Education
EBoML Project Proves Boda-Boda Riders Can Learn on the go
Enhancing Behavioural Change of Boda-Boda Riders in Uganda Using Mobile Learning (EBoML) is a three-year project initially funded for one year by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF). The goal of EBoML is to professionalise the Boda-Boda industry in Uganda using Mobile Learning (mLearning) for positive behavioural change of Boda-Boda riders. The project is being implemented in partnership with the Ministry of Works and Transport (MoWT), Ministry of Gender, Labour and Social Development (MoGLSD) and Boda-Boda riders from the two pilot districts of Wakiso and Namayingo.
Speaking at the EBoML Research Dissemination Workshop held on Friday 28th May 2021, the Deputy Principal, College of Education and External Studies (CEES) and EBoML Principal Investigator (PI) Dr. Paul Birevu Muyinda noted that although the Boda-Boda industry employs more than 50% of youth, it lacks order, the riders have limited or no savings and they face a myriad of health risks.
Furthermore, riders by the “nomadic” nature of their work cannot be gathered into the organised classroom settings and given one-off training on behavioural change. The solution; take learning to the beneficiaries wherever they are, provided they have a smartphone and an internet connection.
“We therefore developed a multimedia-based Positive Behavioural Change virtual mLearning Environment (PBC-mLE) for self-paced and/or assisted lifelong learning in; safe-driving principles, health-living and entrepreneurship” remarked Dr. Birevu.
The PBC-mLE was then rolled-out in the pilot districts, evaluated and the purpose of the dissemination workshop was to present findings from that exercise.
Presenting findings from the Entrepreneurship Module, Mr. Turyakira Nazarius shared that the majority of Boda-boda riders (83%) knew the importance of saving and 69% were in the habit of saving regularly, with only 5% admitting to never having saved. The majority (40%) preferred to save with the Boda-Boda scheme, while a third (33%) opted to keep their savings in a secret location at home. 14% saved with a bank, 8% saved with a trusted person and 5% used other undeclared methods.
Further analysis revealed that solving daily household demands and paying school fees at 22% each accounted for the largest expenditure of savings. These were followed by buying household assets and caring for parents at 16% each, servicing loans (7%) and other expenditures (17%).
The Boda-Boda riders were also asked to share the most important skills they would wish to acquire. At 26%, the need for skills on how to secure more capital topped the riders aspirations. This was followed by basic knowledge about the Boda-Boda business at 22%, Marketing at 19% and Customer care at 16%. Record keeping accounted for 13% of the responses while 4% aspired to learn other skills in areas such treating cattle diseases.
At the end of the entrepreneurship module, riders were expected to know; the different ways of saving, the different types of businesses, good customer care practices and how to use savings from Boda-Boda riding to start up another business.
“Being a service industry, good or bad hygiene impacts directly on the riders’ lives and those of their customers thereby having an impact on the business” remarked team member, Ms. Lillian Mbabazi from the Department of Performing Arts and Film (PAF) as she presented findings from the Health and Safe-Living Module.
Findings revealed that 66% of Boda-Boda riders acquire health information from their fellow riders or friends, 51% from healthcare providers and 50% from family or the mass media. Other riders reported that they secure information from; health outreaches, social media, school or classes, herbalists, the internet and other sources.
A number of health issues were reported to impact the lives of Boda-Boda riders. Accidental injury, hygiene and substance abuse had the highest recorded impact at 80%, 44% and 42% respectively. Additionally, intentional injury and violence accounted for 38%, unwanted pregnancy and parenting-28.7%, Sexual health-27% and obesity-11%.
Boda-Boda riders reported a number of barriers they faced in accessing healthcare. These, in order of priority included; high costs, long waiting lists, embarrassment, lack of knowledge, long distances to facilities, time constraints and language barrier among others.
Furthermore, healthy eating, emergency services and dental services at 53%, 52% and 45% respectively were reported by the riders as aspects of healthcare that lacked sufficient information. Others reported were; mental health, prolonged disease or condition management, education about physical activity, primary health care, substance abuse and treatment, and reproductive health.
Boda-Boda riders when not on the move are usually stationed at designated stages. Under personal and workplace hygiene, only 30% of riders reported that they had access to running water for handwashing. Additionally, while 83% of riders admitted to bathing three or more times a week, 6% said they bathed only once a week. On the bright side, 39% of the riders admitted to bathing twice a day.
