Department of Early Childhood and Pre-Primary Educationhttps://hdl.handle.net/20.500.12504/212024-03-29T09:01:44Z2024-03-29T09:01:44ZSchool policies and parental involvement in education of nursery school children in Kabale municipality, Kabale district UgandaAnkunda, Gracehttps://hdl.handle.net/20.500.12504/13862023-07-19T00:13:34Z2020-09-12T00:00:00ZSchool policies and parental involvement in education of nursery school children in Kabale municipality, Kabale district Uganda
Ankunda, Grace
Pre-primary school years present crucial opportunities for children's growth, development and
learning. Parental involvement in their children's early education is thus important since they are
the first educators of their children. Parental involvement in the children's education enhances
their holistic development. The purpose of the study was to examine the implementation of existing
nursery school policies and parental involvement in education of their children in Kabale
Municipality, Kabale District, in South Western Uganda. This study was guided by three
objectives namely, to establish the contributions of school feeding policy on parental involvement
in education of nursery children, to analyze the influence of school meetings policies on parental
involvement and to assess the influence of fees policies on parental involvement on nursery
education. The study was also guided by the cultural capital theory of parental involvement in
early years which desctibes how parents should be involved in education of their children during
elementary education. The descriptive survey was used while incorporating both qualitative and
quantitative approaches. The study sample size consisted of 100 parents, 40 teachers and 10 head
teachers totaling to 150 respondents. Data was collected using a questionnaire for teachers and
head teachers while interview schedule was administered by parents. Findings indicated that there
is a positive relationship between parental involvement in attending meetings and providing meals.
However, the findings also indicated a negative relationship in payment of fees. Daily business
engagements which limited their capacity to involve themselves fully in their children's education.
The study thus concluded that parents were involved more in activities that required financial
contribution to the expense of other necessities. It was therefore recommended that proprietors and
head teachers should increase parents' awareness on the importance of getting involved in early
childhood education and this could be done by encouraging parents to attend meetings where all
related school issues are discussed.
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2020-09-12T00:00:00Z“Ekisaakaate” (royal enclosure) living values-based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda kingdom in UgandaSarah, Mugerwa N.Godfrey, EjuuPeter, Wanderi M.https://hdl.handle.net/20.500.12504/13552023-07-19T00:09:40Z2023-04-01T00:00:00Z“Ekisaakaate” (royal enclosure) living values-based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda kingdom in Uganda
Sarah, Mugerwa N.; Godfrey, Ejuu; Peter, Wanderi M.
The study was prompted by the increasing moral decadence among the young children
in Buganda Kingdom in particular and Uganda at large with many young people not
being merciful, honest and loyal. They lack moral ethics, etiquette and are not
responsible. Different approaches have been suggested as effective in promoting moral
development of children, with no particular mention of one that uses a cultural value-
based system. This study examined the relationship between ekisaakaate living values-
based contextual instruction pedagogy and early childhood moral learning outcomes
in Buganda Kingdom. Methodologically, cross-sectional research design guided the
study. A sample of 159 ekisaakaate trainers were systematically selected to participate
in the study and data were collected with the use of questionnaires. Descriptive and
statistical analyses were used to analyze data collected. Frequencies and percentages
were used to show the distribution of respondents on different items. Correlation was
used to establish the relationships between the variables and in order to establish the
predictor variable that contributed most to moral learning outcomes, a Simple Linear
Regression (SLR) Analysis was used to establish the predictor variable that contributed
most to moral learning outcomes. Results empirically revealed that active cooperative
learning, problem-based approach to instruction and participatory learning have a
positive influence on early childhood moral learning outcomes. Hence the study
recommends that stakeholders such as early childhood education directors, teachers
and parents in the respective early childhood centers should encourage the use of
living values-based contextual instruction pedagogy to enhance early childhood moral
learning outcomes.
