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The study examined the available approaches to improving gender parity in public secondary schools in Bugiri District. It specifically focused on the approaches put in place to improve gender parities in Public secondary schools, their effectiveness and challenges faced by stakeholder. The study was rooted in the interpretive paradigm and employed a qualitative methodology. Data were obtained from head teachers, teachers and students with the help of semi-structured interview guides that was triangulated with document checks and was analyzed thematically. Findings revealed that in schools where gender-related training was implemented, head teachers and teachers continued to partner with the communities in the provision of school facilities for girls (toilets and restrooms), learning materials, and also advising their children. According to findings, the ministry of education and sports typically advocates for programs that promote gender equality in schools. Further, for female students to feel comfortable and confident in their health while attending school, there are also organizations that produce reusable pads. People who are the victims of gender discrimination typically look for a forum to talk about their issues and need an unbiased listener. According to results, most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students. The gender roles that have been established are still so distinct that many women are referred to as being in charge of the household duties. Conclusively, religious leaders do a lot to participate in the implementation of gender-responsive programs in schools. Most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students.

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This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences. [ABSTRACT FROM AUTHOR]