.1080/02601370.2016.1165745 |issn=0260-1370}}</ref> ''Hollywood in Uganda: local appropriation of trans-national English-language movies''. The study investigated access to English-language Hollywood movies in Uganda by way of an ethnographic audience study carried out in slum areas of the city of Kampala.<ref>{{Cite journal |last=Achen |first=Stella |last2=Openjuru |first2=George Ladaah |date=2012-07-01 |title=Hollywood in Uganda: local appropriation of trans-national English-language movies |url=https://doi.org/10.1080/09500782.2012.691517 |journal=Language and Education |volume=26 |issue=4 |pages=363–376 |doi=10.1080/09500782.2012.691517 |issn=0950-0782}}</ref> ''Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa''. The study contributed to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA).<ref>{{Cite journal |last=Tumuheki |first=Peace Buhwamatsiko |last2=Zeelen |first2=Jacques |last3=Openjuru |first3=George Ladaah |date=2016-03-01 |title=Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa |url=https://www.sciencedirect.com/science/article/pii/S0738059315300316 |journal=International Journal of Educational Development |language=en |volume=47 |pages=54–62 |doi=10.1016/j.ijedudev.2015.12.005 |issn=0738-0593}}</ref> ''A comparative study of the FAL and REFLECT adult literacy facilitators' training process in Uganda.''The study called for serious attention to be given to the training of adult literacy facilitators to ensure that only qualified people are entrusted with the work of teaching adult literacy.<ref>{{Cite thesis |title=A comparative study of the FAL and REFLECT adult literacy facilitators' training process in Uganda. |url=https://researchspace.ukzn.ac.za/handle/10413/4847 |date=2002 |degree=Thesis |language=en |first=George Ladaah |last=Openjuru}}</ref> ''Gender and Transformative Education in East Africa''.<ref>{{Cite web |last=Openjuru |first=George Ladaah |date=2021-05-26 |title=Gender and Transformative Education in East Africa |url=https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1617;jsessionid=3A8220440898212747E0720EE5B95AA9 |access-date=2023-01-28 |website=Oxford Research Encyclopedia of Education |language=en |doi=10.1093/acrefore/9780190264093.013.1617}}</ref> ''Transitioning Vocational Education and training in Africa: A social skills ecosystem perspective''.<ref>{{Cite book |last=McGrath |first=Simon |url=https://books.google.co.ug/books?hl=en&lr=&id=irujEAAAQBAJ&oi=fnd&pg=PP1&dq=Openjuru+George+Ladaah&ots=3wYfoR2OMX&sig=Fymf_anNnPBjNPGJW_xVENLM3so&redir_esc=y#v=onepage&q=Openjuru%20George%20Ladaah&f=false |title=Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective |last2=Ladaah |first2=George Openjuru |last3=Lotz-Sisitka |first3=Heila |last4=Allais |first4=Stephanie |last5=Zeelen |first5=Jacques |last6=Wedekind |first6=Volker |last7=Ramsarup |first7=Presha |last8=Monk |first8=David |last9=Metelerkamp |first9=Luke |date=2023-01-06 |publisher=Policy Press |isbn=978-1-5292-2465-8 |language=en}}</ref> ''Indigenous knowledge: Informal learning and food security practices among the Acholi people of Northern Uganda''. Indeed the book chapter elaborates about how food security can be achieved through the revitalization of indigenous knowledge among the Acholi people of Northern Uganda<ref>{{Citation |last=Openjuru |first=George Ladaah |title=Indigenous Knowledge |date=2017 |url=https://doi.org/10.1007/978-94-6351-050-9_2 |work=Food Leadership: Leadership and Adult Learning for Global Food Systems Transformation |pages=17–35 |editor-last=Etmanski |editor-first=Catherine |place=Rotterdam |publisher=SensePublishers |language=en |doi=10.1007/978-94-6351-050-9_2 |isbn=978-94-6351-050-9 |access-date=2023-01-28}}</ref> ''The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda''. This study drew from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults<ref>{{Cite journal |last=Tumuheki |first=Peace Buhwamatsiko |last2=Zeelen |first2=Jacques |last3=Openjuru |first3=George Ladaah |date=2018-06-03 |title=The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda |url=https://doi.org/10.1080/03075079.2016.1201807 |journal=Studies in Higher Education |volume=43 |issue=6 |pages=960–972 |doi=10.1080/03075079.2016.1201807 |issn=0307-5079}}</ref> ''African Literacies: Ideologies, Scripts, Education''.<ref>{{Cite book |last=Abdelhay |first=Ashraf |url=https://books.google.co.ug/books?hl=en&lr=&id=8C9QBwAAQBAJ&oi=fnd&pg=PA237&dq=Openjuru+George+Ladaah&ots=HOTRHHfoaD&sig=zFjUxoFAhqkSsx6o06SjOw_7u5o&redir_esc=y#v=onepage&q=Openjuru%20George%20Ladaah&f=false |title=African Literacies: Ideologies, Scripts, Education |last2=Asfaha |first2=Yonas Mesfun |last3=Juffermans |first3=Kasper |date=2014-10-02 |publisher=Cambridge Scholars Publishing |isbn=978-1-4438-6826-6 |language=en}}</ref> ''Shack video halls in Uganda as youth community/literacy learning and cultural interaction sites.'' The study examined the learning and cultural interaction opportunities that occur in the production of and participation in watching interpreted movies.<ref>{{Citation |last=Openjuru |first=George Ladaah |title=Shack Video Halls in Uganda as Youth Community/Literacy Learning and Cultural Interaction Sites |date=2014 |url=https://doi.org/10.1007/978-981-4451-03-1_10 |work=Everyday Youth Literacies: Critical Perspectives for New Times |pages=143–158 |editor-last=Sanford |editor-first=Kathy |place=Singapore |publisher=Springer |language=en |doi=10.1007/978-981-4451-03-1_10 |isbn=978-981-4451-03-1 |access-date=2023-01-28 |last2=Achen |first2=Stella |editor2-last=Rogers |editor2-first=Theresa |editor3-last=Kendrick |editor3-first=Maureen}}</ref> ''Learning informally: A case for Arts learning in vocational education and training in Uganda''. The paper advocated for the inclusion of the arts in vocational learning programs in Uganda, as an integrated form of holistic learning oriented towards empowerment and entrepreneurship.<ref>{{Cite journal |last=Ladaah |first=Maxwell Godwin Openjuru |last2=Openjuru |first2=George Ladaah |last3=Sanford |first3=Kathy |last4=Jayme |first4=Bruno de Oliveira |last5=Monk |first5=David |date=2022-06-22 |title=Learning Informally: A Case for Arts Learning in Vocational Education and Training in Uganda |url=https://journals.iupui.edu/index.php/ENGAGE/article/view/26078 |journal=ENGAGE! |language=en |volume=4 |issue=1 |pages=17–29 |doi=10.18060/26078 |issn=2641-5348}}</ref> ''Uganda''. This a study about older adult education in Uganda, the development of suitable educational facilities for their education and funding from government to implement educational programmes that are targeted at them.<ref>{{Citation |last=Ladaah Openjuru |first=George |title=Uganda |date=2016 |url=https://doi.org/10.1007/978-3-319-24939-1_40 |work=International Perspectives on Older Adult Education: Research, Policies and Practice |pages=457–465 |editor-last=Findsen |editor-first=Brian |place=Cham |publisher=Springer International Publishing |language=en |doi=10.1007/978-3-319-24939-1_40 |isbn=978-3-319-24939-1 |access-date=2023-01-28 |editor2-last=Formosa |editor2-first=Marvin}}</ref>


