Journal Articleshttps://hdl.handle.net/20.500.12504/712024-03-29T06:54:27Z2024-03-29T06:54:27Z“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.
2020-08-01T00:00:00ZAfrican indigenous games: using Bame Nsamenang’s africentric thoughts to reflect on our heritage, pedagogy, and practice in a global villageEjuu, Godfreyhttps://hdl.handle.net/20.500.12504/5712023-05-24T00:09:51Z2019-09-10T00:00:00ZAfrican indigenous games: using Bame Nsamenang’s africentric thoughts to reflect on our heritage, pedagogy, and practice in a global village
Ejuu, Godfrey
As we go global and begin to make early childhood practices universal, certain aspects of communities remain fixed in deep realms of their everyday living and can only be accessed by those who believe in it. Believing in it requires having faith in a practice that will always be better than what others bring as “best practice”. This is because that aspect is what defines who you are and changing it amounts to removing a piece of you with the intention of replacing it with an “artificial part”. This may be the case with African indigenous games that have been played in various settings to define the Africanness of given communities. The values that these games bring to the Africans as they try to hold on to what belongs to them, is discussed in this paper. Bame Nsamenang used such thoughts to propel the Africentrism philosophy to direct thoughts into values that are African in nature, even when there are no clear boundaries of African in Africa. This article focuses on Nsamenang’s Africentric arguments in line with promotion of African indigenous games as a heritage, pedagogy, and a practice.
319-327 p.
2019-09-10T00:00:00Z