Connect with us

General

Makerere University targets ‘gender imbalance in ICT use’ to boost girl child education

Published

on

As the oldest university in Uganda, Makerere University is truly leading by example. In a bid to boost girl child education, the university has embarked on a study to investigate effects of early ICT exposure. This came after a joint study revealed that female students are less likely to use Information Communication Technologies (ICTs), compared to their male counterparts due to limited exposure at an early stage.

The study was undertaken under the Pan African Research Agenda on Pedagogical Integration of ICT in Africa funded by the International Development Research Centre (IDRC), conducted in five primary schools, four secondary schools, and two institutions of higher education i.e. Makerere University and Kyambogo University.

While undertaking the study, Makerere University researchers found out that most of the Ugandans conversant with computer technology got exposed at the secondary school level. “The school system is the first point of contact for the majority of computer technology users in Uganda “observed Dr. Alice Ndidde a Senior Lecturer in the College of Education and External studies.

She also observed that schools largely exhibit deep seated negative stereotypes against girls and female teachers’ use of technology. Dr Ndidde confirmed this by highlighting that from the study, it was revealed that in one of the secondary schools, 99.3% of the computer users were boys with girls only constituting 0.7%, an alarming disparity.

Additionally, the study noted that there was more focus on teaching ICT and less on integrating it into teaching and learning. As such, students registered less improved levels of participation, self-direction learning, confidence levels, and self esteem in the use of ICT.

Schools that integrated ICT use also saw students being motivated and willing to study science subjects that have traditionally been believed to be difficult. Interestingly, the study also revealed that private schools have more ICT infrastructure than the prestigious public schools.

However, despite the positive impact of ICT integration, there are still challenges which have faced the implementation of the solutions to problems revealed by the study. They include:

  • Inaccessibility to ICT facilities mainly due to poverty
  • Under utilization and gender disparities in the integration of ICT into learning and teaching
  • Inadequate computer infrastructure and internet connectivity in most of the learning institutions
  • The high number of male teachers over female teachers in ICT, especially in rural areas.

In order to mitigate these challenges, the study provided recommendations such as encouraging females and males to participate in ICT at an early age and equally urging parents and guardians to ensure that girls and boys both use computers and ICT facilities equally without discrimination. The study further called for the training of teachers in transferring knowledge and skills around gender issues equally, and planning activities which encourage both boys and girls to develop ICT skills, among others.

 

Article by Toku Paul, Intern, Makerere University.


As the oldest university in Uganda, Makerere University is truly leading by example. In a bid to boost girl child education, the university has embarked on a study to investigate effects of early ICT exposure. This came after a joint study revealed that female students are less likely to use Information Communication Technologies (ICTs), compared to their male counterparts due to limited exposure at an early stage.

The study was undertaken under the Pan African Research Agenda on Pedagogical Integration of ICT in Africa funded by the International Development Research Centre (IDRC), conducted in five primary schools, four secondary schools, and two institutions of higher education i.e. Makerere University and Kyambogo University.

While undertaking the study, Makerere University researchers found out that most of the Ugandans conversant with computer technology got exposed at the secondary school level. “The school system is the first point of contact for the majority of computer technology users in Uganda “observed Dr. Alice Ndidde a Senior Lecturer in the College of Education and External studies.

She also observed that schools largely exhibit deep seated negative stereotypes against girls and female teachers’ use of technology. Dr Ndidde confirmed this by highlighting that from the study, it was revealed that in one of the secondary schools, 99.3% of the computer users were boys with girls only constituting 0.7%, an alarming disparity.

Additionally, the study noted that there was more focus on teaching ICT and less on integrating it into teaching and learning. As such, students registered less improved levels of participation, self-direction learning, confidence levels, and self esteem in the use of ICT.

Schools that integrated ICT use also saw students being motivated and willing to study science subjects that have traditionally been believed to be difficult. Interestingly, the study also revealed that private schools have more ICT infrastructure than the prestigious public schools.

However, despite the positive impact of ICT integration, there are still challenges which have faced the implementation of the solutions to problems revealed by the study. They include:

  • Inaccessibility to ICT facilities mainly due to poverty
  • Under utilization and gender disparities in the integration of ICT into learning and teaching
  • Inadequate computer infrastructure and internet connectivity in most of the learning institutions
  • The high number of male teachers over female teachers in ICT, especially in rural areas.

In order to mitigate these challenges, the study provided recommendations such as encouraging females and males to participate in ICT at an early age and equally urging parents and guardians to ensure that girls and boys both use computers and ICT facilities equally without discrimination. The study further called for the training of teachers in transferring knowledge and skills around gender issues equally, and planning activities which encourage both boys and girls to develop ICT skills, among others.