==See also==
==See also==

Revision as of 13:15, 28 January 2023

George Openjuru
Born (1965-01-01) 1 January 1965 (age 59)
Uganda
NationalityUgandan
CitizenshipUganda
Alma materMakerere University
(Bachelor of Arts with Education)
(Master of Education)
University of KwaZulu-Natal
(Master of Education in Adult Education)
(Doctor of Philosophy in Education)
OccupationVice Chancellor of Gulu University
Known forProfessional competence
TitleVice Chancellor of Gulu University

George Ladaah Openjuru, also George Ladaah Openjuru, is a Ugandan educator, academic and academic administrator, who serves as the Vice Chancellor of Gulu University, a public university in the Northern Region of Uganda, since 13 January 2018.[1]

Background and education

Openjuru was born in the Northern Region of Uganda. After attending local primary and secondary schools, he was admitted to Makerere University, the oldest university in East Africa.[2]

He holds a Bachelor of Arts with Education and a Master of Education, both awarded by Makerere University, in Uganda. His third degree is a Master of Education in Adult Education awarded by the University of KwaZulu-Natal, in South Africa. His Doctor of Philosophy in Adult Education was also obtained from the University of KwaZulu-Natal.[2]

Career

Openjuru was first appointed as a lecturer at Makerere University in July 1991. In February 2011, he was promoted to senior lecturer. He became Associate Professor of Adult Education on 1 January 2013. In September 2014, he was appointed Associate Professor of Education at Gulu University. He became full Professor of Education at Gulu University in September 2016. Most of his adult teaching life has been spent in university education, with emphasis on adult education. At the time Professor Openjuru left Makerere University, he was the Dean of the School of Lifelong Learning in the College of Education and External Studies.[2]

From October 2014 until December 2014, he served as Acting Deputy Vice-Chancellor at Gulu University. He was confirmed as substantive First Deputy Vice-Chancellor in January 2015.[2] As Vice-Chancellor, he replaced Professor Jack H. Pen-Mogi Nyeko, the founding Vice-Chancellor who had been serving in acting capacity since 15 January 2017, when his contract expired.[3]

Academic Authorship

He has also been involved in extensive research especially about vocational education and some these publications include; Despite knowledge democracy and community-based participatory action research: Voices from the global south and excluded north still missing. This study drew attention and raised debate about knowledge exclusion and alternative forms of knowing in the global South as well as to bring to the fore the perspective of authors from the global South.[4] Christianity and rural community literacy practices in Uganda. The article examined how Christianity provides the impetus for local literacy practices in a rural community in Uganda.[5] Government Education Policies and the Problem of Early School Leaving: The case of Uganda. This book chapter examined government education policies in Uganda in relation to the problems of early school leavers.[6] Motivations for participation in higher education: narratives of non-traditional students at Makerere University in Uganda. The study established motivations for participation of non-traditional students (NTS) in university education.[7] Hollywood in Uganda: local appropriation of trans-national English-language movies. The study investigated access to English-language Hollywood movies in Uganda by way of an ethnographic audience study carried out in slum areas of the city of Kampala.[8] Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa. The study contributed to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA).[9] A comparative study of the FAL and REFLECT adult literacy facilitators' training process in Uganda.The study called for serious attention to be given to the training of adult literacy facilitators to ensure that only qualified people are entrusted with the work of teaching adult literacy.[10] Gender and Transformative Education in East Africa.[11] Transitioning Vocational Education and training in Africa: A social skills ecosystem perspective.[12] Indigenous knowledge: Informal learning and food security practices among the Acholi people of Northern Uganda. Indeed the book chapter elaborates about how food security can be achieved through the revitalization of indigenous knowledge among the Acholi people of Northern Uganda[13] The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda. This study drew from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults[14] African Literacies: Ideologies, Scripts, Education.[15] Shack video halls in Uganda as youth community/literacy learning and cultural interaction sites. The study examined the learning and cultural interaction opportunities that occur in the production of and participation in watching interpreted movies.[16] Learning informally: A case for Arts learning in vocational education and training in Uganda. The paper advocated for the inclusion of the arts in vocational learning programs in Uganda, as an integrated form of holistic learning oriented towards empowerment and entrepreneurship.[17] Uganda. This a study about older adult education in Uganda, the development of suitable educational facilities for their education and funding from government to implement educational programmes that are targeted at them.[18]

