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
Call For Applications: Small Scale Action/Field Research Grants on TELLS Project for Senior Researchers at Makerere University
In an ambitious move to enhance early childhood development, researchers from Makerere University’s College of Education and External Studies are advocating for the integration of nutrition education into the training programs for early childhood development (ECD) teachers. This groundbreaking initiative aims to equip future educators with essential knowledge and skills to foster healthy eating habits among young learners, potentially leading to significant improvements in their cognitive development, academic performance, and long-term health outcomes.
The Call for Integration
Led by Dr. Josephine Esaete, the research team highlighted the critical role of nutrition in the overall development and well-being of young children. Dr. Esaete emphasized that teachers, particularly those in early childhood education, have a unique opportunity to shape the eating habits and nutrition knowledge of their students. By incorporating nutrition education into teacher training programs, educators can become powerful agents of change, promoting healthy behaviors that will benefit children throughout their lives.
“By integrating nutrition education into teacher training programs, we can ensure that early childhood teacher educators are equipped with the necessary knowledge to promote healthy eating habits and behaviors among young children,” Dr. Esaete said during the dissemination workshop.
A Holistic Approach
The dissemination of the research and launch of the recommendation report saw a strong emphasis on collaboration. The research team underscored the importance of a cooperative effort between schools, parents, and community organizations to guarantee children access to nutritious foods both at school and at home. This holistic approach aims to address food insecurity and promote overall health and well-being among students, particularly in Sub-Saharan Africa, where malnutrition is a significant issue. In Uganda, alarming statistics reveal that 49% of child deaths are associated with malnutrition, and a substantial proportion of school-age children suffer from stunting, underweight, thinness, and obesity.
Prof. Anthony Muwagga Mugagga, the principal of the college, reinforced the need for this comprehensive strategy, urging the focus to extend beyond early childhood learners to include those in universal primary education who often face hunger. He highlighted the necessity of addressing food insecurity across all educational settings to ensure that children have access to nutritious meals.
Ms Harriet Adong, who represented the Makerere University Research and innovation fund, the funding agency congratulated the research team saying that the proposed guidelines are crucial for promoting the health and well-being of young children in schools. She also emphasized the importance of ongoing research and collaboration to ensure effective implementation of these guidelines.
Implementing the Vision
The project activities, already initiated in five primary teacher colleges including Bishop Willis CPTC and St. Aloysius Core Primary Teachers College, aim to make lasting changes in the curriculum. Dr. Esaete and her team are working on a policy brief to advocate for these changes at the governmental level, aiming to influence the Department of Teacher Education, Training, and Development at the Ministry of Education and Sports.
Key recommendations from the study include:
- Sensitizing ECD teacher trainees about the MoES (2013) school feeding guidelines.
- Encouraging teacher training colleges to embrace these feeding guidelines.
- Continuous parental sensitization on providing healthy and safe midday snacks for children.
- Initiating nutrition interventions that start with teacher education.
- Reworking the content of nutrition courses taught to ECD teacher trainees to incorporate emerging global nutrition issues relevant to their professional practice.
Paving the Way Forward
The research team, comprising Dr. Josephine Esaete, Mr. Edward Kansiime, Dr. Gaston Ampeire Tumuhimbise, Dr. Michael Walimbwa, and Dr. Alfred Buluma, is committed to seeing these recommendations take root. Their efforts signify a proactive step towards creating a supportive environment where children can learn about nutrition and make healthy choices, ultimately shaping the well-being of the next generation.
As these initiatives progress, the hope is that by equipping educators with the right tools and knowledge, the cognitive development and health of young children in Uganda, and potentially across Sub-Saharan Africa, will see significant improvement. The integration of nutrition education into early childhood development teacher training is not just a proposal; it’s a necessary evolution in educational practice that promises to nurture healthier, more informed future generations.
Education
CEPIDE Study Identifies Challenges and Solutions for Low Doctoral Completion Rates in Universities
A recent study by the Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) reveals significant challenges in the country’s doctoral education system. The study, conducted over the period 2011-2024, underscores low conversion and completion rates among doctoral candidates in Uganda, raising concerns about the future of the nation’s research and innovation capacity.
The study findings were released during a dissemination workshop held on May 30, 2024 at Makerere University.
Key Findings:
- Low Transition Rates: Only 7.6% of master’s graduates advanced to doctoral studies.