 

Article by Toku Paul, Intern, Makerere University.

Continue Reading

General

Veteran Professor changed Makerere and Higher Education

Published

on

Professor Pancras John Mukasa Ssebuwufu (L) receives a plaque and citation from RUFORUM Board Member and Vice Chancellor Ndejje University-Professor Eriabu Lugujjo (Right) on 6th May 2021 at the RUFORUM Secretariat, Plot 155 Garden Hill, Makerere University Main Campus,

When Professor John Ssebuwufu ambled up to receive a certificate of recognition for his ‘exceptional’ contribution to higher education from the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) at Makerere University (MU), he was thinking of many things, such as rewarding staff, that he could have done differently to impact university education more.

But he did what he could have done, under the circumstances.

He presided over MU (in 1993) when student enrolment was 5,000 and left in 2004 when the population was surging to more than 15,000.

He emphasised the use of information communication technologies in almost all the institutions he had been involved in and sent many academic staff on exchanges to boost research and innovation. Now, more African universities engage in ground-breaking research.

So, he proceeded to accept his recognition and make his acceptance speech, which was mostly about gratitude.

Ssebuwufu, 74, who is currently the chancellor at Kyambogo University and the vice-chancellor of the University of Kisubi, is credited for his exemplary leadership and pragmatic methods that have shaped higher education in Uganda and Africa as a whole.

Read more

Continue Reading

General

Japan Africa Dream Scholarship (JADS) Program 2021/2022

Published

on

Japan Africa Dream Scholarship (JADS) Program 2021/2022. Photo credit: AfDB

The Japan Africa Dream Scholarship (JADS) Program is a capacity building project by the AfDB and Japan which was initiated in 2017 with the aim of providing two-year scholarship awards to highly achieving African graduate students to enable them to undergo post-graduate studies (i.e. a two-year Master’s degree program) in selected priority development areas on the continent and Japan. The overarching goal the AfDB and the Government of Japan seek to attain is to enhance skills and human resources development in Africa in under the Bank’s High 5s agenda (i.e. “Feed Africa”, “Light up Africa”, “Industrialize Africa”, “Integrate Africa” and “Improve the quality of life of the people of Africa”) and key Japanese development assistance initiatives. JADS core areas of study focus include energy, agriculture, health, environmental sustainability, and engineering. The program also seeks to promote inter-university collaboration and university-industry partnerships between Japan and Africa. Upon completion of their studies, the JADS scholars are expected to return to their home countries to apply and disseminate their newly acquired knowledge and skills in the public and private sectors, and contribute to national and continental socio-economic development.

About the JADS program

The JADS Program is open to applicants from AfDB member countries with relevant professional experience and a history of supporting their countries’ development efforts who are applying to a graduate degree program in energy development and related discipline.  The program does not provide scholarships to any other graduate degree program.

The scholarship program provides tuition, a monthly living stipend, round-trip airfare, health insurance, and travel allowance.

Upon completion of their studies, the beneficiary scholars are expected to return to their home countries to apply and disseminate their newly acquired knowledge and skills, and contribute to the promotion of sustainable development of their countries.

Who is Eligible to Apply?

The program is open to those who have gained admission to an approved Masters degree course at a Japanese partner university. Candidates should be 35 years old or younger; in good health; with a Bachelor’s degree or its equivalent in the energy area or related area; and have a superior academic record. Upon completion of their study programs, scholars are expected to return to their home country to contribute to its economic and social development.

Application Procedures

  1. Applicant requests for information and application forms and procedures from the chosen JADS partner university. For any inquiries, please contact JADS@AFDB.ORG
  2. Applicant completes required documents and sends them to the university.
  3. University evaluates and selects applicants.
  4. University sends selected candidates to the AfDB.
  5. AfDB reviews submissions from universities, prepares and approves the final list.
  6. AfDB contacts selected awardees, and informs the universities.

Read more

Continue Reading

General

WHS Regional Meeting Africa 2021: Finance Chairperson’s Update

Published

on

Prof. Tonny J. Oyana, Finance Chairperson, World Health Summit Regional Meeting Africa, June 2021.

SOPs: Our plan is to have 200 sets of people in different spacious rooms…

Prof. Tonny j. oyana, finance chairperson whs regional meeting africa

We are sincerely grateful to our sponsors…

Over 15 core sponsors…

Sessions: 60% Virtual, 40% Onsite…

Continue Reading

Trending