See also

References

  1. ^ Jackson Kitara (11 January 2018). "Gulu University Gets New Vice-Chancellor". New Vision. Kampala. Retrieved 7 November 2019.
  2. ^ a b c d George Ladaah Openjuru (11 March 2018). "Curriculum Vitae of Professor George Ladaah Openjuru: Vice Chancellor of Gulu University". Gulu, Uganda: Gulu University. Retrieved 7 November 2019.
  3. ^ Julius Ocungi (10 January 2018). "Prof Openjuru Appointed Gulu University Vice Chancellor". Daily Monitor. Kampala. Retrieved 7 November 2019.
  4. ^ Openjuru, George Ladaah; Jaitli, Namrata; Tandon, Rajesh; Hall, Budd (2015). "Despite knowledge democracy and community-based participatory action research: Voices from the global south and excluded north still missing". Action Research. 13 (3): 219–229. doi:10.1177/1476750315583316. ISSN 1476-7503.
  5. ^ Openjuru, George Ladaah; Lyster, Elda (2007). "Christianity and rural community literacy practices in Uganda". Journal of Research in Reading. 30 (1): 97–112. doi:10.1111/j.1467-9817.2006.00325.x. ISSN 0141-0423.
  6. ^ Openjuru, George Ladaah (1 January 2010). Government Education Policies and the Problem of Early School Leaving: The Case of Uganda. Brill. ISBN 978-94-6091-284-9.
  7. ^ Tumuheki, Peace Buhwamatsiko; Zeelen, Jacques; Openjuru, George Ladaah (2 January 2016). "Motivations for participation in higher education: narratives of non-traditional students at Makerere University in Uganda". International Journal of Lifelong Education. 35 (1): 102–117. doi:10.1080/02601370.2016.1165745. ISSN 0260-1370.
  8. ^ Achen, Stella; Openjuru, George Ladaah (1 July 2012). "Hollywood in Uganda: local appropriation of trans-national English-language movies". Language and Education. 26 (4): 363–376. doi:10.1080/09500782.2012.691517. ISSN 0950-0782.
  9. ^ Tumuheki, Peace Buhwamatsiko; Zeelen, Jacques; Openjuru, George Ladaah (1 March 2016). "Towards a conceptual framework for developing capabilities of 'new' types of students participating in higher education in Sub-Saharan Africa". International Journal of Educational Development. 47: 54–62. doi:10.1016/j.ijedudev.2015.12.005. ISSN 0738-0593.
  10. ^ Openjuru, George Ladaah (2002). A comparative study of the FAL and REFLECT adult literacy facilitators' training process in Uganda (Thesis thesis).
  11. ^ Openjuru, George Ladaah (26 May 2021). "Gender and Transformative Education in East Africa". Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.1617. Retrieved 28 January 2023.
  12. ^ McGrath, Simon; Ladaah, George Openjuru; Lotz-Sisitka, Heila; Allais, Stephanie; Zeelen, Jacques; Wedekind, Volker; Ramsarup, Presha; Monk, David; Metelerkamp, Luke (6 January 2023). Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective. Policy Press. ISBN 978-1-5292-2465-8.
  13. ^ Openjuru, George Ladaah (2017), Etmanski, Catherine (ed.), "Indigenous Knowledge", Food Leadership: Leadership and Adult Learning for Global Food Systems Transformation, Rotterdam: SensePublishers, pp. 17–35, doi:10.1007/978-94-6351-050-9_2, ISBN 978-94-6351-050-9, retrieved 28 January 2023
  14. ^ Tumuheki, Peace Buhwamatsiko; Zeelen, Jacques; Openjuru, George Ladaah (3 June 2018). "The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda". Studies in Higher Education. 43 (6): 960–972. doi:10.1080/03075079.2016.1201807. ISSN 0307-5079.
  15. ^ Abdelhay, Ashraf; Asfaha, Yonas Mesfun; Juffermans, Kasper (2 October 2014). African Literacies: Ideologies, Scripts, Education. Cambridge Scholars Publishing. ISBN 978-1-4438-6826-6.
  16. ^ Openjuru, George Ladaah; Achen, Stella (2014), Sanford, Kathy; Rogers, Theresa; Kendrick, Maureen (eds.), "Shack Video Halls in Uganda as Youth Community/Literacy Learning and Cultural Interaction Sites", Everyday Youth Literacies: Critical Perspectives for New Times, Singapore: Springer, pp. 143–158, doi:10.1007/978-981-4451-03-1_10, ISBN 978-981-4451-03-1, retrieved 28 January 2023
  17. ^ Ladaah, Maxwell Godwin Openjuru; Openjuru, George Ladaah; Sanford, Kathy; Jayme, Bruno de Oliveira; Monk, David (22 June 2022). "Learning Informally: A Case for Arts Learning in Vocational Education and Training in Uganda". ENGAGE!. 4 (1): 17–29. doi:10.18060/26078. ISSN 2641-5348.
  18. ^ Ladaah Openjuru, George (2016), Findsen, Brian; Formosa, Marvin (eds.), "Uganda", International Perspectives on Older Adult Education: Research, Policies and Practice, Cham: Springer International Publishing, pp. 457–465, doi:10.1007/978-3-319-24939-1_40, ISBN 978-3-319-24939-1, retrieved 28 January 2023

External links

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