Education
Researchers recommend Integration of the Batwa Indigenous Knowledge into Formal Education
Researchers from the College of Education and External Studies, Makerere University carried out a study titled “Educating for social justices among the Batwa indigenous communities: Building Inclusive Learning Environments (BILE) for marginalised societies in Uganda”. The aim of the research was to advance possibilities of developing inclusive formal education for indigenous Batwa communities in order to minimize marginalization and build Sustainable Learning Environments.
On Wednesday 20th April, 2022, the researchers held a workshop in the AVU Conference Room at the School of Education aimed at disseminating their findings to the public. The research was sponsored by the Government of Uganda through the Makerere University Research and Innovation Fund (Mak-RIF)
In his presentation, the Principal Investigator of the BILE study Dr. Genza Gyaviira Musoke noted that the Batwa are the most marginalized group or tribe of people in Uganda. This, he said, can be attributed to the fact that they are routinely excluded from public life and denied their share of public resources. The Batwa are a people close to extinction, living on the peripherals of society numbering 6,200, which accounts for only 0.2% of the total population of Uganda.
“The bottom line of the study was looking at how we can create an inclusive and sustainable learning environment for the Batwa in line with SDG 4, so as to unlock their potential for economic development. Our study sought to find ways to achieve this without killing the Batwa indigenous culture” remarked Dr. Gyaviira.
The Government of Uganda has for some years tried to interest the Batwa in formal education and modern ways of living but with little success. Dr. Denis Sekiwu, a Senior Lecturer at Kabale University and researcher on the project said the researchers sought to find alternative ways of interesting the Batwa so as to make a difference in these results.
“Indigenous communities in Uganda, like elsewhere in the world, run a risk of getting extinct. These communities live in abject poverty with little or no education, which makes them vulnerable to external threats such as modernism. Building inclusive learning environments for these marginalized societies is necessary to enable indigenous communities help themselves out of these extreme disparate conditions.
“Our research sought to understand the magnitude of marginalization in terms of educational access for these communities. Although the Government introduced Universal Primary Education (UPE) policy in 1997, and Universal Secondary Education (USE) in 2007, with the aim of providing equal access to formal education for all learners in Uganda, participants of the study identified multiple challenges that shut the door to formal education in the face of the Batwa children” noted Dr. Sekiwu.
He said that these range from social, economic and environmental challenges such as isolation and marginalization, defamation and being stereotyped at school, among others.
“The Bakiga children say that Batwa children are dirty, they wear cheap clothes that look like rags and make them shabby. This kills the morale of the Batwa children.” Dr. Sekiwu said, adding that “They (the Batwa children) often see school corrective measures as a deliberate punishment directed at them.”
Dr. Sekiwu concluded by noting that we the stakeholders must be agents of the change we want to see in the Batwa. “Change must begin with us.”
Dr. Nina Olivia Rugambwa, a lecturer in the School of Computing and Information Science at Kyambogo University and a co-investigator in the BILE project, presented the Indigenous Research Methodology that guided this study. She emphasized that the methodology used is unique to indigenous people’s research and it is informed by the principles of ontological relationality, epistemological reciprocity, and axiological reverence.
Dr. Rugambwa, who is also a specialist in indigenous knowledge systems and information seeking behavior, said that the study data was collected using talking circles and group conversations. “Participants were recruited into the study through relational sampling. The techniques were unique to Indigenous Research Methodology” she said. “The study complied with Indigenous Research ethical principles of respect for the study community, their animals, and the environment, reciprocity, objectivity in knowledge generation, and protection of the community from harm.”
Dr. Francis Akena Adyanga, a Senior Lecturer at Kabale University and researcher on the project said “Batwa children argue that they often feel isolated and marginalized while at school because the other children (who are non-Batwa) often call them undesirable names because of their being different.
“Poverty and starvation are major challenges to educating Batwa children. For example, some Batwa learners only come to school during time for porridge and eating lunch. When they finish eating meals, they disappear from school never to come back until the next day. Also, Batwa children have been forced to stay in villages to look for income to support their homes instead of embracing the ‘painful and fruitless’ formal education” he added.
