Education
Dr. Caesar Jjingo wins Fulbright Award to promote the teaching of Kiswahili in Uganda
As Makerere University intensifies efforts to promote the teaching of Kiswahili, Dr. Caesar Jjingo has also joined efforts to gain more knowledge in exploring the Kiswahili using teaching competence-based curriculum and related approaches
Dr. Jjingo is among those who will be flying to the United States of America in August to conduct post-doctoral research in competence based curriculum at the University of Arizona.
This after winning a five-months Fulbright African Research Scholar Grant aimed at enhancing curriculum development in relation to competence-based language – Kiswahili – teaching at Makerere University and Uganda at large.
Fulbright African Research Scholar Program is a U.S funded program directed at faculty from African Universities to support them conduct postdoctoral research at U.S academic research institutions or universities
The program is expected to contribute to the development of new courses, curricula, or programs upon the participant’s return to his or her home institution.
During the orientation of all the beneficiaries of the U.S Embassy scholarships, the public engagement Officer at the U.S Embassy Kampala, Amy B. Petersen said, “We are proud to sponsor the Fulbright program which is an academic exchange program and each year we send 10 to 12 Ugandans students on the different academic exchanges”.
She said Makerere University has previously been the biggest benefactor of the Fulbright program. She, however, noted that this year, only one staff of the university is benefiting from this program unlike last year where about three of them benefited.
The program is fully funded by the U.S. Government and has been happening for over 75 years.
“This is one of the flagship programs for international understanding, mutual cooperation exchange that brings countries together through academic exchange,” Petersen said.
She explained that the students before departure are given an orientation to equip them with the necessary knowledge and understanding of the United States of America.
“This orientation prepares them for life in America, it is hard to be in another country not of your origin, especially when you are a student, but the orientation helps to prepare them academically, how to live, so that they can thrive while doing their academic work,” she said.
She advised them to always prepare for their travels by doing some sort of reading, preparing for their studies, understanding the situation and also embrace personal orientation in addition to being in connection with the people in charge of them in the United States of America.
While attending the orientation at the American Centre at the Embassy Plaza in Nsambya, Dr. Jjingo said he specialises in Kiswahili language particularly in syllabus designing and curriculum development.
“I am the second Kiswahili specialists to have won this award, the first being Prof. Ruth Mukama who got it in 1993 almost 30 years ago. I am happy that I was also able to get it as a Kiswahili specialist,” Dr. Jjingo said.
“I will be going to the University of Arizona specifically to study more and also do research on competence-based language teaching which was introduced in Uganda a few years back,” he added.
He explained that despite the introduction of competence-based teaching in Uganda, a section of Kiswahili teachers who are in service do not know much about it.
“Given that some of us who are teacher trainers were ‘never’ trained on how it works, the principles and the theories behind it, I felt it was wise to go to the country where it originated from and learn from the experts.”
While at Arizona University, for the five months, Dr.Jjingo hopes to learn how to develop a training manual such that his coming back will mean training other teacher trainers with regards to Kiswahili or languages in general such that they can be at par in regard to training teachers.
Dr. Jjingo cited a general gap with the competence-based curriculum which was launched in Uganda saying many Kiswahili teachers complain of not knowing how the projects are done or evaluated etc.
“Much as the National Curriculum Development Centre retools teachers, you find that there is a gaps which I want to contribute addressing,” Dr. Jjingo emphasized.
He said, while at Arizona University, he will develop a training manual which can be contextualized to different teacher training institutions in Uganda especially for those that produce Kiswahili teachers,” he said.
He said on his coming back, he expects to teach students the different components, rationales, theories and models behind the competence-based language teaching which currently he does not have and they have been missing.
This comes at the time when the country introduced Kiswahili as a compulsory subject in primary and secondary schools as a way of integrating fully with the other EAC partner states.
Uganda joined Rwanda in the list of regional countries seeking to boost their language use as they seek opportunities in the integrated EAC where English and Swahili are the main languages of communication.
Dr. Brian Semujju, a senior Lecturer at the Department of Journalism and Mass Communication also an alumni of the Fulbright program said the program has helped him make professional friends and taught him how to teach science communication.
He implored more university staff to apply for the scholarships so that they can build a strong research base and alumni.
Government through the Ministry of Education and Sports has been called upon to find ways of popularizing the subject of art and crafts in lower and higher secondary education.
Prof. Anthony Muggaga, the Principal of the College of Education and External Studies at Makerere University, said yesterday that the government should explore measures including making the subject compulsory.
“We should have at least a module for one term like we have General Paper or computer,” he said.
Prof. Mugagga believes that without popularizing Fine Art, the education sector will continue churning out students who lack critical thinking.
“Fine Art is what will cultivate a critical mindset amongst our learners. That is why we encourage children in nursery school to draw; we are trying to bring out what is in their minds,” he said.
“It is the same reason that art is considered therapy for mental health patients. When they draw, they express what is taking place in their minds.”
Prof. Mugagga was speaking at the launch of the findings of the pilot report for the Visual Arts Curriculum Review.
Dr Julius Ssegantebuka from Makerere University College of Education and External Studies and the lead researchers said the curriculum review project is intended to prepare secondary school art and design teachers, by equipping them with practical skills and values that match the modern world.
“During this second phase of the project, we had trial lectures and discussions with the teachers. We also embarked on removing obsolete content and replaced it with new content and also separated some of the art disciplines that were formally combined,” he said.
The updated curriculum he said, puts emphasis on research, group discussions, and field studies among others.
Speaking as chief guest at the launch, Dr Grace K Baguma, the Director National Curriculum Development Center commended the initiative.
