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.
Makerere University, through its ResilientAfrica Network (RAN), has launched the Africa Regional Education System Resilience Observatory (ARESRO) Project, a groundbreaking initiative aimed at bolstering the resilience of education systems across sub-Saharan Africa. The virtual launch, held on February 25, 2025, brought together key stakeholders, including prominent academicians, development partners, and educational experts from across the continent.
The ARESRO Project, funded by the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX) through the International Development Research Centre (IDRC), seeks to establish a virtual observatory headquartered at Makerere University. This observatory will serve as a central hub for real-time data on education system resilience, tracking current and future risks, shocks, stressors, and existing interventions in 42 GPE partner countries across Africa.
In his remarks, Prof. Barnabas Nawangwe, Vice Chancellor, emphasized the significance of the ARESRO Project in advancing Makerere‘s vision of becoming a research-led and innovation-intensive institution. “It is through such innovative projects that we can offer solutions to address the development challenges within our communities,” he added.
Prof. Nawangwe further underscored the importance of resilient education systems, especially in the face of Africa’s socio-economic, demographic, and climate challenges. He highlighted the need for strategic investments in research and innovation, noting that “Africa is on the rise, and her renaissance must be anchored in a formidable higher education sector that is research and innovation-led.”
Prof. William Bazeyo, Chief of Party of ResilientAfrica Network, highlighted the critical need for resilient education systems, stating, “The COVID-19 pandemic starkly demonstrated the vulnerability of education systems to unexpected shocks. By establishing ARESRO, we aim to provide real-time data and insights that will enable education systems to anticipate, adapt to, and recover from a wide range of disruptions.”
Echoing this sentiment, Prof. Rhoda Wanyenze, Dean, School of Public Health, emphasized that, “ARESRO is not just about helping education systems bounce back from disruptions; it is about proactively anticipating, planning for, and adapting to various challenges to ensure continuity and quality education for all learners in Africa.”
Ms. Tricia Wind, Program Lead for the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX), highlighted the observatory’s alignment with the goals of the Resilient Africa Network (RAN) at Makerere University and explained that GPE KIX, a joint initiative between IDRC and GPE, funds this project to support partner countries in building equitable, inclusive, and resilient education systems.
Tricia emphasized the importance of resilient education systems, especially in light of disruptions like the COVID-19 pandemic, natural disasters, and emerging challenges like artificial intelligence. She noted that the observatory aims to generate evidence and innovative solutions to help African countries strengthen their education systems against future shocks while promoting gender equality and inclusion.
She also highlighted the observatory’s role in addressing knowledge gaps regarding education system resilience, a concept lacking consensus in theory and practice. The initiative encourages collaboration among affected communities to find and implement effective solutions.
The Africa Regional Observatory is one of six global observatories, with others in Latin America and the Caribbean, the Middle East and North Africa, Eastern Europe, the Caucasus and Central Asia, the Pacific region, and South and Southeast Asia. These observatories aim to foster a community of practice, sharing research, insights, and strategies to enhance education system resilience worldwide.
According to Dr. Roy William Mayega, the Principal Investigator, the ARESRO Project aims to fill crucial knowledge gaps by developing a unified framework for defining, assessing, and enhancing education system resilience. It will explore effective approaches to addressing future shocks, stressors, risks, and vulnerabilities, ensuring that African education systems are better prepared to face emerging challenges such as climate change, pandemics, civil conflicts, and technological shifts.
The observatory will engage in a three-pronged research approach, including Context Analysis, Formative Assessments, and Foresight Analysis. These strategies will provide a comprehensive understanding of resilience practices, perceptions, and experiences, as well as anticipate future shocks and stressors. Key project deliverables will include sub-regional desk review reports, country-specific formative assessment reports, foresight analysis reports, and research translation products such as knowledge briefs and policy briefs.
In his remarks, Prof. Nawangwe expressed deep appreciation for the support from GPE KIX and IDRC, saying, “Your contributions will go a long way towards strengthening the resilience of our education systems in Africa. IDRC has been a long-time partner of Makerere University, and we do not take your partnership for granted.” He also commended Prof. William Bazeyo for his exemplary leadership in steering research and innovation in Uganda and beyond.
Through strategic stakeholder engagement and collaboration with regional bodies such as the African Union, IGAD, ECOWAS, and SADC, ARESRO aims to influence policy and practice, ensuring that resilience-building strategies are embedded in education systems across Africa. The project will also prioritize gender equity, inclusion, and adaptive management to create more inclusive and sustainable educational environments.
The virtual launch ended with the official inauguration of the ARESRO Project by Prof. Nawangwe.
The Office of the Deputy Vice Chancellor (Academic Affairs) and the College of Education and External Studies through the Centre of Teaching and Learning Support are implementing the Pedagogy and Professionalism course, which is aligned to Makerere University’s strategic approach of promoting innovative teaching and learning.
