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Researchers recommend Integration of the Batwa Indigenous Knowledge into Formal Education

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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.

Dr. Genza Gyaviira Musoke, Lecturer at the School of Education and Principal Investigator in the research

“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.

Dr. Denis Sekiwu, Senior Lecturer at Kabale University and researcher in the project

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. Nina Olivia Rugambwa (L) and Dr. Genza Gyavira Musoke (R) at the dissemination workshop

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.

Dr Francis Akena presents the study findings

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.

Ms Hajara Nalubega, Senior Culture Officer from the Ministry of Gender, Labour and Social Development reacts to the study findings

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. 

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Education

Project to boost entrepreneurship in UPE schools launched

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L-R: Dr. Christopher Mugimu the Principal Investigator of the Project, Ms. Gloria Naggayi from RIF and Dr. Hajjat Kuluthum Nabunya from KCCA at the Project Launch. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.

A new project that is hoped to empower Universal Primary Education schools to manage scarcity and be more resourceful has been unveiled at Makerere University.

The Entrepreneurial Initiative for Universal Primary Education Schools Program is intended to provide training to the administrators of UPE schools on how they can use their limited resources to provide quality education to learners.

The project is funded through the Makerere University Research and Innovations Fund (Mak-RIF).

Dr. Christopher Mugimu, a professor of Curriculum and Instruction at Makerere’s College of Education and External Studies, who is also the project lead said they will be helping UPE school managers develop enterprising skills which they can use to optimise the school resources and provide better quality education.

Some of the UPE head teachers who attended the launch of the project. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Some of the UPE head teachers who attended the launch of the project.

“We realised the government has been supporting UPE by expanding infrastructure, training teachers, and curriculum reforms but still a lot remains to be done in terms of ensuring a good learning environment,” he said.

“We believe that we can get better results from UPE schools if the managers can be helped to become more enterprising by optimizing the little resources they have.”

Dr. Badru Musisi from the Department of Foundation and Curriculum Studies at the School of Education said over the past 27 years, despite the government investing trillions of shillings to boost learning in primary schools, not much has changed in terms of school management.

A group photo of the participants. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
A group photo of the participants.

“Because of that, the same challenges have persisted; schools don’t have sufficient space, they have no water and hygiene services, they don’t have food and the environment is not enabling for pupils with disabilities,” he said.

Dr. Nicholas Itaaga who represented Prof Anthony Mugagga, the Principal of the College of Education and External Studies said a lot needs to be done to combat the high dropout rates in primary schools.

Dr. Itaaga said when he was doing his PhD thesis on UPE in Eastern Uganda, he established that only about 37% of the pupils joining P1 were making it to P7, while the majority of the pupils were dropping out to join their parents in farms.

Dr. Nicholas Itaaga, who represented the Principal of CEES. Entrepreneurial Initiative for Universal Primary Education Schools Program Project Launch, March 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Nicholas Itaaga, who represented the Principal of CEES.

Dr. Hajjat Kuluthum Nabunya, the Officer Education Services KCCA also emphasized this trend, noting that the retention rate of UPE schools in Kampala, like those in rural schools is still alarmingly low.

“Children that are supposed to be in primary schools are the ones you see vending goods on the streets and doing housework at home. Therefore, the government needs initiatives like this,” she said.

On her part, Gloria Naggayi, the Monitoring and Evaluation Officer at Makerere University Research and Innovation Fund commended the project initiators and tasked them to follow through and ensure that they have positive results by the end of the year.

The number of primary school pupils in the country has grown from 2.1 million in 1997 to over 9 million today.

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CEES Researchers seek to evaluate impact of salary disparities on Education

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Principal CEES-Prof. Anthony Muwagga Mugagga (6th R), Dean SoDLL-Dr. Harriet Nabushawo (5th L), Head DACE-Dr. Stella Achen (3rd R), PI-Ms. Nuluyati Nalwadda (5th R) and other staff at the project launch. College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.

During the teachers’ retreat at the State House in 2017, President Museveni promised to increase the salaries of Science teachers. However, his directive was only implemented in 2021. The 300 percent pay rise resulted in a graduate and Grade V teachers’ pay increase to Shs4 million and Shs3m, up from Shs1.1million and Shs796,000 respectively. This increase, however, meant that their counterparts, the Arts Teachers, did not receive a pay increase. The teachers, under their umbrella organization, Uganda National Teachers Union (UNATU), petitioned the president to increase the salaries of the Arts teachers, arguing that the disparities would affect motivation of other teachers, but government is yet to act on this. This policy decision has sparked discussions surrounding its implications for educational equity, teacher morale, and the broader dynamics within secondary schools.

