Browsing by Author "Ngaka, Willy"

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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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    Balancing Work, Training Apprentices and Learning at Workplaces: Experiences of TVET Graduates of Motor Vehicle Mechanics
    (East African Nature and Science Organization, 2024-10-24) Garuzooka, Francis John; Nuwagaba, Ephraim Lemmy; Mudondo, Constance; Ngaka, Willy
    This study investigated the activities that graduates of motor vehicle mechanics engaged in while working in garages and how these activities are balanced. In-depth face-to-face interviews were conducted with twelve graduates to collect qualitative data. Data was thematically analyzed and framed within the Communities of Practice theoretical framework. Findings suggest that although TVET institutions do not prepare their learners to balance work, learning, and training, graduates can perform these tasks using the knowledge acquired from their workplaces. Graduates who have a considerable level of formal education can devise strategies for balancing different responsibilities than those with low levels of formal education. However, challenges such as injuries, unprofessional conduct of garage managers, illiteracy, language barriers, and indiscipline amongst trainees constrain the balancing of these tasks. We recommend that TVET institutions train their learners to be multitasking to enhance their capacity to perform multiple tasks at workplaces. Additionally, employers need to avail time and other resources to enable graduates to learn new skills at the workplace so that they can handle multiple tasks such as repairing vehicles, training, and learning
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    Exploring Formal and Non-formal Education Practices for Integrated and Diverse Learning Environments in Uganda
    (The International Journal of Diversity in Organizations, Communities and Nations, 2012) Ngaka, Willy; Openjuru, George; Mazur, Robert E.
    This paper explores opportunities for integrating formal and non-formal education in Uganda in ways that help learners acquire, build and maintain productive skills for sustainable livelihoods. Using an interpretive paradigm, the authors draw on the capability approach and social practices theory of literacy to guide their qualitative analysis. The authors describe good practices in nonformal education in Uganda and Africa which diversify learning options for learners. Integration of formal and non-formal education is shown as capable of promoting practice-oriented skills learning which can significantly improve Uganda’s education system which is currently too theoretical for addressing people’s real needs. Such integration can maximize rural people’s participation levels in government’s poverty reduction interventions and enhance their chances for creating wealth and attaining sustainable livelihoods. Challenges to be faced in bridging the gap between the two forms of education in Uganda are highlighted and the way forward suggested.
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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
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    Road Network and Household Food Security in Acholi Sub Region, Northern Uganda: A Pragmatic Perspective
    (Journal of Developing Economies, 2022) Namubiru, Margaret; Nsambu Kijjambu, Fredrick; Ngaka, Willy; Rwakihembo, John
    This study aimed at examining the relationship between road network and household food security in Acholi subregion, northern Uganda. Methodology: The study adopted a pragmatic paradigm, thus adopting a mixed methods approach. Quantitative data was collected from 384 respondents using a structured questionnaire while face-to-face interviews aided qualitative data collection. After data management and processing, Pearson correlation and standard regression were use for data analysis. Findings: It was observed that road network is positively and significantly associated with household food security. The study established that road network accounts for 10% of the variance in food security among households in Acholi subregion, northern Uganda. Unique contribution to practice and policy: Although there are conflicting views on the predictors of food security among households, the present study has confirmed thatroad network plays a critical role in influencing food security among households in Acholi subregion, Northern Uganda, thus serving its purpose.