In terms of risky sexual behaviour, whereas 65.7% of the riders reported that they had sex with one to two sexual partners in the past 12 months, 23% had engaged in sex with three or more women in the same period. On an alarming note, 57% of the riders reported that they did not use a condom in the past six months prior to the survey.
Engaging with multiple sexual partners is a high-risk sexual behavior especially in the absence of condom use. The researchers therefore sought to find out the number of women impregnated by the riders in the last twelve months. Whereas the majority (53%) reported that they hadn’t impregnated any women in the period, 36% had impregnated one, 6% two, 4% three and 1% four or more.
Further examination of the relationship between riders and the women revealed that whereas 35% had impregnated their wives and 5% their girlfriends, disturbingly, 1% had impregnated a student and another 1% a stranger. 4% admitted to impregnating a girl/woman who was neither a wife, nor a girlfriend, nor a student, nor a stranger. The majority (54%) opted not to state their relationship with the woman they impregnated.
Transactional sex between Boda-Boda riders and clients who fail to pay cash for their trips has often been talked about but with no figures of its extent. Findings from the EBoML team revealed that whereas 88% of Boda-Boda riders reported that they do not engage in transactional sex, 12% admitted to engaging in the practice.
Away from the health and safe-living, the third and final module on Safe-Driving revealed that 63% of Boda-Boda riders sampled had less than five years of riding experience. Nevertheless, 12% admitted to having more than ten years of riding experience and the rest (25%) had six to ten years of experience.
Adulthood is a regulatory requirement for operation of motor vehicles because maturity is considered a critical factor for decision making. The project therefore sought to ascertain at what age the riders first operated a motorcycle. Whereas the majority of riders (84.6%) said that they were 18 years and above at the point of first riding, 6.8% admitted to have started riding while still below 18 years of age. 8.6% of respondents said they were more than 30 years of age at their first riding attempt.
A driving permit is a legal requirement for every Boda-Boda rider. That notwithstanding, only 13% of respondents were in possession of a driving permit, with the majority (87%) having never acquired one. A further analysis of the reasons as to why riders didn’t possess permits revealed the expense involved as the biggest deterrent at 75%. Others reasons cited were; ability to freely ride without a permit (34%), ignorance of permit acquisition procedures (43%) and no time to process the permit (10%). Despite not possessing driving permits, 90% of Boda-Boda riders claimed to know the rules governing the road usage.
The pilot also sought to determine the leading causes of Boda-Boda accidents. Crossing animals at 43.5% were cited as the leading cause, followed by over speeding and other motorists/Boda-Boda riders at 41.5% and 30.5% respectively. Other causes cited included; poor mechanical condition of motorcycles, struggling for passengers with peers, overloading, excitement during celebrations, drink driving and other causes at 21.5%, 16%, 15.5%, 11%, 8.5% and 6.5% respectively.
In terms of training needs under this module, the majority (66%) of riders required training in basic mechanics to help reduce their expenses at the garage. Additionally, 65% required training in road safety while 4% preferred training in both defensive driving and understanding road signs.
The dissemination workshop would have been incomplete without feedback from the project beneficiaries. Speaking on behalf of the Boda-Boda riders, Mr. Ayebazibwe Rogers and Mr. Alibe Jonathan both based in Wakiso District thanked the EBoML team for according them the opportunity to access lifelong learning without interrupting their work schedules. The riders highlighted some of the valuable lessons learnt in each module as;
Under the Entrepreneurship Module:
- How best to start up a small scale business alongside the Boda-Boda job
- Importance of saving money even the least earnings and why one should save
- Customer care
- How to deal with losses
- Book keeping
- Good work ethics and appreciating the value of work
Under the Safe-Driving Module:
- Importance of the wearing helmets and protective gear
- Defensive driving
- Simple mechanics
- Importance of road signs and colour codes
- Smartness and presentability
- Road use in consideration of other road users
Under the Health and Safe-Living Module:
- How to avoid use of drugs and narcotics
- How to avoid pregnancy and sexually transmitted diseases (STDs)
- Healthy dieting
- Good personal hygiene
- A health body is the primary tool of work
- A healthy rider attracts more customers
The riders’ representatives nevertheless asked that the learning materials be adapted into simpler English and make use videos/illustrations that are relevant to the Ugandan setting.
In her remarks, Ms. Nazziwa Sharifah who represented the Permanent Secretary (PS), MoGLSD expressed her Ministry’s gratefulness at being part of the project. She said the Ministry under its Department of Occupational Safety and Health inspects workplaces for safety standards and investigates accidents, occupational diseases and dangerous occurrences. She noted that though informal, the Boda-Boda industry, was an asset to the National workforce.