It is against this background that researchers from the College of Education and External Studies (CEES) have set out to study the impact of differential salary increments on secondary school teachers in Uganda.

The Principal Investigator (PI), Ms. Nuluyati Nalwadda. Mak-RIF-funded study of the impact of differential salary increments on secondary school teachers in Uganda, project launch, March 2024, AVU Conference Room, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.
The Principal Investigator (PI), Ms. Nuluyati Nalwadda.

Speaking during the launch of the project study, the Principal Investigator, Ms. Nuluyati Nalwadda said the study seeks to analyze the impact of differential salary increments on secondary school teachers, examine the psychological effects, attitudes, and perceptions of science and arts teachers, understand the potential implications for teacher motivation, job satisfaction, and service delivery, and also provide valuable insights to inform policy discussions and interventions. Ultimately, this research aims to improve the overall quality of education for students by addressing these critical factors in teacher effectiveness and well-being.

The Principal of CEES, Prof. Anthony Muwagga Mugagga, congratulated the research team upon winning the MAK RIF grant and for their dedication and commitment to enhancing education outcomes. He urged them to ensure they publish their findings, make new research connections, apply for new grants, and engage the Ministry of Education and Sports. He advised the research team to study the different categories of schools, gender and the effect of these disparities on families. He asked them to be thorough in their research and consider all possible implications. He informed staff that the college had dedicated some resources to help advance research in the different schools. He emphasized the importance of this research in shaping future educational policies.

Prof. Anthony Muwagga Mugagga (Right) and Ms. Harriet Adong (Left). Mak-RIF-funded study of the impact of differential salary increments on secondary school teachers in Uganda, project launch, March 2024, AVU Conference Room, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.

Ms. Harriet Adong, who represented the Chair of the Grants Management Committee, Prof. Fred Masagazi, urged the staff to use the grant resources for the purpose the funds were meant for. She encouraged them to continue applying for grants, saying the sixth call for RIF would soon come out.

She also called for timely accountability of funds and adherence to the grant guidelines. She stressed the importance of documenting the research processes and sharing findings with the public to ensure transparency and foster collaboration within the scientific community.

The research team. Mak-RIF-funded study of the impact of differential salary increments on secondary school teachers in Uganda, project launch, March 2024, AVU Conference Room, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.
The research team.

The Deputy Principal, Prof. Ronald Bisaso, also congratulated the team and thanked RIF for the generous support in funding their research project. He also emphasized the importance of continuing to strive for excellence in research and innovation. Citing the 49 RIF grants that college staff have won over the last 5 years, Prof. Bisaso called for more collaboration among staff. “We hope the results of the study will inform government policy, grow larger research teams, and contribute to the development of the country,” he said. The project launch was also attended by the Dean School of Distance and Life Long Learning, Dr. Harriet Nabushawo and the Head of the Department of Adult and Community Education, Dr. Stella Achen who congratulated the research team upon winning the grant.

The Research Team

  1. Ms. Nuluyati Nalwadda
  2. Mr. Joseph Watuleke
  3. Mr. Simon Peter Mabongo
  4. Mr. Lawrence Karyowa

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Education

CEES Newsletter March 2024

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Makerere University Centre for Lifelong Learning and Makerere University Jinja Campus graduation of Diplomas and Certificates from the Uganda Business and Technical Examinations Board (UBTEB), 3rd February 2024, Yusuf Lule Central Teaching Facility Auditorium, Makerere University, Kampala Uganda, East Africa.

Over 600 awarded UBTEB certificates

Over 600 students of Makerere University Centre for Lifelong Learning and Makerere University Jinja Campus have graduated with diplomas and Certificates from the Uganda Business and Technical Examinations Board (UBTEB).

“This academic achievement has launched your real beginning in higher education academics and career growth. For those who had challenges with Advanced Level as a prerequisite for University or academic progression, the diploma comes handy and will enable you to now register for your desired degree course,” Prof. Mugagga said.

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