Browsing by Author "Nabaggala, Justine"

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Enhancement of Hands-on Teaching and Learning Experiences through Project-Based Learning among Interior Design Students
(Africa Journal of Technical & Vocational Education & Training (AfriTVET), 2019-10) Lydia, Nansubuga; Nabaggala, Justine; Opit, Elizabeth
This paper presents findings from a study conducted in the Department of Art and Industrial Design, Kyambogo University. The study was premised on the theoretical concepts of “learning to learn” and “learning by doing” as vocational education and training (VET) models that guarantee students’ full participation towards the development of professional competence. A participatory action research model was used to carry out this study using qualitative methods of data collection and analysis. Data was collected from thirty-five (35) study participants consisting of 25 students, three Alumnus, four instructors, one technician, one departmental administrator and one expert from the world of work. Individual interviews, document analysis, observation and focused group discussion meetings were used to provide descriptive data for content analysis. Study participants revealed that the graduates of interior design lacked both professional confidence and practical competencies due to inadequate practice. Consequently, the stakeholders democratically identified two intervention strategies for enhancing students’ hands on experiences; a skills lab and the project-based learning approach. The study’s intervention strategies were progressively implemented over a period of one year. The evaluation findings of this study revealed that the interventions enabled students to acquire confidence, more knowledge and professional competencies in interior designing. Project-based learning enhanced team work among all the stakeholders and individual learner’s participation in project tasks, thus the success of the study.
Role-Play Simulation as An Effective and Socially Dynamic Learning Strategy for VET
(African Journal of Education, Science and Technology, 2020-07) Nabaggala, Justine; Nansubuga, Lydia
This article presents a rationale for why role-play simulation is an effective and socially dynamic learning strategy for Vocational Education and Training (VET). The factors of generational change, world of work demands due to global economics, and rapid technological developments are frontiers for educationists to consider during the process of learning. Role-play simulation offers learners not only the opportunity to practice problem-solving in practitioner contexts but also to engage in transformative learning through focusing on their interpersonal communication skills. A study conducted at Elyna Designers limited, in Kampala, Uganda on Students enrolled for their industrial training revealed that they lacked skills to operate equipment, knowledge on a product design process and group dynamics considered vital in both learning environments and work places. The group comprised thirty (30) students; fifteen (15) interior design students on internship in Computer Aided Design (CAD), seven (7) on Internship in surface and product design, and eight (8) Interior Design students on internship in soft furnishing. The company supervisor introduced students to role-play simulation learning and group work tasks while monitoring them during the implementation process. Work activities included: designing the compound, space planning the studios and, designing fabrics for the soft furnishings and attires for the different categories of company clients. Through a collaborative learning approach during the internship, it was evidenced that products produced by the interns demonstrated levels of professional competencies attained through role-play simulation. Overall, hands-on training and role-play simulation should be emphasized while students are receiving institutionalized training in order to avoid the lack of workplace operational skills during internship.
Sustainable Partnership in Action Research: The Role of Mentorship in the World of Work
(AfriTVET, 2020-04) Nabaggala, Justine
At Kyambogo University, graduate students are engaged in participatory action research that considers mentoring as an inspiring professional activity towards effective knowledge development and sharing. Mentorship empowers students with skills to solve real workplace challenges through action research; thus achieving a sense of collective responsibility with participants. This paper presents findings from a study conducted on mentorship during Future Workshop (FW) activities in participatory action research under the Master of Vocational Pedagogy Programme, in the Faculty of Vocational Studies, Kyambogo University. The study was premised on a theoretical concept of “learning by doing” that guaranteed mentors, graduate students and study participants full participation towards the development of professional competences in research problem identification. The core issue was to establish whether mentorship in technical and vocational education and training (TVET) contributed to sustainable partnerships between the academia and the world of work. A Participatory Action Research Model was used to carry out this study using qualitative methods of data collection and analysis. Data was collected from ten (10) academic staff who participated in the mentorship field work exercises on graduate students conducting research in the world of work. Observation and active participation methods were used to provide descriptive data for content analysis. The article presents experiences encountered by mentors in understanding students’ situation analyses or work process analyses in establishing core workplace challenges; problem development through a democratic process; the research environment and the relationship between the researcher, participants and the mentor from the academic institution. In conclusion, it was revealed that mentorship during future workshop activities in TVET research contributed to professional competence development and change management processes. Further, competency-based training cannot be effective without a collaborative initiative with the World of Work in ensuring realistic outcomes in TVET. As a recommendation, efforts need to be made in ensuring that there is maintained stakeholders’ engagement throughout the research processes by both the academic mentors and student researchers