Browsing by Author "Adyanga, Akena Francis"

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    Public-Private Partnership and Early Childhood Education in Kasese District, Uganda
    (East African Journal of Education Studies, 2024) Kategaya, Raymond Mwesigye; Adyanga, Akena Francis; Ocan, Johnson
    The article’s main purpose was to investigate the relationship between public-private partnership (PPP) and early childhood education in Kasese District, Uganda. The main objectives of the study were to establish the role played by public-private partnerships in making certain that children develop numerical skills and expressive communication abilities. The study was conducted through an Ex Post Facto design study design. The target population of the study was stakeholders for early childhood education in Kasese District, Western Uganda. To ensure fair representation, research subjects were selected from each stratum of stakeholders. The scholar thus used stratified and, later on, random sampling techniques. The sample selected had 312 respondents from an estimated total number of 1.417 ECD stakeholders in Kasese District. Primary data was collected by administering a questionnaire that was designed on a 5-point Likert Scale, ranging from strongly agree to strongly disagree. Face-to-face interviews and an observation checklist were also used in the collection of data. Data collected was presented and analysed with frequency distribution and percentages while the corresponding hypothesis was tested with Chi-square statistic at 0.05 alpha levels. It was found the PPP in ECDs helped in the improvement of numeracy among children. For instance, stakeholders’ work helped in improving children’s counting of fingers on one hand or even copying and drawing shapes amongst young ones. Similarly, respondents indicated that Policy Guideline Formulation due to PPP led children to sort objects by colour and shape. Also, results showed that PPP in ECD enhanced communication ability whereby children were able to put up two words together as per caregiver guidance. It also led a child to pay attention to a simple story being narrated and thereafter answer questions from the account. Similarly, it was also found that Institutional Factors for PPP supported expressive ability in children in that they were in a position to follow a simple command. Besides, the availability of suitable Home Environment Factors was also found to promote communication ability in children. Thus, the study concluded that public-private partnership plays a part in ensuring that children develop numerical concepts. It was also concluded that public-private partnership plays a role in making certain that children develop expressive communication abilities
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    Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division
    (East African Journal of Education Studies, 2024) Ngalonsa, Luciana; Ocan, Johnson; Adyanga, Akena Francis
    he purpose of this study was to establish whether teacher competence can enhance the use of learning through play (LTP) pedagogy in preschools. Specifically, the objectives of the study were to; examine how teachers' knowledge of the strand matter influences the use of learning through play in preschools, to establish whether teachers' knowledge about learners influences the implementation of learning through play in preschool, and to assess teachers' pedagogical knowledge needed on the use of learning through play in pre- schools. The study was guided by scaffolding instruction as a teaching strategy from the social constructivist theory by Levy Vygotsky (1978). The study adopted a case study design. The study population comprised preschool class teachers, heads of sections, head teachers, and pupils in class observation. Purposive sampling was used to apportion individual members selected. Data was collected using the interview schedule, focus group discussions and documentary analysis. The qualitative data was analysed using content analysis and presented in narrative form. These techniques involved observing the study participants & behaviour and drawing conclusions based on their responses and actions in the way they engaged in incorporating the learning through play pedagogy. The main findings of the results highlighted and approved that some of the teachers were competent in using the learning through play pedagogy while others still used the teacher-centred approach. Teachers conducted play without a pre-conceived pedagogical purpose. Others still involved children in the learning process in the absence of play. Further investigation revealed that those doing it well had received continuous professional development support, unlike the rest. In terms of contribution, the research recommended pedagogical advancements by showcasing the benefits of learning through play. The novelty of the study concluded that the problems addressed in this research and the suggestions presented provide the basis for improving ECD practices while using play in learning
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    Theoretical Perspective of Urban Farming and Food Security in Southwestern Uganda
    (East African Nature and Science Organization, 2025-04-09) Atuhaire, Mary Tibamanya; Adyanga, Akena Francis; Ocan, Johnson
    This study examined the potential of urban agriculture as a strategy to alleviate food insecurity among low-income households in urban areas of southwestern Uganda. As rapid urbanization challenges traditional food systems to meet increasing demand for affordable and nutritious food, urban agriculture offers a promising solution. By using limited urban spaces to grow crops, urban agriculture can increase food access and provide economic benefits. Drawing on secondary data from government reports, academic research, policy documents and case studies, the study examined the role of urban agriculture in improving food security, promoting community empowerment and generating income through market-oriented gardening. The study suggests that households practising urban farming have better access to diverse and nutritious foods compared to households in peri-urban and rural areas. However, constraints such as land scarcity, inadequate water management, limited technical knowledge and inadequate policy support hinder the full potential of urban agriculture. The study highlighted the need for integrated urban policies that support sustainable food systems and community-based agricultural programs. By promoting innovative farming techniques and optimizing the use of space, urban farming can serve as a scalable model for building resilient urban food systems in southwestern Uganda.