Department of Adult, Community and Lifelong learning

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

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    Accessibility to micro-finance services by people with disabilities in Bushenyi district, Uganda
    (Taylor&Francis Online: Disability & Society., 2012-02-16) Nuwagaba, Ephraim L.; Nakabugo, Millie; Tumukunde, Meldah; Ngirabakunzi, Edson; Hartley, Sally; Wade, Angie
    The Poverty Reduction Strategy of the Ugandan Government identified provision of microfinance as one of its interventions. Despite the known connection between poverty and people with disabilities, it remains unclear to what extent this intervention includes or accommodates them. This study seeks to gain a better understanding of how people with physical and sensory disabilities access existing microfinance services in the Bushenyi District of Uganda. Qualitative and quantitative methodologies are used. The findings suggest that people with disabilities are not necessarily denied access to microfinance if they meet the desired requirements. These relate to adequate savings or collateral and perceived trustworthiness. These are seen to be key determinants of success and can be linked to impaired functioning relating to limited mobility, distance, poorer access to information and disabled people’s own negative attitudes. Increasing access and utilization of microfinance services by people with disabilities requires formulation of financial policies that accord them special consideration. At the same time, improvement is needed in the knowledge, attitudes and skills of the people with disabilities themselves and also microfinance providers.
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    Adult Learning and Investment Practices of Persons with Disability in Informal Microfinance Groups in Uganda
    (Indonesian Journal of Disability Studies, 2024-12-08) Nuwagaba, Ephraim Lemmy; Garuzooka, John Francis; Bakeizimba, Edigald
    Microfinance can be an effective strategy for poverty reduction among Persons with Disability. However, lack of investment and livelihood knowledge and skills and consumption tendencies may undermine this strategy. A qualitative case study that explored the investment practices of Persons with Disability in informal microfinance groups was conducted in Uganda. Findings revealed that despite barriers to learning and investment, Persons with Disability who had positive attitudes borrowed from informal microfinance groups and invested profitably. They learned from a wide range of sources in their community. The study concludes that despite barriers, Persons with Disability borrow and invest and that attitudes, knowledge and skills, severity of impairment and location, influence their investment choices. To enhance investment, it is recommended that barriers to adult learning and investment be removed through sensitisation and training, monitoring compliance with accessibility standards and policy reforms.
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    An adult learning perspective on disability and microfinance : the case of Katureebe: original research
    (African Journal of Disability., 2016-01-01) Nuwagaba, Ephraim L.; Rule, Peter N.
    Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. Objectives: The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. Methods: This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Results: Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. Conclusion: The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance.
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    Navigating the ethical maze in disability research: ethical contestations in an African context
    (Taylor&Francis Online: Disability & Society ., 2015-02-17) Nuwagaba, Ephraim L.; Rule, Peter
    Despite changes in how disability is viewed, ethical requirements for disability research have hardly changed. Some ethical clearance procedures, processes and practices still consider persons with disabilities as not able, creating unease among researchers and research participants with disabilities themselves. This paper considers five ethical contestations arising from research in the area of disability in an African context: positionality, vulnerability, signed consent, anonymity, and research committee composition. We argue that ethical requirements in practice are still largely based on a medical model of disability and propose that culturally sensitive social and human rights models should influence disability research ethics.
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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.
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    Using a community-based participatory research (CBPR) approach to explore economic empowerment for youth with disabilities in rural Uganda
    (Social Sciences & Humanities Open, 2023-08-06) Margo, Greenwood; Stevens, Bechange; Paul, Emong; Eron, Lawrence; Winnie, Kyosaba; David, Nsajja
    This paper presents findings from a community-based participatory study exploring the lived experiences and key livelihood changes post-intervention of a vocational skills training for young people with disabilities in rural Uganda. Twenty-four youth with disabilities (13 female, 11 male) who had previously taken the vocational training were trained to become peer researchers and conducted 72 in-depth interviews with a more recent cohort of youth with disabilities. Findings were gathered into core themes of capacity building, security and interaction. They showed that training in a skill is an important part of the economic empowerment journey for youth with disabilities in rural Uganda. Beyond this, transition from training to work, marketing, proving competence, managing chronic pain whilst working and probable risk are also areas that need guidance and support. Renewed hope for better livelihood prospects was mixed with a degree of uncertainty. Some were unprepared for the complexities around community respect and had also not considered that their financial situation may get worse before it gets better, as part of the risk of self-employment.