Journal Articles

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12504/117

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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.
Balancing work, training apprentices and learning at workplaces: experiences of TVET graduates of motor vehicle mechanics
(International Journal of Advanced Research, 2024-10-24)
This study investigated the activities that graduates of motor vehicle mechanics engaged in while working in garages and how these activities are balanced. In-depth face-to-face interviews were conducted with twelve graduates to collect qualitative data. Data was thematically analyzed and framed within the Communities of Practice theoretical framework. Findings suggest that although TVET institutions do not prepare their learners to balance work, learning, and training, graduates can perform these tasks using the knowledge acquired from their workplaces. Graduates who have a considerable level of formal education can devise strategies for balancing different responsibilities than those with low levels of formal education. However, challenges such as injuries, unprofessional conduct of garage managers, illiteracy, language barriers, and indiscipline amongst trainees constrain the balancing of these tasks. We recommend that TVET institutions train their learners to be multitasking to enhance their capacity to perform multiple tasks at workplaces. Additionally, employers need to avail time and other resources to enable graduates to learn new skills at the workplace so that they can handle multiple tasks such as repairing vehicles, training, and learning.
University degree benefits and labour market experiences of non-traditional graduates in Uganda
(Taylor & Francis, 2024-10-04) Tumuheki, Peace Buhwamatsiko; Zeelen, Jacques; Openjuru, George Ladaah
Studies on the transition from university to the workforce have revealed that non-traditional students (NTS) often face more challenges, including discrimination and a higher likelihood of securing lower-quality jobs compared to traditional students. Despite these findings, there is a scarcity of studies examining the specific benefits NTS derive from obtaining a university degree and their labour market experiences including their future career plans. Moreover, many studies do not deeply explore these issues from the perspectives of disadvantaged graduate groups. Drawing on Bourdieu’s notion of capital and current discourses on graduate employment opportunities, this paper uses the perspectives of non-traditional graduates (NTG) to discuss the benefits of obtaining a university degree, their labour market experiences, and their future career plans within the context of Uganda. The benefits were found to be social, economic, personal, and professional, with notable overlap between social and personal benefits, revealing tensions between individualism and collectivism in Ugandan society. Various factors were found to positively and negatively shape NTG’s labour market experiences, with further training and self-employment being key aspects of their future career plans. The paper discusses the implications of these findings for understanding the intersection of education, labour market dynamics, and societal values.
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.
The influence of parenting styles and managerial elements on school readiness in kindergarten-aged children within a community
(Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2023-09) Andi, Adawiah; Asmini, A.; Akmal, Umar; Juma, Wamaungo Abdu
Humanity's phase-to-phase development necessitates adept management, crucial for community growth. Employing a quantitative research approach, this study investigates how familial managerial elements impact children's early school readiness. It scrutinizes two aspects: the influence of variables on parenting style within families and parenting style's impact on school readiness. Key variables include parents’ managerial perception, family socioeconomic status, and family involvement in kindergarten programs. Quantitative methods, encompassing statistical tests and SPSS analysis, meticulously explore the relationships and influences among these variables, unveiling significant effects. Importantly, parental managerial perception positively affects parenting style, socioeconomic status, and family involvement in kindergarten programs, quantitatively highlighting managerial elements' impact on child development. Furthermore, a management-focused parenting style demonstrates a direct and positive quantitative influence on children's school readiness. These findings underscore the significance of considering managerial aspects in families as pivotal contributors to children's educational outcomes. This rigorous quantitative approach enriches our comprehension of these influences and informs policies and interventions, enhancing school readiness and community development.
Using traditional role-play games by adults to nurture a culture of cooperation among children amidst wide-spread engagement in online games within today’s technological society
(Journal of Critical Reviews, 2020-04) Tita, Rosita; Sri, Nurhayati; Dedah, Jumiatin; Ayi, Rosmiati; Wamaungo, Juma Abdu
Today, children of this millennium are not familiar with traditional games, they are more familiar with online or digital games, thus having less time for interaction with their peers. Within the Sundanese community there is a traditional game in the form of role-play called ajang-ajangan, it comprises of activities undertaken by children to imitate the character of an adult (expressing maturity in action) or a particular community activity. The activities are commonly, taken from those games deemed appropriate and good for child growth and development. This study aims to identify the positive role of ajang ajangan traditional games towards the shaping and enhancing of the character aspect of cooperation in children. The study was conducted using a qualitative study design with a case study method. Data was collected through interviews, observation, and the study of documents. A number of questions were raised during the observation of ajang ajangan activities conducted in the form of role play by the students during field study learning process. The participants of the study were children of RA Alkhodijah Ama Waas school. The study revealed that ajang ajangan activities encourage the development of the children’s character of cooperation during early childhood; there is shared opportunity and chance to participate in all games, including those already played; the participants (children) feel expressed happiness because they play an active role in the game, hence stimulating active participation in all the game’s activities. Based on this research, it has been concluded that ajang ajangan as a traditional game has the ability to foster the development of a spirit of cooperation within society right from the early childhood period, which is a strong aspect of leaving together in the community.
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.
How communities' perceptions of disasters influence disaster response: managing landslides on Mount Elgon, Uganda
(Wiley Online Library, 2014-11-28) Misanya, Doreen; Øyhus, Arne Olav
The aim of this paper is to assess the role of people's perception in disaster management. It is based on a study carried out along the slopes of Mount Elgon in Eastern Uganda. People living in the study area have experienced a number of landslides, but the landslide in 2010 had the most far-reaching effects on community livelihoods and resulted in a major setback to development efforts in the area. Experiences of landslides have enabled the local people to develop a number of interpretations of the causes and effects of the phenomena. The study revealed that community members did not share uniform perceptions. Whereas some members advanced technical or physical explanations for the 2010 disaster, others believed that some form of divine power was behind it. Strengthening social networks and integrating communities' perceptions in intervention mechanisms were identified as possible ways of managing future landslide disasters.
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.
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.
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.
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.
Experiences of persons with disabilities in starting and maintaining sexual relationship in African universities
(IJDS: Indonesian Journal of Disability Studies., 2018-12-17) Nuwagaba, Ephraim L.
Despite discrimination, isolation and marginalization, many African University students with disabilities engage in sexual relationships. Some of these relationships involve only those with disability and others are between those with and those without disability. This paper discusses the opportunities, experiences, challenges and strategies that University students with hearing, physical and visual disabilities have to start and maintain sexual relationships at Kyambogo University, Uganda. Results show that their sexual behaviours are shaped by their perceptions, the environment and African culture and traditions rooted in African Ubuntu philosophy. The conclusion is that the university provided opportunities and challenges to their sexual relationships and that those with positive attitudes enjoy healthy sexual relationships and were also better able to deal with relationship pressures that might negatively affect their relationships.
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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