Furthermore, Dr. Akena, in his presentation pointed out that there is phobia and stereotype ascribed to certain Batwa knowledge and practices. Some teachers have vehemently resisted integration of most Batwa cultural practices and livelihood into formal education.
He mentioned that one of the teachers he interviewed said “Well, I hear people talk of including Batwas’ knowledge and certain life skills such as making bows and arrows and fire making. I really do not agree with it because this can cause injuries when the Mutwa disagrees with another child and picks his bows/arrows to fight. Where do you get police or the army to stop them? These people are so uncivilized, with low mental capacity to reason things out like human beings. For me, I don’t want to be a peacekeeper in my classroom because I am here to teach and not to break up violent fights with weapons.”
Participants in the study called for the documentation of Rutwa native language into the mainstream education curriculum. A male elder asserted that “If our children are to study in those schools, our language should be written down and used in teaching. They [government] should train the teacher to teach it to our children and those of other communities. This will ensure that our children learn alongside other children”.
The study revealed a number of negative stereotypes that exist among leaders, especially the teachers who interract with Batwa learners. These stereotypes affect their ability to teach and as a result affect the success of the education of the learners.
Recommendations of the study
The study recommended that Batwa indigenous Knowledge be integrated into formal/modern education through the promotion of inter-cultural dialogue, introduction of inclusive education and accommodative pedagogies and thought imparting life-skills education among the Batwa children.
The study also recommended that stereotypes and cultural biases against the Batwa be denounced and instead, an accommodative pedagogical approach be adopted. Creating awareness about the importance of formal education among the Batwa parents, leadership and elders’ councils was also cited as way of addressing inclusivity of the Batwa children in the education system.
The BILE study also recommended that Batwa communities be sensitized about the importance of investing in modern agriculture as a source of livelihood and income generation. With good income, Batwa parents can ably support their children at school.
Ms. Hajara Nalubega, a Senior Culture Officer at the Ministry of Gender, Labour and Social Development thanked the researchers for the good work and for taking particular interest in the plight of the Batwa people. She encouraged them to also document the positive aspects of the Batwa indigenous culture that should be adopted by our education system, so that this indigenous knowledge is not lost.
“As a ministry, we are currently working on a National Culture Policy and we would like to take into consideration some of the findings of this research to inform the policy. We have also developed a 5-year action plan for indigenous peoples of Uganda, which includes the Batwa.
By Eutychus Ngotho Gichuru
The escalating fight between veteran US President Donald Trump and the powerful American institutions like Harvard University is politics, it’s bare-faced incursion into intellectual freedom that can reshape the international world of higher education, particularly for Africans. The latest “scandal,” Trump’s combative condemnation of colleges as liberal ideological hotbeds, amplified by legal intimidation and political retaliation against colleges like Harvard, is damaging America’s international reputation as the academic gold standard. Unless the trend continues, African scholars have long regarded American colleges as embodiments of intellectual liberty will seek further afield, such as China’s Tsinghua University, and redefine the landscape of scholarship.
Trump himself, bloated-check on his 2024 campaign and beyond, denounces elite universities as “woke” indoctrination centers. Demands to defund universities, ideological segregation, and laser-beam focus on diversity programs have chilled the atmosphere. Harvard, already on trial for affirmative action and accused of suppressing conservative thinking, is under greater scrutiny than ever. The Trump-endorsed Supreme Court win in 2023 over the case against racially discriminatory admissions, as a triumph for Trump and his faithful, has been exerting political pressure on institutions to fall in line. Politicization is destroying the very essence of intellectual freedom: freedom to pursue truth through means of open-ended inquiry, unhampered by interference.
For African students, it is shattering the American academic dream. America has been the preferred destination of African Muslims for many years, with 400,000 or more African students enrolled in American universities by 2023. Harvard stands for hope, intellectual activism, and interdependence worldwide. But when academic freedom is attacked, either in Muslim nations by executive fiat or group demonization, students question the system. The image of American universities as payoff politics centers rather than temples of knowledge is a great discourager.