“I commend Dr Ssegantebuka and the team for this initiative, which is aimed at contributing to the development of quality curricula that employ modern pedagogies that respond to societal needs,” she said.
On her part, Dr Moreen Muwanga from Kyambogo University called for the integration of ICT in the teaching of visual arts.
“Many of us have a phobia of handling a computer. Yet the students we are teaching are flexible and conversant with ICT,” she said.
The Acting Vice Chancellor, Assoc. Prof. Umar Kakumba has welcomed a delegation from the German Adult Education Association (DVV International) led by the Board Chair Hon. Martin Rabanus. The delegation was in the country to assess the impact of their partnership with Makerere University and the community.
DVV International and Makerere University, Department of Adult and Community Education have been partners since 1986.
The support has been in the areas of teaching and learning. DVV International supported the development and launch of the Master of Adult and Community Education (MACE) in 2007. Makerere University has since graduated many who now work as lecturers in Higher Institutions of Learning, programme managers, development workers, adult education trainers and so on. Before then, DVV International was supporting undergraduate students of the Bachelor of Adult and Community Education (BACE) with financial support towards internships and practical training during the Recess term of Year 2.
Speaking in his office on April 15, 2024, Assoc. Prof. Kakumba appreciated the Germany government for the support over the years. Saying through this support Makerere has continued to foster adult education by settling up Adult Education centres in Lira and Mbale for this purpose.
DVV International has over time supported staff in the area of research and publications. Some of the beneficiaries include Dr. Stella Achen, Dr. Twine Banakuka, among others. In early 1990s the organization helped to renovate the building housing adult and community education. The organization has also previously supported staff to acquire Masters and PhDs.
Prof. Kakumba appealed to Hon. Martin Rabanus to consider renewing the MoU between the two institutions in an effort to continue training adult educators.
Hon. Martin Rabanus applauded Makerere University for the achievements obtained so far and the contribution the partnership has enabled. “We are happy that we were able to provide adults an opportunity for them to get a certificate and improve their lives,” he said. “Thank you for the corporation for the last 40 years.”
Present in the meeting were the Principal of College of Education and External Studies(CEES), Prof. Anthony Mugagga, the Dean of the School of Distance and Lifelong Learning, Dr. Harriet Nabushawo and Dr. Stella Achen – Head of Department, Adult and Community Education.
Scholars have called for the inclusion of patriotism in the country’s curriculum, arguing that starting as early as nursery school will go a long way in transforming our society. The call was made during a stakeholders’ workshop organized to discuss the integration of patriotism in the teacher education curriculum among selected Public Universities a project supported by the Makerere University Research and Innovations Fund (Mak-RIF).
Lack of a shared Ugandan culture, beliefs & national value system is one some of the things that were identified as those that hinder the spirit of Patriotism.
It was also noted that the sense of patriotism demonstrated by most students who graduate from universities in Uganda is at its lowest. This, Dr. Dorothy Kyagaba, said is manifested in the persistent riots, rise of the crime rate, vandalism, rampant students’ death, Individualism which are detrimental to the nation.
Although legal frameworks & initiatives, National Patriotic Programs, trainings in secondary schools, and patriotism clubs in high schools exist, the sense of patriotism among universities is still disturbingly low, Dr Kyababa said.
To this end, the research teams seeks to analyze the teacher education curricula to ascertain aspects of patriotism among selected Public Universities in Uganda, to establish teacher trainees’ perception of patriotism among selected Public Universities and to build capacities of teacher trainees in integrating Patriotism among selected Public Universities in Uganda.
Some scholars have argued that using practitioners & teacher education to build a sense of patriotism in preservice teachers as a community of practice increases the odds that future generations will care about each other and love their country.
Speaking during the stakeholders’ meeting on April 15, 2024, the Principal of CEES, Prof. Anthony Muwagga Mugagga, said that many people confuse patriotism with being a member of a political party. This he said is far from the true meaning of the word. Patriotism according to scholars’ entails living in harmony with each other, limited violence, sense of unity, peaceful environments with each other, preserving a county’s heritage, interests, respecting each other’s culture, values, and love and commitment to the country’s democratic principles. To achieve this, Prof. Mugagga advised that people ought to be taught about self-management, honesty, emotional intelligence, etiquette, hygiene, entrepreneurship, soft skills and survival skills among other things.
In her remarks, the Assistant Commissioner of the National Secretariat for Patriotism Corps Dr. Tibamwenda Brenda demystified the Misconceptions about Patriotism emphasizing that it is not an NRM agenda or a recruitment group but it is rather a program that would help learners better through protecting the environment, cherishing hard work, honesty, accountability and fairness.
Prof. Betty Ezati, who also attended the meeting advised that patriotism ought to start at home. “Patriotism should start at home and pre-primary. For higher institutions of learning, let us train the teachers to love their country and in so doing, they will pass this on to the young generation,” she said.
In her closing remarks, the Principal Education Officer, Teacher Education Training & Development, Ministry of Education and Sports Mrs. Elizabeth Kisakye Nsamba emphasized “a need for a think tank to re-conceptualize Patriotism in Teacher Education with a well-structured programme”
The Stakeholders’ workshop was graced by key Stakeholders from the Ministry of Education and Sports, Uganda National Institute of Teacher Education, Uganda National Teachers’ Union, National Secretariat for Patriotism Corps Teacher Educators and Preservice teachers among others. The study will be conducted at the School of Education Makerere University, Faculty of Education, Kyambogo University and Faculty of Education, Mountains of the Moon University.
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