Journal Articles

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    Cultural identity and royal symbolism in Uganda: regalia in the investiture of the King of Buganda
    (Taylor & Francis, 2024-02) Kekimuri, Joan; Wathum, Edwin
    As an invented tradition of Uganda, the investiture of the King of Buganda stands out as one of the defining practices impacting cultural identity and the expression of power in the country. The regalia emerges as an iconography of regal glory which serves to legitimize power. This paper addresses the following questions: first, how would the investiture of the King of Buganda be seen in the context of visual narratives of cultural identity in Uganda? Second, how did the regalia serve to legitimize the power of the monarch to elevate his socio-political status in the country? Third, how does the King of Buganda become recognizable through art and adornment? Using a reflective, multistranded approach, this essay studies the material culture of Buganda accession ceremonies by integrating interviews with coronation officiants and painted depictions by the lead author. We argue that the royal regalia of monarchs offers visual symbolism that is enduring and significant, deeply owing to an ‘invented’ tradition and enshrined customs in a people’s culture – in this case, of Buganda’s kings.
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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.
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    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.