Browsing by Author "Constance, A. N. Nsibambi"

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Body composition analysis of pupils in urban schools in central Uganda
(International Journal of Business and Social Science, 2013-07) Constance, A. N. Nsibambi
A pre experimental research was conducted to analyse the body composition of 1929 pupils aged 6 to 9 years in central Uganda. Anthropometric measures (height and weight) were taken and Body Mass Index (BMI) was computed. Pupils were classified into respective weight categories using WHO (2007) CDC –BMI for sex–age growth charts. The results showed that out of the 901 boys 92% had normal weight, 5% were underweight, 2 % were overweight and 1% was obese. Of the 1028 girls, 78.5% had normal weight, 3.1% were underweight, 11.6% were overweight and 6.8% were obese. The results also revealed significant gender difference with boys having lower mean BMI scores than girls (using p ≤ 0.05). The study concluded that underweight, overweight and obesity are prevalent of among Ugandan children and this requires putting in place strategies that promote physical activity and appropriate nutritional habits in schools and communities.
The potential of vocational pedagogy in vocational education and training education
(International Journal of Vocational Education and Training, 2014) Habib, Kato; Constance, A. N. Nsibambi
Fifteen masters in Vocational Pedagogy thesis abstracts of researches done were analyzed by collating their purposes and findings. The findings indicated that training methods used in many institutions lacked vocational didactics. Training institutions had established frameworks, but needed to be flexible, adaptable and interact more with diverse skills needed in workplaces. Although, vocational programs for people with special needs equipped learners with survival skills but the attitude and empathy of tutors were essential. Training that required exertion necessitated female trainers as role models for female trainees. The hall marks of indigenous knowledge of doing, interaction with others, actual demonstration and verbal instruction with skills masters were found to be similar to components of vocational didactics and could therefore complement vocational training.
The potential of vocational pedagogy in vocational education and training education part ii.
(International Journal of Vocational Education & Training, 2017) Habib, Kato; Constance, A. N. Nsibambi
This paper is the second in the intended series depicting the vocational pedagogy research carried out by the students of the Masters in Vocational Pedagogy program at Kyambogo University, Uganda. Twenty-one thesis abstracts in vocational pedagogy research were analyzed according to their purposes and findings and collated into themes. The results emphasize the importance of Information and Communication Technology (ICT) in the contemporary world of work and ICT is highly relevant as a qualification for employment. Well facilitated and efficient ICT training could make VET graduates better adapted to the world of work. Competence based education and training (CBET) as a policy has a place has an important role in the formal Business, Technical and Vocational Education and Training (BTVET). Such policy is practical and useful in courses that emphasise technical tasks. However, CBET may introduce rigidity in thinking based on the acquired ability of specific procedure while the aims of BTVET, especially in institutions of higher learning, requires graduates to acquire functional knowledge based on analytic inquiry.
The role of globalization, partnerships and technology in enhancing sports excellence in Africa.
(Taylor & Francis Group, 2016) Peter, M. Wanderi; Constance, A. N. Nsibambi; Andanje, Mwisukha
It has variously been argued out that sport is as old as the human race. Thus, within the African continent in general, games and sports have been in existence since time immemorial and they have all along occurred in a variety of forms and models. A distinction has therefore been made between African indigenous games/sports on the one hand and modern or contemporary games/sports in Africa on the other hand. Thus, it is vital that, right from the onset, operational definitions are offered for the words and terms used in this chapter. First and foremost, games are defined among many other ways, as a set of non-verbal signs of communication. They are also cultural actions that depict achievements of human groups and have socially approved functional inclinations. Whenever they are played, they enhance acquisition of skills and attributes that are required for all-round maintenance of life for everyone. This holds true for both indigenous games as well as modern games as explained in the abundantly available literature (Adams, 1991; Kenyatta, 1992; Wanderi, 1999, 2001; Wanderi, Kithuka and Mwenda, 2013). Two of the most commonly occurring words in this chapter are games and sport/ sports. To start with, most authors, including in this chapter, use the words games and sport or sports synonymously. The word game is also seen to synonymously refer to some sport and involves activities performed either formally or informally. Participation in a game or a sport may be directed by one or a combination of some interrelated factors, such as the need for physical fitness, fun, relaxation, leisure, prestige, recognition, status or other similar motives (Ituh, 1999; Wanderi, 2001; Wanderi et al., 2013). A game or a sport may be competitive or noncompetitive in performance. Participants may win or lose in such sportive activities due to one or a combination of several factors that include a high or low skill level, good or poor strategy or even luck factors (Ituh, 1999; Wanderi, 2001). However, on other instances, some authors use these two words differently and are said to refer to physical activities in a continuum. This continuum ranges from ‘play’ as the lowest form of activity, and mostly unstructured, to ‘games’ at a middle level, while ‘sports’ are at the highest level on the continuum and are most structured activities with very definite rules. Another term, ‘physical education or PE’ is also used in this paper to refer to the didactic aspects of training students on the sportive physical activities in line with a specified curriculum. This form of training or teaching may take place at a basic school, a secondary school, a college or a university. Finally, to bridge the gap between all these definitions is the definition of ‘sport’ by UNICEF (2004, p. 1), which defines sports as ‘all forms of physical activity that contribute to physical fitness, mental wellbeing and social interaction. These include play; recreation; casual, organized or competitive sport; and indigenous sports or games’. UNICEF (2004, p. 1) further says that sport ‘involves rules or customs and sometimes competition. Play – especially among children – is any physical activity that is fun and participatory. It is often unstructured and free from adult direction. Recreation is more organized than play, and generally entails physically active leisure activities. Play, recreation and sports are all freely chosen activities undertaken for pleasure’ (UNICEF, 2004, p. 1).
Vocational education and training for regional economic integration: from ideas to action
(International Journal of Vocational Education and Training, 2014) Constance, A. N. Nsibambi
Africa desires to integrate her regional economies and achieve a continental common market by 2028. Such economic arrangement removes border barriers and allows free movement of goods and services between member countries. Ideally, countries have unrestricted free trade which maximize opportunities of broader market. However, if a country lacks skilled workforce, its goods and services may not meet consumers’ expectation, and as a result it may not benefit from the economic integration. his paper provides an overview of regional economic integration with its enabling and constraining effects. Insights into potential for increasing economic integration through promotion of vocational education and training are also provided.