“I therefore encourage Boda-Boda riders as assets in our workforce to always ensure that they wear their helmets and maintain good personal hygiene and health practices” she said.
Ms. Nazziwa reassured participants of of her Ministry’s readiness to protect the rights and safety of all workers, the majority of whom are youth. She equally recommended that since the majority of the Boda-Boda riders were either illiterate or semi-literate, the EBoML project should translate learning materials into local languages so as to reach more beneficiaries.
The MoGLSD representative also shared that the Green Jobs and Fair Labour Market Programme under her Ministry is tasked with, among other objectives, providing support to youth and women in form of affordable credit and grants at both individual and group levels. She therefore urged the Boda-Boda riders to always value their group schemes.
Representing the PS, MoWT, Mr. Bageya Waiswa, the Senior Road Safety Officer in the same ministry, Mr. Katunguka James commended CEES for the EBoML innovation that is going to tremendously address behavioural change among Boda-Boda riders and improve road safety. Pointing to the over 3,500 lives lost per year due to road traffic accidents, the PS said there was need for a multi-sectoral approach to influence the behaviour of road users in order for Uganda to achieve the 50% reduction in road traffic fatalities target by 2030.
“Riding competence and discipline is a key foundation for road safety that demonstrates the rider’s abilities to use the road without endangering his/her life or other road users” he explained.
He added that findings by the EBoML project findings would go a long way in helping Government to develop scientifically proven evidence-based interventions aimed at improving behavioural change of Boda-Boda riders in Uganda.
Mr. Bageya in his speech read verbatim by Mr. Katunguka equally pledged his Ministry’s support and continued partnership with CEES and promised that MoWT would spearhead the implementation of project findings.
He challenged every participant to play to play their part in sustainable road safety enhancement, concluding that “Road safety begins with you, with me and road safety is a shared responsibility.”
Please see Downloads for the detailed presentations
The U.S Ambassador to Uganda William W. Popp, has called on institutions of higher learning to groom and shape active citizens. The ambassador was delivering a keynote address at the Annual Prof. William Senteza Kajubi Fulbright Memorial Lecture, held on Thursday October 3, 2024 at Makerere University’s Yusuf Lule Auditorium.
“Higher education is not just about earning degrees; it is about cultivating the skills and values that create active, engaged citizens who can contribute to a better world,” H.E. William W. Popp said.
Ambassador Popp emphasized the crucial role universities play in nurturing responsible citizens. By fostering debate, advocacy and governance participation, universities equip students with the tools needed for leadership in their communities and beyond. “Universities are essential for promoting civic participation, critical thinking, and informed citizenship—key components of a healthy democracy. A vibrant democracy relies on citizens who can engage constructively and peacefully with each other and their leaders,” he explained.
He elaborated on how universities contribute to civic education by offering courses in disciplines like political science, history, and sociology. These programs inform students about democratic systems, civil rights, and global issues, while also providing platforms for interaction with current and former political leaders, he said.
Ambassador Popp highlighted the importance of fostering critical thinking and debate. “By engaging in discussions around complex issues, students learn to form informed opinions and engage in responsible democratic discourse.” He noted that universities empower individuals through education, internships, and student councils, laying the groundwork for active and informed citizenship. “History shows that universities are incubators of social movements, where students challenge the status quo and advocate for policies that benefit society.”
Panel discussants
Dr. Pamela Tibihikirra-Kalyegira, Director of the Law Development Centre, reinforced these points by outlining three core roles of universities: teaching, applied research, and community engagement. “We must reflect on how well we are fulfilling these responsibilities,” she urged, encouraging students to adopt a lifelong learning mindset and recognize that no one can know everything.
Dr. Ruth Biyinzika, Coordinator of the GROW Project at the Private Sector Foundation Uganda (PSFU), shared insights on various opportunities available to students that can help them navigate their career paths. She also called on parents to actively engage in shaping their children’s educational journeys before they transition to higher education institutions.
In honoring the legacy of Prof. Senteza Kajubi, Makerere University Vice Chancellor Prof. Barnabas Nawangwe praised him as one of Uganda’s most influential educationists. A two-time Vice Chancellor and the first Fulbright from Uganda, Prof. Kajubi opened doors for many African students to benefit from the Fulbright scholarship. Prof. Nawangwe recalled his personal friendship with Kajubi, highlighting the wisdom he gained from him.
During Uganda’s struggle with the HIV/AIDS epidemic, Prof. Kajubi played a pivotal role in establishing a partnership between Makerere University and Case Western Reserve University in the U.S., which helped train staff to manage the crisis. “The first COVID-19 testing kits we received at Mulago Hospital were donated by Case Western Reserve University—400,000 free kits,” noted Prof. Nawangwe, emphasizing the enduring impact of Prof. Kajubi’s contributions to Makerere University and Uganda.
Through these discussions, the lecture underscored the vital role of higher education in not only developing individual capabilities but also fostering a more engaged and informed citizenry, ultimately contributing to a stronger democracy.
Scholars at Makerere University have developed a set of competencies to guide graduate secondary school teachers in Uganda, focusing on effectively teaching students under the new lower secondary curriculum. The initiative, spearheaded by Dr. Yuda Taddeo Kaahwa as Principal Investigator (PI), includes contributions from Dr. Rebecca Nambi, Dr. Richard Balikoowa, Mr. Edward Kansiime, and Mr. Cale Santus.
This research project, funded by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF), gathered data from teachers, head teachers, and curriculum specialists across various regions. The findings were unveiled on September 12, 2024, during a dissemination workshop at Makerere University.
“Our research found that most teachers are still using the old curriculum and are not meeting the required standards for teaching under the new lower secondary curriculum,” Dr. Kaahwa revealed. He emphasized the need for a paradigm shift, highlighting that the new curriculum requires a learner-centered approach, unlike the traditional teacher-centered methods.
The survey was conducted across 15 schools, with 25 participants from each institution, as well as 30 curriculum specialists. The study revealed significant gaps in the teachers’ readiness to implement the new Competence-Based Curriculum (CBC), as many were trained under the old curriculum.
To address this, the scholars have outlined plans for training sessions at teacher training institutions, aiming to equip future educators with the skills necessary to meet the new curriculum’s demands. Dr. Kaahwa called for government support to ensure the successful implementation of this project, which has so far focused on teachers in the Humanities, Sciences, History, and Languages.
“A secondary school teacher must be creative, with excellent communication skills, to effectively convey knowledge to their learners,” Dr. Kaahwa stated, also stressing the importance of integrating technology into the learning process. He noted that the new curriculum’s learner-centered approach emphasizes critical thinking, problem-solving, and collaboration, making teacher creativity and adaptability vital.
Dr. Richard Balikoowa proposed the creation of discussion groups among teachers to foster interpersonal communication skills and boost learner confidence. “Teachers must possess diverse knowledge in their disciplines and be able to identify and nurture their learners’ strengths and weaknesses,” he added.
The research, which began in 2022 following the introduction of the new curriculum, found that many teachers lacked a deep understanding of the competencies required for the CBC. This gap is largely due to teachers being trained in the outdated curriculum and needing time to “relearn” the new teaching strategies.
Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES), commended the scholars for their impactful research, which is poised to drive significant progress in Uganda’s education system. He highlighted the project as a crucial step toward improving teacher effectiveness under the new curriculum.
Prof. Fred Masagazi Masaazi, Chairperson of Mak-RIF, also praised the project, labeling it one of the most successful initiatives aimed at enhancing the competence profile of graduate secondary teachers in Uganda. He pledged ongoing support to ensure the project’s successful implementation, with the goal of shifting teacher practices to align with the new curriculum’s objectives.
However, challenges remain in ensuring widespread adoption of the new curriculum, particularly in private schools, where teachers are often unable or unwilling to attend government-organized training sessions. Nansana Municipal Inspector of Schools, Mr. Patrick Desire Nsubuga, emphasized the need for collective action from all stakeholders. “If we all agree to acquire the necessary skills, our children will better understand the curriculum,” he said.
Mr. Kinosa Daniel Mutumba, a teacher at Walibo Seed Secondary School in Luuka District, urged the government to deploy facilitators with in-depth knowledge of the new curriculum. “Some facilitators lack the expertise needed to guide teachers, which ultimately affects learners, especially when it comes to interpreting complex scenario-based questions in humanities subjects,” Mr. Mutumba remarked.
He also called on the government to provide more funding to fully implement the new curriculum and to increase the number of instructors available to train teachers in different districts.
As scholars continue refining the competencies and training frameworks, the hope is that teachers across Uganda will be better equipped to provide high-quality education under the Competence-Based Curriculum, thereby improving learning outcomes for students nationwide.
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