Browsing by Author "Rugambwa, Nina Olivia"

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    Children and Libraries: Innovative Library services at Marko Lukooya Memorial Community Library during the Covid-19 pandemic, Uganda
    (East African Nature and Science Organization, 2025-04-17) Rugambwa, Nina Olivia; Kawalya, Jane; Mutibwa, Lois Nankya
    Community libraries do not receive financial support from the government, unlike public and academic libraries in Uganda. This study explored the provision of library services during the COVID-19 period by Marko Lukooya Memorial Community Library. The study investigated library services provided by the library, challenges encountered, and strategies that were used to address the challenges faced during the pandemic. A qualitative case study research design was used. Data was collected using face-to-face in-depth interviews and observation methods with library staff and patrons. Standard Operating Procedures were followed during the pandemic by both the participants and researchers to mitigate the risk of the deadly COVID-19 virus. Key findings revealed that the library adapted innovative ways to provide library services to children and the community during the COVID-19 pandemic amidst many challenges. The study recommends training of library staff in information management and more material and financial support by donors, the government, and all well-wishers to support the good work being done by Marko Lukooya Memorial Community Library in Uganda.
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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