Take the case of China, which has placed its universities at the world map. Tsinghua University, affectionately referred to as “China’s MIT,” features among the top 20 universities in the world with state-of-the-art research in AI, engineering, and global governance. China’s Belt and Road initiative has already prompted scholarship collaborations with Africa, awarding more than 50,000 African students scholarship annually. China provides an open alternative to America, in which political anti-foreigner prejudice and visa controls have tightened but in which Tsinghua’s insistence upon technical discipline and non-Western-inspired political scandal-mongering offers a sanctuary to those denied security and possibility.
Life for African students is a game. If the shine fades from American campuses, Nigerian, Kenyan, or Ghanaian students may be lured by the more appealing prospect of subsidized campuses and meritocratic competition culture of Tsinghua. Chinese universities, though not inexpensive, are another deal: intellectual seriousness untainted by ideational competition distorting American campuses. To Africans bureaucratically and financially strained in America, China’s streamlined visa process and subsidized schooling are appealing. Tsinghua welcomed 20% more African applicants in 2024, and the figures can only go up if America’s learning environment deteriorates.
This has far-reaching implications. Chinese-educated Africans will increasingly adopt the Beijing approach to geopolitics, enhancing China’s soft power in Africa. America will lose the intellectual and cultural capital that it has gained through decades of exportation of Africa’s best and brightest for studies in its institutions. Harvard-educated African leaders have led the innovation and governance driver in the continent; a transition to Tsinghua would funnel those networks into China’s quarter. In order to ensure academic freedom and global competitiveness, America should not politicize its colleges and universities. Institutional autonomy must be upheld by academics and legislative members in a situation where scholarship, rather than ideology, is the basis of higher education. For the students from Africa, the consequence is ominous: college selection not only determines their future but that of the continent. And if the Trump-Harvard soap opera continues chewing away at American scholarship’s trust factor, Tsinghua’s gates will swing wider and wider, and Africa’s best and brightest will walk through them with the U.S. in their rearview mirror.
About the Author
Makerere University has been selected to participate in Phase 2 of the e-Learning Initiative aimed at the development of a five-year digital pedagogy transformation roadmap (2025-2030).
This noble task championed by the College of Education and External Studies (CEES) through its expert team at the Institute of Open, Distance and e-Learning (IODeL) will shape the future of e-learning and digital education in Uganda.
In phase 2, the Mastercard Foundation commits to supporting e-Learning and digital transformation based on the needs of each institution. Makerere University’s consideration for Phase 2 follows the successful implementation of phase 1 of the Mastercard Foundation Scholars Program e-Learning Initiative (2021-2024), which registered remarkable achievements.
‘In a bid to consolidate the gains of phase 1 and transition into a digitally resilient and learner-centred institution, Makerere University has been selected to participate in phase 2 of the e-Learning Initiative. Led by the Mastercard Foundation in partnership with Arizona State University (ASU), phase 2 aims to support partner universities in designing and implementing a five-year digital pedagogy transformation roadmap (2025-2030),” highlighted Prof. Paul Birevu Muyinda, the Director of IODeL.
Speaking at the co-creation workshop held on 24th April 2025 at Speke Resort Munyonyo, Prof. Birevu Muyinda said: “During phase 1, Makerere University registered significant achievements in e-Learning. I am glad that you have convened here today during the e-Learning Digital Transformation workshop, to receive the dissemination results as we work together to prepare for phase 2, which focuses on the unique needs for each institution.”
Through phase 1, which aimed at enhancing the e-learning capabilities of partner institutions, Makerere University strengthened the existing Makerere University e-Learning Environment (MUELE), conducted onboarding workshops for the university leadership, trained teaching staff and students, and engaged teaching staff to develop content for online courses.
According to Prof. Birevu Muyinda, the specific achievements of phase 1 of the e-Learning initiative included the following:
- Training of 1,280 faculty members
- Development of 2,579 courses out of 2,560 representing 100.74%
- Development of four (4) support services modules
- Capacity building for over 7,000 students
- Training and recruitment of 32 e-Learning champions
- Upgrading of the Makerere University e-Learning Environment (MUELE)
- Acquisition of e-Learning infrastructure namely five (5) multi-media studios, a video streaming server and all in one printers.