Following a phased approach, the first cohort of the training targeted 50 teaching staff, with five members nominated from each of the ten Colleges to participate in a three-day training workshop (19th to 21st February 2025), focusing on enhancing the skills of academic staff in competence-based education in the ever-evolving academic landscape.
Addressing the participants during the closing ceremony of the training workshop, the Acting Vice Chancellor, Prof. Buyinza Mukadasi congratulated the first cohort of the academic staff upon the successful completion of the course.
Underscoring the importance of continuous learning and professional development, he disclosed that the training will be rolled out at the different colleges within the university to ensure that all academic staff are equipped with competence based teaching skills and methodologies.
He called upon those who had been trained, the University leadership and academic staff in general to always be conscious of the trends in the education sector, the emerging developments in the teaching profession and the world at large.
“The world is changing and different teaching methods must be employed to meet the diverse needs of students. The best way to remain relevant in the academia involves adapting to emerging developments and learning new technologies, “he said.
Dr. Dorothy Kyagaba, the Coordinator at the Centre of Teaching and Learning Support appreciated the Office of the Deputy Vice Chancellor (Academic Affairs) for creating a supportive environment through research entities and centers that facilitate innovative teaching, learning, and strategic partnership.
Dr. Kyagaba implored the participants to use the knowledge acquired during the delivery of teaching and learning programmes. She lauded the participants for their active participation and recognized the facilitators for their contribution to the success of the training workshop.
Highlighting some of the courses tackled during the training namely foundations of university pedagogy, competence-based curriculum, active-based learning, entrepreneurship, and emerging technologies, Dr. Kyagaba was optimistic that the knowledge and skills acquired would be used to cause a positive impact in teaching and learning at Makerere University.
On behalf of the Principal of the College of Education and External Studies, Prof. Anthony Mugagga, the Dean of the School of Education, Dr. Mathias Mulumba who is an Associate Professor at Makerere University, pointed out that one of the key takeaways from the Pedagogy and Professionalism training workshop is the need to train all academic staff in competence-based methodology.
The Principal emphasized the importance of training academic leaders in competence-based education. “For the next cohort, we will train Academic leaders namely Principals, Deputy Principals, Deans, and Heads of Departments,” he stated.
He explained that training academic leaders in competence-based education will empower them to appreciate the need to change their delivery approach towards competence-based methodologies, and also enable them to provide leadership in promoting interactive and learner-centered approaches.
“Training academic leaders, will help them to provide the much-needed leadership in interactive and learner-centered approach. By training academic leaders, the university aims to create a ripple effect that will transform the teaching and learning culture across the institution,” he said.
In his capacity as the Dean of School of Education, Prof. Mulumba informed the participants that the College of Education and External Studies through the School of Education was aggressively involved in the implementation of government programmes in partnership with the Ministry of Education and Sports, the National Curriculum Development Centre (NCDC) and the Uganda National Examinations Board (UNEB) to champion the rolling out of competence based methodologies in the country.
Prof. Mulumba cited the teaching staff at the School of Education, who in collaboration with resource persons from the National Curriculum Development Centre are executing the project titled: Capacity Building of Teacher Educators in Competency Based Curriculum (CBC) in selected Public Universities in Uganda. According to Prof. Mulumba, the research project, which is being implemented at Makerere University, Busitema University and Mountains of the Moon University is funded by the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF).
In a bid to improve the quality of education in the country, the Government of Uganda through the Ministry of Education and Sports and the National Curriculum Development Centre embarked on the implementation of the new Competency Based curriculum at the Lower Secondary level (Senior One to Senior Four).
The first products of the new Competency Based Curriculum were unveiled on Tuesday 11th February, 2025 when the Uganda National Examinations Board (UNEB) released the results of the Uganda Certificate of Education (UCE) Examinations.
Unlike the traditional approach, which is teacher-centered presenting the learner as a passive recipient of knowledge, the new Competency Based Curriculum is learner-centered, ensuring that the learner is innovative, active, engaged and involved in the entire teaching and learning process.
According to Dr. Mathias Mulumba, an Associate Professor at Makerere University, also the Dean of the School of Education, the new Competency Based Curriculum is enveloped in a learner-centred approach.
“The learner is at the centre of the teaching and learning approaches. It is about assessing the competencies of the learner. The learner must play a big role because he or she is the one to benefit from the teaching and learning processes,” he said.
He revealed that the Competency Based Curriculum requires the teacher to be a facilitator who is well-versed with learner-centered methodologies and content knowledge to enable meaningful learning.
Acknowledging that this is the best curriculum, Uganda has ever had, Dr. Mulumba called upon academic staff, learners, parents, employers and stakeholders in general to be involved in its realization and effective implementation.
Opening the training workshop for Teacher Educators held on 19th February 2025 at Makerere University, Dr. Mulumba stressed that the latest products (the Senior Four candidates who received the UCE results in February 2025) of the new Competency Based Curriculum are scheduled to join the Advanced level of education (Senior Five and Senior Six) and are expected to enroll at Universities in 2027 or 2028. He therefore stressed the need for academic staff at Makerere University and other Universities to be equipped with skills and knowledge that are in tandem with the new curriculum as well as the expectations of the learners.
The training workshop focused on: Understanding the Competency Based Curriculum, Effective facilitation of CBC sessions, Assessment in CBC, Integration of CBC in Teacher Education programs, and what to expect in the Advanced Level Competency Based Curriculum.
In this regard, he applauded the College of Education and External Studies at Makerere University for implementing the project titled: Capacity Building of Teacher Educators in Competency Based Curriculum (CBC) in selected Public Universities in Uganda, which is funded by the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF).
He commended the Project Principal Investigator Dr. Mbulankende Julius Shopi together with his team consisting of Dr. Baluma Alfred, Dr. Walimbwa Michael, Associate Professor Esaete Josephine as well as the experts from the National Curriculum Development Centre namely Mr. Mathias Mulumba Mutema and Ms Nansubuga Joyce for implementing the project at Makerere University, Busitema University and Mountains of the Moon University.
On behalf of the team, the Project Principal Investigator, Dr. Mbulankende, explained that the situation analysis did identify gaps in competencies and abilities of teacher educators to adapt to the new curriculum. To position the academic staff into the gist of the training, he paused a question: How is the University ready to receive the Competency Based Curriculum products?
In his address, the Chairperson of MakRIF, Prof. Fred Masagazi Masaazi acknowledged the President of the Republic of Uganda, H.E President Yoweri Kaguta Museveni, the Ministry of Education and Sports, and the National Curriculum Development Centre for the support extended to Makerere University College of Education and External Studies in the execution of its mandate.
Underscoring the re-tooling processes such as the training workshop in Competency Based Curriculum, Prof. Masagazi Masaazi advocated for regular training workshops and the continuous professional development of staff.
Noting that a significant number of Ugandans were yet to understand and appreciate the new Competency Based Curriculum, he urged the academic staff to sensitize stakeholders about the new curriculum. He encouraged them to come up with research projects aimed at popularizing the new curriculum.
Building on to the general observations and remarks from the Dean of the School of Education, the Project Principal Investigator and Prof. Masagazi Masaazi, a seasoned academic and educationist,the stage was set for a highly interactive and hands-on training workshop delivered by resource persons from the National Curriculum Development Centre and experts in the education field.
Mr. Mathias Mulumba Mutema, a facilitator from National Curriculum Development Centre, constituted smaller groups consisting of lecturers of teaching methods and content areas into interactive and participatory sessions aimed at understanding and appreciating the changes in Uganda’s education system as well as the delivery and effective implementation of the new lower secondary school curriculum.
He shared a famous quote by John Dewey: “If we teach today as we taught yesterday, we rob our children of tomorrow.” Highlighting a typical example in the traditional approach, which was teacher-centred and based on a one-sided approach of receiving instructions from the teacher, Mr. Mulumba Mutema appealed to the teachers and participants to forget statements such as, “if you do not produce the notes the way I taught you, you will score zero.” He pointed out that such instructions do not have a place as stakeholders implement the new Competency Based Curriculum, which emphasizes the learner’s voice and choices.
He explained that the new curriculum is about usage of situations, illustrations, photos, examples, statements to enable the learner interpret real-life experiences and solve societal challenges.
Dr. Mulumba Mutema presented the features of traditional education versus Competence Based education citing the Motivis Learning, 2017. The traditional education is time based, passive learning, fragmented curriculum, isolation, textbook driven, teacher-centered, print, facts and memorization. Competency based education is outcome-based, provides for active learning, integrated curriculum, collaboration, research driven, student centered, multi-media and high order thinking.
One of the training sessions involved turning the teacher educators and lecturers into learners under the new Competency Based Curriculum, to discuss the successes and challenges of the new curriculum.
The workshop participants pointed out the following successes: Innovativeness, Acquisition and Application of skills, Increased learner self-confidence, spending more time learning rather than copying notes, more interest in learning and relevance-solving societal problems.
Some of the challenges of the Competence Based Curriculum registered during this training session included: Shortage of learning materials, transition challenges from traditional to competence based, none involvement of parents, the need for large spaces compared to the existing infrastructure, integrity issues in assessment, interpretation of assessments, stakeholders’ knowledge gaps about the new curriculum.
At the climax, the participants testified that the new curriculum ignites creativity and critical thinking with the learner being an active participant; it is anchored in real life situations and experiences, and it engages the learner and promotes team work.
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