Department of Adult, Community and Lifelong learning

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Browsing Department of Adult, Community and Lifelong learning by Subject "Adult learning"

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    Academic relationships and their influences on learning for students with a hearing disability : the case of Kyambogo university, Uganda
    (African Journals: Journal of Vocational, Adult and Continuing Education and Training., 2019-06-01) Nuwagaba, Ephraim L.; Orech, Emmy
    Optimising the learning of students with a hearing disability may require them to have academic relationships among themselves, with learners who have other types of disability, and with those without disabilities. The Community-Based Rehabilitation (CBR) Guidelines confirm that relationships are important for persons with disabilities, including those with a hearing disability, as their fulfilment is essential to personal growth and development. Unfortunately, academic relationships may be a struggle for students with a hearing disability because of inherent and social challenges. This study reveals that some students with a hearing disability at Kyambogo University had good relationships, while others had unpleasant ones. Good relationships helped them to learn, cope with challenges in learning, access learning materials and academic support, and embrace diversity. Delayed communication had a negative influence on their academic relationships. The findings about learning together with, and from, other learners confirm ubuntu’s ‘shared collective humanness and responsibility’. They also confirm that the social model of disability can question barriers to learning and that sound academic relationships are contributing to efforts to overcome barriers and enhance inclusion. Understanding and balancing the interplay between academic relationships, barriers, and their influences on learning can help to improve access to, and success in, the education of learners with a hearing disability.
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    Defying the odds to learn innovative farming in Uganda: experiences of small-scale farmers from Bududa District
    (Papers in Education and Development :, 2021) Sumani, Michael David; Kanukisya, Blackson; Mwaikokesya, John Mpoki
    This study examined the learning processes undertaken by small-scale farmers to navigate their way through the challenges of achieving innovative farming practices. Experiential learning theory underpinned the study. A qualitative case study was conducted in Bududa District in Uganda where data was collected from 22 farmers through interviews and focus group discussions (FGDs). Findings revealed that farmers’ learning process involved experiencing, reflecting, thinking and doing. The process did not follow a fixed pattern, but slightly varied depending on the source of learning. Therefore, this study recommends that agencies offering farmer education ought to adopt approaches that enable farmers to learn by reflecting on their experiences, challenge the status quo and critically think of the best farming practices to be adopted.
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    Power dynamics among PWDs during adult learning processes: motivator or demotivator?
    (AJOL: Rwandan Journal of Education, 2016-01-12) Nuwagaba, Ephraim L.; Rule, Peter N.
    People with disabilities (PWDs) need knowledge and skills to engage in livelihood activities and to lead meaningful lives. Unfortunately, they are not or are underserved by the formal and non-formal education system. Improving PWDs’ adult learning opportunities requires understanding of the factors that influence their learning. This paper is based on a study that investigated adult learning practices of PWDs regarding microfinance. It focuses on the kinds of power dynamics that operated among (PWDs) and between them and the non-PWDs and how these affected PWDs’ learning. We argue that power and powerlessness is not homogenously distributed among categories of PWDs and that representation, leadership, decision-making and status as measures of power can be a source of motivation or de-motivation, depending on how they are handled.