Browsing by Author "Tukundane, Cuthbert"

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    Exploring Agricultural Vocational Pedagogy in Uganda: Students’ Experiences
    (International journal of training research, 2019) Jjuuko, Robert; Tukundane, Cuthbert; Zeelen, Jacques
    Increasingly studies claim that building young people’s vocational interest in agriculture, as a sector of meaningful employment, is a central dilemma of Africa’s education and labour market systems. With Ugandan students’ voices, this article examines some of the methodological dilemmas of agricultural education and training. The article draws from evidence generated through a qualitative case study of a public agricultural college. We undertook the study in line with our conceptual argument for mainstreaming young people’s voices in the search for solutions to improve agricultural education practice. The study explored and analysed students’ experiences and perceptions of the college’s vocational pedagogy. Findings that uncover weak agricultural vocational pedagogy at the case study college are analysed and discussed to inform our recommendation for the embedding of craftsmanship virtues in vocational education practice to optimise students’ achievement.
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    Reclaiming the Educative Power of Vocational Placements: Experiences from Agriculture Education Practice in Uganda
    (International Journal of Training and Development, 2021) Jjuuko, Robert; Tukundane, Cuthbert; Zeelen, Jacques
    Amidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students’ learning and labour market outcomes. This article explores the “educative” potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts.