Connect with us

Education

EBoML Project Proves Boda-Boda Riders Can Learn on the go

Published

on

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.

The Deputy Principal CEES and EBoML Project PI, Dr. Paul Birevu Muyinda addresses the workshop.
The Deputy Principal CEES and EBoML Project PI, Dr. Paul Birevu Muyinda addresses the workshop.

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.

Ms. Lillian Mbabazi (R) assisted by the day's Emcee, Dr. Godfrey Mayende (L) makes her presentation on the Health and Safe-Living Module.
Ms. Lillian Mbabazi (R) assisted by the day’s Emcee, Dr. Godfrey Mayende (L) prepares to make her presentation on the Health and Safe-Living Module.

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.

Ms. Nazziwa Sharifah represented the Permanent Secretary, Ministry of Gender, Labour and Social Development (MoGLSD) at the workshop.
Ms. Nazziwa Sharifah represented the Permanent Secretary, Ministry of Gender, Labour and Social Development (MoGLSD) at the workshop.

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.

Mr. Katunguka James represented the Permanent Secretary, Ministry of Works and Transport (MoWT) at the workshop.
Mr. Katunguka James represented the Permanent Secretary, Ministry of Works and Transport (MoWT) at the workshop.

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

Education

CEES Annual Report 2023

Published

on

The Principal CEES, Prof. Anthony Muwagga Mugagga and Deputy Principal, Associate Prof. Ronald Bisaso with other members of the Academic Procession. Makerere University, Kampala Uganda, East Africa.

The Year 2023, has been a memorable one in the life of the College of Education and External Studies. The college has made a number of salient achievements, notwithstanding the challenges which when solved made us stand high as a prime graduate teacher training facility in the region and Uganda in particular.

This year’ s annual report 2023 presents the key activities, achievements, networks and challenges registered the college as it embarked back on the journey towards the second epoch of Makerere’s centenary celebrations in 2022 and existence.

With its tripartite mission of: Teaching, Research and Community outreach, the following have been registered:

The year begun with council approving the Makerere University Institute for Teacher Education and Research (MITER). MITER was incepted with a goal of contributing to the University Research Agenda cognizant of the current strategic direction of Makerere University which is skewed towards research led university. MITER was also meant to contribute to the National Teacher Policy (NTP, 2019) – which aims at professionalizing teacher education in Uganda through research.

To achieve its prime goal of professionalizing teacher education in Uganda, CEES, through MITER and in collaboration with the National Curriculum Development Centre (NCDC) has initiated a Memorandum of Understanding (MoU) to incept the desired critical pedagogy which is not only of importance to secondary education, but is key to revitalizing university and tertiary education in Uganda. The college is ever grateful to the Vice Chancellor Prof. Nawangwe Barnabas, the Deputy Vice Chancellor- Academic Affairs Prof Kakumba Umar and the Director NCDC Dr Baguma K. Grace. who have linked up Makerere University with The National Curriculum Development Centre (NCDC) which is a body responsible for the development of educational curricula for Pre-primary, Primary, Secondary and Tertiary institutions in Uganda. Cognizant of the fact that CEES –School of Education mainly serves the constituents of Pre-primary, Primary, Secondary and Tertiary institutions in Uganda.

To realize and fulfill its networking mandate, the college has signed a number of MoUs for example: IODeL signed an MOU with MS Seed Global Health to provide e-Learning and e-Content Development Training for Lira University academic staff members. Forty (40) staff trained and developed e-content for their respective courses. The college also signed an MoU with Uganda police to train Uganda Police officers and men in soft skills. The college through CLL has continued to train and reach out to the most disadvantaged mostly girls through its collaboration with Love Binti International https://us.lovebinti.org “ Love Binti pushing Women empower Project and eyes” on helping their basic needs for sanitary pads and clothing by teaching them tailoring and other sift skills not requiring credited academic programmes.

This year, a number of memorial lectures, conferences, workshops and educational webinars have been arranged in the course of the year for example: Nsumba Lyazi Memorial Lecture of “the unforgettable education Legacy, the Prof. Senteza Kajubi memorial lecture where Senteza was eulogized for enormous contribution towards the education sector. The college also on July 24, 2023, hosted the Distance Education and Teacher Training in Africa (DETA) Conference. In the conference: Researchers discuss transformation of e-learning with a call to embrace distance and e-learnings and address the challenges associated with emerging Information and Communication Technologies. The Centre for Teaching and Learning Support, CEES in collaboration with the University College London, UK organized an Educational webinar entitled: Omissions in Sloane’s Jamaican collections: African slave trade and modern slavery building shared futures. The college also organized a dissemination workshop on ‘Increasing Access to Inclusive and Quality Business, Technical, Vocational Education and Training through Open, Distance and e-Learning.

The project was funded by the Government of Uganda under the Makerere University Research and Innovations Fund (Mak-RIF). The college is ever grateful to the government of Uganda and the Ministry of Education and Sports. Staff in the College of Education and External Studies have embarked on a number of micro and macro educational research projects either sponsored by Makerere’s development partners or the government of Uganda through Mak-RIF. The college received a number of foreign students and vising scholars for example: CEES hosts 21 students from University of Agder, Norway. It also hosted professors from the university of Hiroshima, Japan. At the same time a number of faculty went for post-doctoral studies in USA, Finland and Norway. The Malmo-Makerere University staff and student mobility program has been renewed. It is hoped CEES –ECD/ECCE staff and students will benefit from the mobility to Malmo –Sweden. The college will this year present close to 939 students for graduation, 370 of them male while 569 are female. This number excludes the graduate students who are still defending their study projects. The college is very proud of its undergraduate students who incepted a project called “Teachers on the drive to keep Makerere University clean and off liters “.

As we enter the new year, 2024, the college of education is embarking of transforming its face and to refine its facilities to meet the national and international standards for Increased Access to Inclusive education, given its ever increasing numbers of special needs students. This year in the academic year 2023/24 the college received a pumper harvest of close to 1200 undergraduate BA. ED and BSc. ED student intake. It also saw an approximately 60% increase in the number of its graduate student and PGDE numbers.

The college also hopes to enhance its national and international visibility in e-pedagogical practice and research through IoDEL. The college given its strategic direction drawn from the Makerere University-research –led mantle, which pivots on enhanced staff and student’s capacity in educational research. CEES hopes to expand and grow the EASHESD by setting up a modern graduate training Centre with facilities such as smart and educational PhD conference study rooms at CEES-book bank.

The college hopes to increase its visibility in Uganda’s primary and secondary school education space since the DSTVE staff who are key in Ugandan STEM terrain have been oriented on the New Lower Secondary School Curriculum by NCDC staff courtesy of the CARNEGIE (CECAP) departmental grant. The college in the year 2024 also hopes to realize its dream of having the Early Child Study and Child support Centre built.

I do thank the entire College team for work well done in the year 2023. Specifically I thank Associate Professor Ronald Bisaso, the Deputy Principal for steering the academic mantle of the College, the Deans, Assoc. Prof. Mathias Mulumba, Dr. David Onen the out-going Dean East African School of Higher Education Studies and Development (EASHESD), Dr. Twine Bananuka , the outgoing Dean School of Distance and Lifelong Learning (SoDLL), Dr. Harriet Nabushawo , the incoming Dean SoDLL, Prof. Julius Kikooma who pacified the EASHESD, the various Heads of Departments (Dr. Nicholas Itaaga, Dr. Muhammad M. Kiggundu , Dr. John Ssentongo, the Directors of Institutes: Assoc. Prof Paul M. Birevu, Prof. Fred Masagazi Masaazi and not forgetting the CEES-Centre Coordinators: Dr. Oscar Mugula, Dr. Kabugo David, Dr. Dorothy Ssebowa and Dr. Miiro Farooq in AG. I would also wish to thank the staff who have carried out the teaching mission of CEES.

The College Leadership, staff and students do thank the University Council for providing the pedagogical and non-pedagogical facilitation requisite for their work. Specifically, they thank the Chair Council Mrs. Lorna Magara and her team who took time to visit and talk to the staff of CEES in this particular year ending. Such visits are not taken for granted, they boost staff and cause meaningful accountability on part of staff and the College Leadership.

We, in a very special way thank the Vice Chancellor, Prof. Barnabas Nawangwe and his team for always providing an understanding ear to our challenges and providing prompt solutions as well as providing the necessary mentorship to us all. Thank you very much.

I do thank the government of Uganda and the various national and international agencies which have funded our teaching, research and enabled us to network as our mandate dictates. We do thank you all and always will count on your support.

As We Build for the Future.

Prof. Anthony Muwagga Mugagga
PRINCIPAL

Continue Reading

Education

Call for Applications: Full-Time Scholarship for Master Programme in Global Development, Crisis and Change at UiA

Published

on

Masters Graduates from CEES on Day 2 of the 74th Graduation Ceremony at Makerere University. 74th Graduation Ceremony, Day 2, College of Education and External Studies (CEES), 30th January 2024, Freedom Square, Makerere University, Kampala Uganda, East Africa.

Attention Graduates of Makerere University‘s Bachelor of Adult and Community Education program! UiA Norway presents a golden opportunity with a full-time scholarship for our Master Programme in Global Development, Crisis, and Change, running from August 2024 to June 2026.

We cordially invite outstanding individuals from Makerere University, particularly from the Department of Adult and Community Education, to apply for this prestigious scholarship opportunity.

Key Details:

  • Programme Duration: August 2024 – June 2026
  • Location: University of Agder, Kristiansand, Norway
  • Accommodation: Students will reside on the UiA campus throughout their studies.
  • Instruction Mode: A blend of classroom-based and e-learning courses will be provided each semester.

Eligibility Criteria:

  • Bachelor’s Degree: Upper Second-Class degree from Makerere University, with a first-class degree being advantageous.
  • Age Range: 20-30 years.
  • No prior Master’s degree.
  • Gender Priority: Female candidates will be prioritized.
  • Return to Home Country: Students are expected to return to their home countries upon completion of their studies in Norway.
  • Recruitment Process: interested applicants should contact the Exchange Coordinator for the Official Application Form via email: joseph.watuleke@mak.ac.ug. and copy to the Postgraduate Coordinator at: dianah.nampijja@mak.ac.ug

Scholarship Coverage:

  • Tuition Fees; Living Expenses; Visa and Travel Expenses
  • Fieldwork Budget: Each student will receive a budget for fieldwork in their home country.

Application Deadline: A fully signed Application form with certified copies of Academic documents should be sent to the above emails no later than Friday 10th May 2024 at 1700hours

Continue Reading

Education

Government Asked to Make Fine Art Compulsory in Secondary Schools

Published

on

Group photo of workshop participants. Launch of findings of the pilot report for the Visual Arts Curriculum Review by the College of Education and External Studies (CEES) on 17th April 2024, E-Learning Centre, Frank Kalimuzo Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.

Government through the Ministry of Education and Sports has been called upon to find ways of popularizing the subject of art and crafts in lower and higher secondary education.

Prof. Anthony Muggaga, the Principal of the College of Education and External Studies at Makerere University, said yesterday that the government should explore measures including making the subject compulsory.

“We should have at least a module for one term like we have General Paper or computer,” he said.

Prof. Anthony Muwagga Mugagga. Launch of findings of the pilot report for the Visual Arts Curriculum Review by the College of Education and External Studies (CEES) on 17th April 2024, E-Learning Centre, Frank Kalimuzo Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Prof. Anthony Muwagga Mugagga.

Prof. Mugagga believes that without popularizing Fine Art, the education sector will continue churning out students who lack critical thinking.

“Fine Art is what will cultivate a critical mindset amongst our learners. That is why we encourage children in nursery school to draw; we are trying to bring out what is in their minds,” he said.

“It is the same reason that art is considered therapy for mental health patients. When they draw, they express what is taking place in their minds.”

Prof. Mugagga was speaking at the launch of the findings of the pilot report for the Visual Arts Curriculum Review.

Dr. Julius Ssegantebuka. Launch of findings of the pilot report for the Visual Arts Curriculum Review by the College of Education and External Studies (CEES) on 17th April 2024, E-Learning Centre, Frank Kalimuzo Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Julius Ssegantebuka.

Dr Julius Ssegantebuka from Makerere University College of Education and External Studies and the lead researchers said the curriculum review project is intended to prepare secondary school art and design teachers, by equipping them with practical skills and values that match the modern world.

“During this second phase of the project, we had trial lectures and discussions with the teachers. We also embarked on removing obsolete content and replaced it with new content and also separated some of the art disciplines that were formally combined,” he said.

The updated curriculum he said, puts emphasis on research, group discussions, and field studies among others.

Dr. Grace Baguma, Director NCDC. Launch of findings of the pilot report for the Visual Arts Curriculum Review by the College of Education and External Studies (CEES) on 17th April 2024, E-Learning Centre, Frank Kalimuzo Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Grace Baguma, Director NCDC.

Speaking as chief guest at the launch, Dr Grace K Baguma, the Director National Curriculum Development Center commended the initiative.

“I commend Dr Ssegantebuka and the team for this initiative, which is aimed at contributing to the development of quality curricula that employ modern pedagogies that respond to societal needs,” she said.

On her part, Dr Moreen Muwanga from Kyambogo University called for the integration of ICT in the teaching of visual arts.

“Many of us have a phobia of handling a computer. Yet the students we are teaching are flexible and conversant with ICT,” she said.

Continue Reading

Trending