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The study focused on Instruction Supervision Practices and Teachers’ Performance in Public Primary Schools in Bamunanika Subcounty in Luweero District. The objectives were: to examine the level of instructional supervision practices, to establish the level of teachers’ performance, and to examine the relationship between instructional supervision practices and teachers’ performance in selected primary schools in Bamunanika County, Luweero District. There was a high level of instructional supervision practices in selected primary schools in Bamunanika County, Luweero District as indicated with a grand mean of 3.45 and standard deviation of 1.018. A moderate level of teachers’ performance was found in selected primary schools in Bamunanika County, with a grand mean of 3.32 and standard deviation of 1.060. There is a relationship between instructional supervision practices and teacher’s performance in selected primary schools in Bamunanika County with r= 0.412 and p. value 0.000. The study hypothesized that there is no significant relationship between instructional supervision practices and teacher’s performance in selected primary schools in Bamunanika County, Luweero District. The study was based on descriptive and correlation research designs; data was gathered from 195 teachers using a self-administered questionnaire and 52 head teachers and Heads of Department were interviewed. The researcher recommended that: school administrators in public primary schools should ensure that they provide instructional supervision practices of lesson plan preparation, use of teaching –learning and class management. School administrators and teachers should work together to ensure high teacher performance in different areas where it was found to be weak or low.

The study focused on neo-liberalism and its influence on Governance Reforms and Student Politics at Makerere. Systematic Literature Review was employed to review academic journals, policy papers and book chapters. Both broad search and specific focused search were used to generate themes and subthemes of the required literature. The study was guided by the public-private distinction theory which elucidated succinctly on the role of public-private organizations and their relevance to this study. The study revealed that before and after independence, higher education in Uganda was a monopoly of the state. However, in the late 1980s and early 1990s there were reforms in Uganda’s higher education delivery based on neo-liberal policies. It is pointed out that government was no longer competent enough to maintain its monopoly in the management of higher education in the country because of its inability to adequately fund the system. So what happened is that a number of governance reforms were implemented based on neo-liberal policies which focused on market-oriented approaches. Such market-oriented concepts included; cost sharing in public universities, private higher education, commercialization/commoditification and massification of higher education. Students’ response to such neo-liberal reforms was particularly significant especially at Makerere. These policies shaped students’ politics at Makerere characterized by violent demonstrations and strikes which at times led to lose of lives and property in and around Makerere.