2023-04-01T00:00:00ZBalancing dual roles in the face of missing on-site child care arrangements: lived experiences of breast-feeding student mothers at Kyambogo UniversityOpit, ElizabethNabukeera, MadinahNamubiru, Aishahttps://hdl.handle.net/20.500.12504/12852023-07-19T00:06:07Z2020-08-01T00:00:00ZBalancing dual roles in the face of missing on-site child care arrangements: lived experiences of breast-feeding student mothers at Kyambogo University
Opit, Elizabeth; Nabukeera, Madinah; Namubiru, Aisha
Through the use of a phenomenological approach this study explored lived experiences of breast-feeding student mothers in the face of missing institutionalized on-campus child care arrangements at Kyambogo University (KyU). Specifically, the study sought to; identify the missing institutionalized on-campus child care arrangements at the university, establish the dilemmas breast feeding student mothers experience in undertaking the dual roles of mother and student hood due to the missing institutionalized on campus child care arrangements at KyU and examine the effect of the missing institutionalized on campus child care arrangements on undertaking of academic activities by breast-feeding student mothers. A total of 10 breast feeding student mothers were interviewed and data was analyzed using themes. Results indicated that the following institutionalized on-campus child care arrangements were missing at Kyambogo University; adequately furnished baby care rooms, baby playgrounds, immunization and pediatric medical services, professional nannies, child care responsive; teaching time tables, teaching sessions, time frames for course work assignments, tests and examinations’ undertakings, and child care responsive-remedial lessons. Dilemmas of breast feeding student mothers’ in this scenario included choosing between; baby-sitting vs attending lectures, completing a lecture vs breastfeeding a crying hungry baby, undertaking child bonding activities vs
undertaking academic activities, completing an exam or a test vs breast feeding a crying hungry baby,
baby care vs attending academic group discussion and baby care vs completing a coursework
assignment in time. Student mothers at KyU have devised means of coping and have learnt how to
resolve the tension of combining motherhood and education in an academic environment without
on-campus childcare arrangements so as to pave a brighter career and family future. Such strategies
included; receiving child care support from family and student friends, use of privately hired nannies,
ignoring one of the two roles, time tabling the activities for the two roles, creating extra time to read,
and getting help from spouses. The voices of the interviewees revealed that when the two roles were in
conflict, they would rather miss academic activities than abandon their babies especially in critical
times like when the babies were sick. It was therefore recommended that KyU considers putting in place
various instututionalised on campus arrangements as a critical resource that will enhance academic
undertakings of breast-feeding student mothers in their pursuit of Higher Education.
2020-08-01T00:00:00ZQuality indicators for sustainable early childhood education programmes from a community perspective: a case of Karamoja regionApolot, Josephine Mathahttps://hdl.handle.net/20.500.12504/12232023-05-24T00:48:59Z2022-09-01T00:00:00ZQuality indicators for sustainable early childhood education programmes from a community perspective: a case of Karamoja region
Apolot, Josephine Matha
If education has to be meaningful in a way that addresses community perspectives,
sustainability of interventions and quality must be addressed in the perspective of the
beneficiaries. The purpose of the study was to establish quality indicators that ensure
sustainable ECE programmes from the community perspective. The objectives were:
to assess the caregivers’ ECE quality indicators that ensure sustainable programming
from a community perspective, to explore the expected child ECE quality indicators
that ensure sustainable programming from a community perspective and to establish
the ECE site quality indicators that ensure sustainable programming from a
community perspective. The researcher employed a qualitative research approach and
case study research design. The study respondents were: caregivers, parents, elders
ECE focal point officers and children. Observations, face to face interviews and focus
group discussions were used for collecting data. A total of 40 research participants
participated in the data collection. The data was thematically analysed following the
reduction, imagination, variation and essence. The findings were presented basing on
the objectives, as far as sustaining early childhood education programs in karamoja
are concerned, the respondents want caregivers who are: culturally competent, teach
their children using the Akarimojong local language, intentional caregivers and
caregivers who come from their own communities. In order for them to keep their
children in the ECE sites, they would like to see that their children are taught: good
morals, animal awareness, craftmanship, and read and write in Nga’karimojong
language. As far as sites are concerned, the respondents said a good site is that with:
high enrolment, reliable water supply, provides food and have female caregivers. They
wanted their children to be able to learn how to earn a living by using locally available
materials through engaging in survival and life skills such as making crafts, tools and
implements to use for home management and farming. The study concludes that the
Karamojongs want caregivers who permanently and constantly work there and
communities will only accept caregivers who only have good morals and knowledge
of their culture and they are willing to teach. They also have good knowledge on what
they expect their children to learn at the sites and what they expect of a good ECE site.
All categories wanted their children to learn in welcoming spaces. They perceived a
good ECE site as one that is good for children instead of the community which implies
that they have the good benefit of the children in their mind. Therefore, Karamoja may
need more non-formal initiatives to supplement the national ECE curriculum with
programmes that help children acquire practical skills while receiving basic formal
education, to ensure that children leave ECE centres with sufficient skills to make a decent living.
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2022-09-01T00:00:00Z