Browsing by Author "Zeelen, Jacques"

Now showing 1 - 7 of 7
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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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    The influence of out-of-institution environments on the university schooling project of nontraditional students in Uganda
    (Studies in Higher Education, 2018) Buhwamatsiko Tumuheki, Peace; Zeelen, Jacques; Ladaah Openjuru, George
    Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants’ self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS’ university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.
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    Motivations for participation in higher education: narratives of non-traditional students at Makerere University in Uganda
    (International Journal of Lifelong Education, 2016) Buhwamatsiko Tumuheki, Peace; Zeelen, Jacques; Ladaah Openjuru, George
    The objective of this qualitative study was to establish motivations for participation of non-traditional students (NTS) in university education. The findings are drawn from empirical data collected from 15 unstructured in-depth interviews with NTS of the School of Computing and Informatics Technology at Makerere University, and analysed with the aid of qualitative data analysis software ATLAS. ti. Three major findings were established: (1) motivations were found to be multiple, multifaceted and varied for each individual; (2) the sociocultural context of the African society including societal perceptions of university education were found to be the major factor shaping motivations of NTS to upgrade their educational qualifications; and (3) most motivations were found to be extrinsic in nature rather than intrinsic and based more on push rather than pull factors. Yet, although the demand for university education is increasing, life beyond university can no longer guarantee some of the anticipated rewards such as employment and its related benefits. It therefore becomes important that the purpose of education within universities in Africa is directed towards achieving development of the whole human being. In this way, a graduate’s capacity to function will not be seen only in the economic and professional life, but also in other spheres of life.
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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.
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    Researching the Reintegration of Formerly Abducted Children in Northern Uganda through Action Research: Experiences and Reflections
    (Journal of Community & Applied Social Psychology, 2010) Angucia, Margaret; Zeelen, Jacques; De Jong, Gideon
    This paper presents experiences and reflections on the use of a participatory research methodology under the difficult conditions of a war situation in northern Uganda. We draw from two complimentary approaches in action research to explain our methodology while doing research on the reintegration of formerly abducted children. First, the experience oriented approach, which emphasizes the need to articulate experience as a basis for learning and knowledge. Second, the exemplary participatory approach which highlights the importance of enhancing empowerment and the need to find solutions for social problems.We find these two approaches useful for doing action research in a conflict area because of their emphasis on experience and empowerment respectively. In our research, experience is important because of the children’s encounter with the Lord’s Resistance Army (LRA) rebels that both needs to be understood and justifies reintegration. On the otherhand, empowerment is important for our assumption that the children’s experience and encounter with the LRA has disempowering effects on them. We demonstrate the use of the approaches in our research by enhancing participation, balancing power relations and being aware of ethical issues while at the same time attempting to make the research valid inspite of the challenges.
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    Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa
    (International Journal of Educational Development, 2016) Buhwamatsiko Tumuheki, Peace; Zeelen, Jacques; Ladaah Openjuru, George
    Building on the participation model of Schuetze and Slowey, this study contributes to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA). Drawing from empirical work at Makerere University Uganda, we found that improving only the institution environment cannot suffice as there are also other factors affecting participation outside the institutional structures. These include family and work environments and context specific factors like perceptions and socio-cultural environment of the Ugandan society. A conceptual model specific to SSA is thus proposed, and the capability approach presented as the most insightful in elucidating the participation realities of NTS in SSA.
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    Transforming collaboration between communities and non-governmental organisations: Reflections on learning spaces in Central-Eastern Uganda
    (SAGE Publications, 2024-03) Blaak, Marit; Irepu, Sophia; Zeelen, Jacques
    Non-governmental organisations have several mechanisms in place to facilitate learning with and from communities they intend to serve, however these do not always realise authentic participation and meaningful programmatic adjustments. In a participatory research in Central-Eastern Uganda we investigated how the community believes collective learning with NGOs could best be shaped. In this paper we present findings as well as reflections on the learning spaces that emerged in the research and how one could assess whether collective learning is a transformative practice. We offer a conceptual framework NGO practitioners can use to enrich their collective learning toolkit as well as to track and trace small shifts and changes happening in learning trajectories in order to lobby for resources to allow collective learning to happen more authentically, through increased presence and informal interaction with communities.