Education
Improving performance in Science subjects: Mak scholars translate science books into local languages
Makerere University scholars have translated science terms into local languages to ease learning of the students in lower primary classes.
The scholars include Dr Henry Busulwa, Dr Harriet Nabushawo, Dr John Ssentongo, and Dr Allen Nalugwa.
The quartet conceived the idea of translating learner’s materials in 2020 after conducting research that showed that there was decreasing interest and performance by learners in science subjects.
They (scholars) therefore translated two resource books into Luganda and Lumasaaba languages following the thematic curriculum of lower primary to help learners easily grasp the content taught when they reach primary four. The lower primary curriculum directs teachers to teach children in their mother tongue from primary one to primary three and start learning in English only when they reach primary four.
Dr Busulwa, the Principal Investigator of the project found out that between 2015 and 2019, less than 5000 pupils got distinctions in science and over 1000 children failed completely.
“This is because these children are not given a chance to learn most of the terms in their mother tongue. They may be knowing something in English but cannot translate it to their local language which is not right,” he said.
The scholars therefore conducted research in a project dubbed “inter-disciplinary enhancement of science education in the Uganda Primary thematic curriculum”, a project funded by the government of Uganda through Makerere University Research and Innovations Fund (Mak-RIF).
The innovators interacted with teachers, learners and elderly persons in Mbale, Manafwa, Mpigi, Lwengo, and Masaka districts to give them the suitable terms for the science terms.
“We sampled 24 thematic curriculum teachers, 24 elders and used instruments like questionnaires and Focused Group Discussions. We were however surprised to find out that at least 80 percent could not translate science terms into their mother tongue,” he noted.
The scholars also found out that there is no science subject in lower primary, they rather incorporate different terms in Literacy I and Literacy II subjects.
Out of the teachers who teach lower primary, the study revealed that very few teachers from the sample taken have taught for over four years.
He further explained that schools in the villages use local languages a lot unlike those in urban centers which do not follow the thematic curriculum.
“Many teachers are relatively young and they can’t teach in local languages. A good percentage of teachers could not articulate the science in the themes and yet some were not comfortable teaching science in local languages,” he added
The books will help teachers to teach science comfortably without struggling.
Prof Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies, lauded the principal investigator for having pulled through the project saying, “Last year, many Biology students in the country failed. We look at the failure of science students at Advanced level as having stemmed from primary school because students do not understand the meaning of what they study.
He added: “Abroad, science is taught in their mother tongue for example Britain, where their mother tongue is English. Your study does not only solve the problem of teaching science but also medicine. We have lost a lot of medicine because we don’t know about them.”
He thanked the team of scholars for rejuvenating the traditional learning and noted that their intervention at a lower level will make things better.
Ms Lovenance Napokoli, a teacher from Mbale who helped researchers in developing the Lumasaaba book noted that the book will be useful to the learners and teachers since it translates words from a local language to English.
“Many teachers have been finding it difficult to teach children because they don’t understand what they teach in their mother tongue. The innovation is therefore timely and it will help teachers in conveying what they teach to learners.”
Mr Michael Ssonko, the representative from Wakiso district noted the challenge they have is that elders who used to teach science had better knowledge than the people currently teaching science and noted that current learners are not getting the information required.
Ms Gloria Naggayi, the Research Support Officer who represented the Grants Management Committee said the innovation has a foreseeing impact on the education sector and if they are taken up by the Ministry of Education a lot will be changed.
The resource books are designed following the thematic curriculum of lower primary and if the government provides more funding to the project, the materials will be replicated into other local languages.
The National Curriculum Development Center (NCDC) asked the scholars to digitalise their resources such that it can be read by many people.
Dr Deborah Magera, the representative of NCDC noted that children can only understand science concepts in the language they understand.
Education
Mapping Research in Education: A Baseline Study on PhD Completion and Emerging Research Themes
Makerere University’s Centre for Life-Long Learning (CLL) under the College of Education and External Studies celebrated a significant milestone on January 24, 2025, as over 40 students successfully graduated with diplomas and certificates in various fields accredited by the Uganda Business and Technical Examinations Board (UBTEB).
The graduation ceremony, held at Makerere University, marked the sixth cohort to complete their academic programs at the Centre, highlighting its role in equipping individuals with the knowledge and skills necessary for professional and personal growth.
The ceremony included a moment of pride for Namagembe Saidat, who emerged as the best-performing student. She graduated with a Diploma in Secretarial Studies, achieving an outstanding CGPA of 4.86. Saidat’s accomplishment reflects the Centre’s commitment to academic excellence and nurturing top-tier professionals.
In his address, Dr. Oscar Mugula, the National Coordinator of CLL, congratulated the graduates for their resilience and hard work over the two years of study. He commended the government for revising the admission policy for diploma programs, which now requires only one principal pass instead of two. This policy adjustment, he noted, has significantly increased student enrollment and widened access to higher education opportunities.
Dr. Mugula also encouraged the graduates to register with professional bodies as technicians, emphasizing that such affiliations would enhance their employability and competitiveness in the job market.
Speaking on behalf of the Principal of the College of Education and External Studies (CEES), Dr. Harriet Nabushawo extended gratitude to the government, particularly the Ministry of Education and Sports, and UBTEB for entrusting CEES with the training of diverse education stakeholders. She further thanked Makerere University’s management for its unwavering support of the College’s activities and acknowledged the collaboration with the College of Engineering, Design, Art and Technology, which provides access to laboratories and workshops essential for student training.
Dr. Nabushawo urged the graduates to consider advancing their studies by enrolling in degree programs to further enhance their qualifications. Additionally, she shared valuable life skills and encouraged the graduates to adopt a mindset of continuous learning and self-improvement to remain relevant in a dynamic labor market.
The graduation ceremony underscored the transformative impact of lifelong learning in fostering socio-economic development and empowering individuals to achieve their full potential. The Centre for Life-Long Learning continues to play a pivotal role in bridging educational gaps and promoting inclusivity in higher education.
As the graduates embark on their professional journeys, their success serves as a testament to the dedication of CLL’s faculty and staff, as well as the vital role of Makerere University in nurturing skilled professionals equipped to contribute to national development.
Congratulations to the graduates, faculty, and all stakeholders who made this milestone possible!
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