Browsing by Author "Muwagga, Anthony Mugagga"

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    Contribution of the Skills-Based Approach to Teaching Students in Lower Secondary Schools and on Poverty Reduction After COVID-19 Disruptions in Communities in Jinja North Division, Uganda
    (Paradigm Academic Press, 2023) Namasoga, Martha; Kaahwa, Yuda Taddeo; Muweesi, Charles; Kabasiita, Jessica; Kaweesi, Muhamadi; Namagero, Shira Tendo; Kabeera, Pontian; Isabirye, Christopher; Kasirye, Richard; Namukose, Sarah; Kuteesa, Mugenyi Disan; Mutebi, Abubaker; Sserwadda, Lawerence; Muwagga, Anthony Mugagga
    The study sought to examine the contribution of the skills-based approach to teaching students in lower secondary schools after COVID-19 disruptions and poverty reduction. The study was purely qualitative in nature and data were obtained using interview guide and focus discussion. Findings revealed that skills-based education is given to students through class talks, but other living skills such as self-worth, decision-making, and successful communication are not given priority. HIV/AIDS prevention and health education initiatives are implemented to raise awareness, change attitudes, and promote healthy sexual behaviour. Skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports and games. These gains bring about employment and money to fight poverty. Parents are failing to provide instructional materials, leading to an increase in drinking alcohol and smoking, a lack of interest in reading, and an increase in the student-to-teacher ratio. This leads to late coming, dodging of school, and abolishment of punishment and promotion. The study concluded that skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports, and games. Also, other life skills such as self-worth, decision-making, and successful communication are not given priority. Based on the conclusion the study recommends that all teachers should be involved in the implementation of a skills-based curriculum for effectiveness, the government should supply schools with materials such as computer sets and sewing machines among others to enhance practical training of students and academics should be balanced with extracurricular activities such as debating and games for the cognitive and mental development of the learners. Keywords: Skills-based approach, poverty reduction, practical training, cognitive and mental development
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    Lifelong Educational and Decolonization Programs for the Batwa Indigenous People of Southwestern Uganda
    (East African Journal of Interdisciplinary Studies, 2024) Sekiwu, Denis; Adyanga, Francis Akena; Genza, Gyaviira Musoke; Rugambwa, Nina Olivia; Muwagga, Anthony Mugagga
    This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission
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    Reflections on the philosophy behind the different universities in Uganda
    (Educational Research, 2011) Muwagga, Anthony Mugagga
    Increasingly, university education in Uganda is becoming very popular. Before 1992, discussing university education in Uganda and for most of Sub Saharan Africa was not very difficult because there were few universities. The liberalization and introduction of the private sponsoring scheme in public universities, emergence of the denominational, for-profit and community private universities have all made discussing university education problematic. Though the Uganda government white paper on education 1992, gives the basic principles which must guide all levels of education in Uganda, the lack of a clear and uniform philosophy informing and guiding the different universities creates a plethora of challenges to the debate of the philosophy of education behind the different universities in Uganda. This paper using a descriptive case study research design tries to identify the underlying philosophical underpinning behind the different universities in Uganda. These include: public, religious or denominational, the for-profit and cultural oriented universities. The paper concludes that different universities in Uganda draw their philosophy of education from their founding body’s rationale for providing university education. It is also concludes that there seem to be no unifying philosophical underpinning for the entire university system in Uganda. It can also be concluded that, unlike public, for-profit and cultural or community universities, denominational universities seem have a more refined and specific philosophy of education.
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    Reflections on University Education in Uganda and the COVID-19 Pandemic Shock: Responses and Lessons Learned
    (Alliance for African Partnership Perspectives, 2021) Nawangwe, Barnabas; Muwagga, Anthony Mugagga; Buyinza, Mukadasi; Masagazi, Fred Masaazi
    The reflections in this article are drawn from a study “Investing in Data and Evidence to Inform Education Policy in Response to The New Normal Caused by Covid 19 Pandemic in Uganda.” The study investigated how the various education stakeholders fitted into “the new normal” in accordance to the tripartite university roles namely: Teaching and learning, research and Community engagements / networking. A multiple case study approach informed this largely qualitative inquiry. Online interviews, and documentary reviews were used to generate the study narratives. Data analysis followed a more descriptive approach of coding of key words, and phrases in order to pinpoint common responses. Using a reflective approach, the article answers the following questions: How did the various university stakeholders respond to the COVID-19 Pandemic lock down? Are African (Uganda Universities) in particular prepared to positively encounter or take advantage unforeseen shocks? What strategies can we suggest to mitigate the plethora of pedagogical challenges created by the COVID-19 Pandemic shock? What will be the future of University Education after the COVID-19 Pandemic lock down? The implication of the study finding is that there is need to re-evaluate education /university funding as well as the need to integrate blended pedagogy at levels of education in Uganda more especially at university level.