The co-creation workshop for phase 2 and dissemination of results for the concluded phase 1, brought on board over 75 participants comprising members of Makerere University Management, the Principal and staff of the College of Education and External Studies, a representative from the Ministry of Education and Sports, student leaders, the media, the Directorate for ICT Support (DICTS), Mastercard Foundation, Arizona State University(ASU)-USA, and a representative sample of staff from academic and administrative units of Makerere University.
Facilitated by Arizona State University (ASU) working closely with IODeL, the interactive co-creation sessions involved taking into account the milestones from phase 1 and leveraging the successes, as well as coming up with proposed strategies for phase 2.
The co-creation workshop involved understanding the concept transformation road mapping, using a grid to identify the current state of e-Learning and digital transformation at Makerere University and the desired state, assessment alignment on shared vision for the current and the desired state, and identifying learner needs in line with the desired state, among other items.
The workshop adopted a holistic approach to digital transformation focusing on the following themes: teaching and learning, student services, instructional infrastructure, leadership and culture, and partnerships. For each cluster, the participants proposed immediate, short-term and long-term strategies with respect to digital transformation in those processes. With each group presenting during the plenary sessions, the co-creation workshop was a success. The ideas were captured instantly feeding into the proposal for the phase 2 e-learning digital transformation roadmap (2025-2030).
At this highly participatory workshop, reaching consensus was a key factor in determining the ideas that were included in the proposal.
In addition to the aforementioned clusters, some of the broader aspects that the co-creation teams highlighted should be prioritized included:
- Adoption of e-supervision of students
- Increasing enrollment of international students through e-Learning
- Reducing the digital divide among learners
- Ensuring digital inclusion with programs sensitive to learners with disabilities
- Capacity building programmes for administrative support
Opening the co-creation workshop, Prof. Buyinza Mukadasi, Ag. Deputy Vice Chancellor (Academic Affairs) of Makerere University, conveyed the congratulatory messages from the University Council and Management on the successful completion of phase 1 and its remarkable achievements.
On behalf of the University Management, Prof. Buyinza said, phase 2 of the e-Learning Initiative should be a revolutionary phase, igniting Makerere University to be a key player in digital education and integration of technologies.
Reflecting on youth empowerment, Prof. Buyinza highlighted that phase 2 is student-centred with e-Learning and digital pedagogies addressing the needs of learners. In addition, Prof. Buyinza underscored that this approach will increase the number of students accessing quality education programmes at Makerere University at the national and international levels.
The Ag. Deputy Vice Chancellor (Academic Affairs) commended the Mastercard Foundation for partnering with Makerere University to empower the young people through education and technological advancements. Prof. Buyinza acknowledged the collaboration with the Mastercard Foundation and Arizona State University (ASU) for building the capacity of faculty at Makerere University.
Emphasizing the importance of building capacity, retooling and reshaping the curriculum to produce graduates who meet the demands of the modern workforce, Prof. Buyinza re-affirmed that Makerere University is a learning institution committed to embracing new approaches. He recognized the Institute of Open, Distance and e-Learning (IODeL) for holding onboarding workshops for the University leadership, staff and students in phase 1.
Prof. Buyinza testified that the onboarding sessions changed his perception, and transformed him into a firm believer in positioning e-Learning to champion the digital transformation agenda at Makerere University. He disclosed that he is a “convert” to the transformative potential of technology integration, learner-centeredness, industry partnerships, and lifelong learning, key features of University 5.0.
He urged participants to utilize the co-creation e-Learning digital transformation workshop to define institutional needs and expectations, allowing for a more rapid and collaborative advancement into the “revolutionary” phase 2.
Building on the Prof. Buyinza’s submission, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga informed the participants that phase 2, which focuses on e-Learning and digital transformation should empower the faculty and university at large to provide inclusive education. He implored the co-creation team and stakeholders to come up with digital strategies for students who are visually impaired and those with hearing impairments.
Prof. Mugagga emphasized the importance of continuous learning and self-examination, stating that even a professor should strive to be open to new knowledge. With reference to Socrates’ philosophy, he suggested that a life devoid of learning is not worth living.
