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A cross-sectional descriptive survey with 180 purposively selected participants was conducted in two public universities and one private university in South Western Uganda. Data were gathered through interviews and focus group discussions, and ethical procedures ensured voluntary participation and confidentiality. Findings discuss cognitive, affective, and psychomotor domains and propose teaching strategies such as emphasizing higher-order thinking, shifting toward andragogy, selecting content sources, presenting content effectively, and assessing progress; psychomotor learning methods like apprenticeship, internship, and school practice are encouraged.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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30918/AERJ.91.20.213 ISSN: 2354-2160  \nFull Length Research Paper  \nBridging education gap in higher institutions of learning using Bloom’s taxonomy of educational objectives  \nIrene Aheisibwe1*, Loyce Kobusigye2 and James Tayebwa1  \n1 Department of Foundations of Education, Faculty of Education, Kabale University, Uganda.  \n2 Department of Educational, Social and Organizational Psychology, School of Psychology, College of Humanities and Social Sciences, Makerere University, Uganda.  \nAccepted 4 January, 2021  \n\n| ABSTRACT\u003Cbr>In Uganda, there is a problem of graduate unemployment which has caused teachers, employers, policymakers, and the entire community to appreciate a critical role in bridging the existing gaps in education. This study examined how Bloom’s Taxonomy of Educational Objectives can be used in bridging the education gap in higher institutions of learning. A cross-sectional descriptive survey design, with 180 participants, purposively selected was involved. The study was conducted in two public universities and one private university in South Western Uganda. Data was mainly collected using interviews and focus group discussions. Ethically, permission was sought from relevant authorities, the purpose of the study was clearly explained, participation was purely voluntary and confidentiality was ensured. Respondents described the cognitive domain as activities of the mind, affective domain as the ways in which people deal with situations emotionally and the psychomotor domain as the skills attained. The study suggests using cognitive, affective and psychomotor methods of teaching. The study recommends need to directly teach higher order thinking skills, shift from pedagogy to andragogy, instructors of higher institutions of learning should wisely select sources of content, determine how to present that content effectively, and assess students’ progress in relation to that content and activities that promote psychomotor learning especially apprenticeship, internship and school practice should be encouraged.\u003Cbr>Keywords: Education gap, higher institutions of learning, Bloom’s taxonomy. |\n| --- |\n| *Corresponding author. E-mail: [aheisibweirene@gmail.com](aheisibweirene@gmail.com). |\n\nINTRODUCTION  \nIn Uganda there is a big problem of graduate unemployment which has caused teachers, employers, policymakers, and the entire community to appreciate a critical role in bridging the existing gaps in education. For some years now, the blame game has centered on gapsin education where graduates lack the required skills (Kakuru, 2007) . Estimates indicate that at least 400,000 graduates each year at the various public and private universities but not even a quarter get absorbed in the employment world (Mbah, 2014) . Worse still, projects registered by the Uganda Investment Authority indicate that only 150,000 jobs are created annually leaving an estimated 350,000 potentially jobless. Youth  \nunemployment has paused a serious security and policy challenges in Uganda (Teijeiro et al. , 2013) . For example, some youths enlist themselves under the National Association of the Unemployed (NAU) with others branding themselves as “poor youths” which depicts a disgruntled constituency with a capacity to endanger national security (The Republic of Uganda, 2010) . According to statistics, youth unemployment in Uganda stands at 62% representing 4.5 million of 7.2 million youths which is indicative of a ticking time bomb lest timely interventions are invoked to arrest the situation (Sparber and Fan, 2012) .  \nHistorically, the education gap has existed in formal  \neducation (Kroft et al. , 2016) . These gaps are societal, economic, demographic, resource, and skills related. Consequently, the Uganda community has been divided into groups: the have and the have-nots, the rich and the poor, the rural and the urban (Riddell and Song, 2011) . Education has, unfort","cbCaimm8mK7U6Fjt","https://ap.wps.com/l/cbCaimm8mK7U6Fjt","pdf",67193,"English","# Introduction\n## Graduate unemployment and education gaps\n## Concept of educational gap\n## Higher education constraints and SDGs 4\n# Abstract\n# Methods and data collection\n# Ethical considerations\n# Findings and recommendations","[{\"question\":\"What problem does the study address?\",\"answer\":\"The study addresses graduate unemployment in Uganda and the education gaps that leave graduates without the required skills for employment.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used a cross-sectional descriptive survey design with 180 purposively selected participants across two public universities and one private university in South Western Uganda, using interviews and focus group discussions.\"},{\"question\":\"Which learning domains and teaching recommendations are emphasized?\",\"answer\":\"The study describes cognitive, affective, and psychomotor domains and recommends using methods aligned to these domains, including direct teaching of higher-order thinking skills and encouraging psychomotor learning through apprenticeship, internship, and school practice.\"}]","Bridging education gap in higher institutions of learning using Bloom’s taxonomy of educational objectives | PDF",1792070835,15]