Browsing by Author "Lwanga, Jordan Byekwaso"

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    Admission of Non-Traditional Students in the 21st Century Universities: A Tradition of Transformations
    (East African Journal of Education Studies, 2025) Lwanga, Jordan Byekwaso; Ngaka, Willy; Openjuru, George Ladaah
    This article analyzes the transformations in the organization and governance of admissions for older adults (non-traditional students – NTSs) in higher education at one of the public universities in Uganda. Adulthood demands acquiring new coping strategies and skills to adapt to the requirements of new and emerging roles. This demand goes beyond depending on introductory training and informal experiences based on cultural wisdom. A growing belief underscores HE as a critical tool in responding to these demands. To champion this belief, many universities are contextually defining and implementing admission decisions to select deserving adults to enrol for university education. We collected qualitative data from university managers (some of whom doubled as academics), mature age coaches, and graduate and continuing non-traditional students. The purpose of this article was to analyze how institutional decisions on the admission of non-traditional students have evolved and their implications on the future development of the HE sector. This article illustrates and concludes by raising awareness among current and future sector managers and scholars who might be new to NTSs on how institutional decisions leading to their enrolment emerged and their implications for future practice
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    From Their Experience: A Thread of Participation Uncertainties Amongst Adult Returnees at a University in a Developing Context
    (East African Journal of Education Studies, 2024) Lwanga, Jordan Byekwaso; Ngaka, Willy; Openjuru, George Ladaah
    Learning in adulthood offers prospects for (re)defining and strengthening our self-worth for sustainable personal survival, growth, and development. The rate at which adults enroll in university studies upholds the longstanding belief that education is an enabler for social participation, progress, and transformation. An adult, who chooses to stop learning chooses to stagnate in adulthood. However, sometimes, their decision to return to class is submerged in circles of uncertainties that impede their social integration and participation in a system that was not originally designed for them. This article uses the principle of inclusion of the social justice perspective to explore the nature of adult returnees’ participation uncertainties and their implications on the teaching and learning processes. We draw our findings from narratives of adult returnees and academic staff at a public university in Uganda. This study acknowledges that adult returnees experience multiple issues that humiliate, obstruct, and hinder their participation and learning aspirations. However, this should not be grounds for underrating what they can do and achieve during a learning encounter. We suggest learner support systems and instruction practices that restore these learners’ confidence and stimulate and guide their participation in the teaching and learning process