In a moving testimony, the Principal explained that he is always learning new ideas from his techy savvy son. Prof. Mugagga shared that his son continues to be instrumental in teaching him online safety principles and techniques. This experience underscored the generational gap in digital literacy and the importance of adapting to the evolving digital landscape.
The Principal expressed his hope to learn from the workshop, acknowledging that digital transformation requires everyone to be proactive in acquiring new skills.
On behalf of the students, Hon. Julius Kiganda, the Minister of Academic Affairs at Makerere University commended the organisers for including students in the e-Learning digital transformation workshop. Hon. Kiganda pledged active participation in the training to ensure that the interests of the students are effectively captured.
Evaluating phase 1, Ann Nielsen from Mastercard Foundation recognized that the institutions had built a solid foundation, prompting a transition into phase 2 to address the unique needs of each university.
“Phase 2 will prioritize scaling training and knowledge mobilization, offering opportunities for scholars to pursue learning design and technologies, graduate certificates, master’s degrees, and professional certificates tailored for individuals seeking instructional design knowledge.
“Mastercard Foundation will emphasize inclusive learning practices, collaborating with experts to ensure accessibility and equity. The Foundation aims to enhance digital infrastructure, focusing on student support systems, quality management, and data-driven decision-making in order to meet diverse learner needs,” Nielsen explained.
The Foundation revealed that the ultimate goal is to collectively impact policies across the continent, advocating for e-learning as a valid and accredited pathway to quality education. Recognizing the network’s growing maturity, the initiative aims to position participating universities as leaders and resources, fostering collaborative learning and co-creation.
The Foundation’s participation stems from a belief in the future of young Africans, seeking to equip them with education and skills to fulfill their careers by strengthening institutions and scaling innovative solutions through technology. The focus shifts from a reactive response to a sustainable and long-term initiative.
Regan Matsiko, the IT Officer at the Ministry of Education and Sports, highlighted the Ministry’s commitment to digital advancement, drawing on prior experience with the national digital transformation roadmap initiated by the Ministry of ICT. “This roadmap, built on five key pillars including digital scaling and infrastructure development, serves as a foundation for current initiatives within the education sector.”
Matsiko emphasized the Ministry of Education and Sports’ development of a digital agenda last year as demonstration of a proactive approach to integrating technology.
He commended the partnership with universities in developing e-learning programs. Matsiko noted a shift towards a more integrated structure within the Ministry, where the ICT department now includes a dedicated e-learning department working directly with university partners, demonstrating a unified push for digital transformation in education.
The voices from key stakeholders set the stage for an interactive and high participatory training session. Lara Rabala the facilitator of the training outlined the primary objectives. These included: To collaboratively envision e-learning-driven classrooms, not only for the host institution but also for external partners, aligning proposed initiatives with McKinney’s strategies and broader community programs.
She noted that a key focus will be on formulating recommendations that correspond with critical areas to drive the development of a roadmap and implementation plan.
Labala stressed that the aim is to establish a clear vision for the future, crafting a transformative roadmap and a practical implementation plan. This roadmap will serve as the foundation for a tangible proposal to attract funding and partnerships, articulating the vision and direction for key learning and behavioral transformation.
Trainees were encouraged to respect the past as the foundation for the present and future, while also imagining innovative possibilities. Trainees, regardless of their expertise, were urged to maintain curiosity, open-mindedness, and value every voice.
The co-creation sessions featured the following clusters:
- Teaching and learning: Digital strategy, pedagogical services, faculty development and staff support
- Student services: Engagement-enrollment, Administrative support and Academic Support
- Instructional Infrastructure: Connectivity, Educational technology, and Instructional design learning analysis
- Leadership and Culture: Internal stakeholders, Leadership structure, Governance models, Innovative Culture
- Partnerships: Development, Evaluation and External Stakeholders
Closing the co-creation workshop, Prof. Birevu Muyinda said: “The exercise has presented us with an understanding of the major activities to be undertaken and the key priorities.”
With the support of the Mastercard Foundation and other partners, Makerere University is focused to develop a comprehensive e-learning roadmap, driving innovation and excellence in education.
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