Uganda: Educational Reform, the Rural–Urban Digital Divide, and the Prospects for GIS in Schools

Ayorekire, Jim; Twinomuhangi, Revocatus

doi:10.1007/978-94-007-2120-3_31

Cited by 8 publications

(3 citation statements)

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“…Furthermore, many teachers do not have the necessary GIS skills and experience due to a lack of in-service training and rapid technological changes. Ayorekire and Twinomuhangi (2012) and Musakwa (2018) also corroborate this finding and point out that the unavailability of teachers experienced enough to teach GIS is a common problem in Africa. The training process helps geography teachers in ensuring that they have a team of teachers that is effective at their work.…”

Section: Findings and Discussion Inadequate Teacher Trainingsupporting

confidence: 64%

Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology

Mkhize

2023

JCSR

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In South Africa, paper-based geographic information system (PBGIS) was introduced as a strategy to resolve the hindrances in schools without computers in implementing GIS. This study explores the geography teachers’ perceptions of implementing PBGIS in a rural learning ecology. In this context, PBGIS is defined as teaching and learning of GIS utilising topographic and orthographic maps, while rural learning ecology refers to a school in a rural environment consistent with how learners learn in a particular context. The unified theory of acceptance and use of technology (UTAUT) constituted the theoretical framework used to understand the geography teachers’ perceptions in this inquiry. Qualitative research methods, and semi-structured interviews were used to generate data to answer the research question. Two geography teachers from a rural learning ecology were purposively selected to participate in this study. The data generated from the field was then analysed thematically utilising a deductive and inductive approach. The findings showed the following: inadequate teacher training; teachers are unsure about the resources required for PBGIS; lack of teaching time; and the complexity of PBGIS concepts, and improper PBGIS examination setting. This study proposes that the Department of Basic Education (DBE), in association with universities, train teachers and provide resources; support teachers by reviewing the time allocated in the Annual Teaching Plan (ATP) for teaching PBGIS; engage teachers about ways to simplify PBGIS concepts when teaching; and guide teachers on the approaches that must be used when teaching PBGIS.

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Section: Findings and Discussion Inadequate Teacher Trainingsupporting

confidence: 64%

Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology

Mkhize

2023

JCSR

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“…The added advantage of French was that it was considered by the Ministry of Education as a vehicle of cultural knowledge. It fitted well within the broad aims of the Ugandan education system which were "the eradication of illiteracy, promotion of scientific, technical and cultural knowledge, promotion of national unity and promotion of moral values" (Ayorekire and Twinomuhangi, 2010;1).…”

Section: Introductionmentioning

confidence: 70%

The Future of French in Uganda in the Context of Language Policy Challenges: A Situational Analysis

Togboa¹,

Tumwine²,

Ebil³

2021

eqr

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In Uganda, publishing in French dates back to more than a century while its teaching dates from the early 1950s. Despite the position of English as the official language, French has for a long time been enjoying a privileged institutionalised position as a language of culture and a vehicle of international cooperation. French is offered as a foreign language at the secondary and tertiary levels of education and has been introduced in some private primary schools. Currently, however, French is facing language policy challenges in Uganda. One wonders how secure the future of French is in Uganda alongside the triumphant universal English language, the “national” flag bearer Kiswahili and the thunderous new arrival of Chinese. While choices between the indigenous, national and international languages are narrowing down, the promoters and developers of French must search for new niches for French as a language of inter-culturalism and interdependence.

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“…The district has 14 public and 24 privately owned secondary schools [34], and the estimated overall population of learners in secondary schools in Mbarara city and Mbarara district is about 20,259 and 14,882 respectively. As with the rest of Uganda, secondary education in southwestern Uganda, is divided into ordinary level (O' level) and the advanced level (A' level) [35]. The ordinary level provides schooling for mostly the age group of 13-16 years of age and takes four school years from senior-one class to senior-four class.…”

Section: Study Design and Settingmentioning

confidence: 99%

Body image, eating distress and emotional-behavioral difficulties among adolescents in Mbarara, Southwestern Uganda

Abaatyo,

Twakiire,

Favina

et al. 2024

BMC Public Health

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Background Adolescents frequently have emotional and behavioral difficulties as they struggle with the challenges of transition from childhood to adulthood. Many struggle with issues of body image and eating distress as they deal with the difficult and frequently perplexing changes that occur with puberty. Yet there is surprisingly little research on the emotional and behavioral challenges, as well as body image and eating distress among this sizable population in Uganda. This study sought to assess attitudes and behaviors related to body image and eating distress, as well as emotional and behavioral difficulties among adolescents in Mbarara, Southwestern Uganda. Methods This was a cross-sectional study among 788 adolescents aged 13 to 19 years in secondary schools in Mbarara city and Mbarara district in south-western Uganda. The study employed the Body Image and Eating Distress scale to assess attitudes and behaviors about dieting and body shape and the extended version of the Strengths and Difficulties Questionnaire (SDQ) to assess for perceived emotional and behavioral difficulties. Logistic regression was used to identify the association between body image and eating distress and perceived difficulties. Results The prevalence of high body image and eating distress was 10.8% while that of perceived emotional and behavioral difficulties was 45.8%. Some of the adolescents (16.1%) were dissatisfied with their body shape, 24.6% exercised a lot to avoid gaining weight, 15.0% were terrified to gain even a little weight, and 12.1% could not control their eating. More males reported eating large amounts of food at one time (p = < 0.001). Having emotional and behavioral difficulties (aOR: 1.89; 95% CI: 1.18 – 3.02; p = 0.019) and coming from a two-parent household (aOR: 1.79; 95% CI: 1.10 – 2.92; p = 0.019) increased the odds of high body image and eating distress. Conclusion High levels of body image and eating distress are linked to behavioral and emotional problems and adolescent’s family structure. Clinicians who treat adolescents should use a holistic care strategy and be aware of the high prevalence and close association between emotional and behavioral difficulties, concerns about weight, and dieting. It is important to encourage parental involvement and support in providing information about mental health issues among adolescents.

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Uganda: Educational Reform, the Rural–Urban Digital Divide, and the Prospects for GIS in Schools

Cited by 8 publications

References 0 publications

Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology

Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology

The Future of French in Uganda in the Context of Language Policy Challenges: A Situational Analysis

Body image, eating distress and emotional-behavioral difficulties among adolescents in Mbarara, Southwestern Uganda

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