- Enrollment Figures: Public institutions enrolled approximately 1,903 doctoral students from 2011 to 2020.
- Completion Rates: Of these, only 69.6% completed their doctoral programs by 2024, amounting to just 1,324 graduates.
- Institutional Disparities: Makerere University dominated doctoral completions, accounting for 81.4% of the total.
- Gender Disparity: Female graduates represented only 33.8% of doctoral completions.
- STEM Focus: 58% of doctoral completions at Makerere University were in STEM fields.
Challenges Identified:
The study highlights several constraints impacting the doctoral pipeline, including:
- Supervision Challenges: Insufficient support and resources for doctoral supervisors.
- Situational Factors: External and personal circumstances affecting students’ ability to complete their studies.
- Institutional Factors: Lack of robust support systems within universities.
- Student Characteristics: Variability in students’ preparedness and resilience.
The team also used the same forum to unveil and launch a course module intended to equip supervisors with more skills. The course named Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda.
Speaking at the launch, the guest of honour, the ED of the NCHE, represented by Dr. Norah Miliira underscored the importance of doctoral studies saying NCHE recognizes the need for critical high-level knowledge and skills to power Uganda’s economy through research and Innovations. Dr. Muliira noted that NCHE had proposed to government to include a National Research Fund in its planning in an effort to support doctoral research.
Prof. Julius Kikooma, the Dean East African School of Higher Education and Development, advised that if we are to meet the development needs of the country, we ought to produce 1,000 PhDs every year.
Prof. Anthony Mugagga, the Principal of CEES called on NCHE to formulate PhD policies that have crosscutting courses, a thing he said would help in quality assurance.
The Executive Secretary-Uganda National Council for Science & Technology, in a speech read for him by Ms Beth Mutumba said the council is set to establish a research integrity code of conduct for which universities will have institutionalized policies to cab unethical practices and continue dissemination of the national regulatory frameworks.
Dr. Hamis Mugendawala who represented the ED of National Planning Authority cautioned universities against focusing on training more PhDs but rather focus on training quality PhDs in skills scarce areas. He pledged NPA’s support in implementing some of the key recommendations of the study.
The research is funded by the government of Uganda through the Makerere University Research and Innovations Fund. Represented by Prof. Robert Wamala, the MakRIF chair, Prof. Fred Masagazi-Masaazi, congratulated the research team upon the study and said that the findings will be crucial in guiding policy makers and stakeholders in addressing the skills gap in the country. He emphasized the importance of collaboration between universities and government agencies to ensure that research outcomes are effectively utilized for national development. He appreciated government’s support to the university.
Conclusions: The study concludes that Uganda’s doctoral pipeline is “leaky and constrained,” resulting in low participation in graduate education and subsequently fewer researchers in the national system. This shortfall affects the country’s ability to achieve Sustainable Development Goal (SDG) Target 9.5 and hampers progress toward national development goals. Additionally, the underrepresentation of women in research careers may further impede efforts to attain gender parity.
Recommendations:
CEPIDE proposes several measures to address these issues:
- National Framework: Development of a national framework for doctoral education to enhance quality and accountability.
- Research Culture: Promotion of a supportive research culture, ensuring proper funding and resources.
- Supervisor Training: Mandatory training and certification for doctoral supervisors.
- Equity Initiatives: Affirmative actions to boost female participation in doctoral programs and research careers.
- Quality Assurance: Establishment of a specialized quality assurance system for doctoral education.
- Institutional Support: Enhanced support services for graduate students, focusing on information, resources, and personal wellbeing.
Implications for the Future:
These recommendations aim to bolster Uganda’s research and innovation ecosystem by improving the doctoral education pipeline. Implementing these measures is crucial for increasing the number of doctoral graduates, enhancing research capacity, and fostering national development. The focus on gender parity and STEM fields aligns with Uganda’s strategic priorities, but addressing systemic issues in the doctoral education system remains essential for sustained progress.
About CEPIDE:
The Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) is part of the Makerere University Research and Innovation Fund (Mak-RIF). It is funded by the Government of Uganda to support impactful research and innovation, aiming to align academic outputs with national development priorities.
As Uganda continues to position itself as a knowledge society, the findings and recommendations of the CEPIDE study offer a roadmap for strengthening doctoral education and, by extension, the nation’s research and innovation potential.
Research Team:
Dr. Irene Etomaru, Dr. Tom Darlington Balojja, Dr. Louis Theophilus Kakinda
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