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.
Over 240 students graduated with certificates and diplomas from the College of Education and External Studies (CEES) under the Love Binti Program, which offers training in fashion design and hairdressing.
Speaking at the graduation ceremony on December 13, 2024, Mr. Joseph Watuleke, the program coordinator at Makerere University, noted that while the program has provided free training for seven years, this year’s graduates were required to co-fund 50% of their tuition to ensure sustainability. Due to rising demand, the college introduced diploma-level training and plans to expand into other vocational courses.
Preparing Job Creators, Not Job Seekers
As the global focus shifts from creating job seekers to fostering job creators, graduates from the Love Binti Program expressed interest in pursuing higher education to enhance their qualifications. They called for universities to prioritize vocational courses at the degree level, citing the growing youth unemployment crisis.
“Universities are still producing job seekers, leaving many graduates unemployed due to a lack of practical skills,” said Mr. Moses Conrad Yesuanjagala, a fashion and design graduate. “If more students were enrolled in vocational training, they would be job-ready upon graduation.”
The students made this plea during the Love Binti International graduation ceremony held at Makerere University’s Rugby Grounds, where 244 students were conferred ordinary and advanced certificates in fashion and design.
Transforming Dreams into Reality
Since its founding in 2018, Love Binti International has graduated 1,930 students in Uganda in hairdressing and fashion design. Mr. Yesuanjagala, 53, expressed gratitude for the opportunity, sharing how his lifelong dream of becoming a fashion designer came true through the program.
“I’m a father of grown children, but I still pursued this knowledge because the skills are practical and marketable,” he said, urging universities to embrace vocational skilling.
Similarly, Ms. Sarah Apio, a fellow fashion and design graduate, called on her peers to pursue their passions fearlessly. “The world needs your unique perspective, talent, and passion. Don’t be afraid to challenge the status quo and pursue your dreams,” she advised.
Institutional Support and Future Prospects
Dr. Jimmy Tibs Tumwesigye, representing the Department of Adult and Community Education at Makerere, emphasized the need for continuous skilling beyond formal education. He encouraged graduates to form groups and apply for government programs like the Parish Development Model and Emyooga for startup capital.
“Be our ambassadors and train at least five more people. That is how we build a skilled and self-reliant society,” he urged.
Dr. Harriet Nabushawo, Dean of the School of Distance and Lifelong Learning, served as the guest of honor. She encouraged graduates to remain proactive, collaborate, and seek out new knowledge and designs online.
On behalf of Makerere University, Dr. Nabushawo pledged continued support for the program, which has been hosted at the university for seven years.
Founder’s Vision and Sustainability Plans
Ms. Elle Yang, founder and executive director of Love Binti International, shared her vision of empowering African men and women through vocational training to combat unemployment. Initially offering fully sponsored programs, she introduced a co-funding model this year due to rising enrollment.
“Instead of giving you fish, I wanted to teach you how to catch it. These skills, if used well, can change your life,” she affirmed.
December 11, 2024
Makerere University has embarked on a comprehensive training program aimed at enhancing the pedagogical and professional competencies of its academic staff. The inaugural training, organized by the Office of the Deputy Vice Chancellor (Academic Affairs), was officially launched by Prof. Mukadasi Buyinza at Fairway Hotel. The training is facilitated by a team from the Centre for Teaching and Learning Support (CTLS) at the College of Education and External Studies (CEES).
In his opening remarks, Prof. Buyinza emphasized the urgent need for retooling academic staff in light of emerging challenges such as artificial intelligence (AI) and evolving teaching technologies. “The digital era has reshaped how we teach and learn. We must equip our staff with the necessary pedagogical skills and ethical professionalism to remain at the forefront of higher education,” he said.
Prof. Anthony Muwagga Mugagga, one of the lead facilitators, highlighted that the training goes beyond teaching techniques, focusing on developing reflective and adaptive educators. “University teaching today demands more than subject expertise. It requires an intentional blend of pedagogical knowledge, ethical standards, and technological competence,” he remarked.
The University Pedagogy and Professionalism Course was designed in response to gaps identified in higher education teaching. According to the course guidelines, many academic staff possess deep subject-matter expertise but lack structured training in pedagogy and andragogy, essential for effective knowledge transfer.
Participants will engage in an intensive curriculum covering themes such as educational theory, professional ethics, teaching models, assessment strategies, and the integration of emerging technologies. The course, guided by the National Council for Higher Education’s strategic plan, aims to foster continuous professional development among university educators.
Prof. Buyinza concluded by reiterating Makerere University’s commitment to nurturing competent and ethically grounded educators. “This initiative reflects our dedication to academic excellence and our role in shaping the future of higher education in Uganda and beyond.”
The training is expected to run in phases, ensuring that all academic staff receive the essential skills needed to enhance the university’s teaching and learning environment.
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.
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