Browsing by Author "Nankindu, Prosperous"

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Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala interview guide for library staff.
(Non-published work, 2014-05) Nankindu, Prosperous
This research thesis, “Language in Education Policy and Literacy Acquisition in Multilingual Uganda”, sought to understand how a monoglot policy is implemented in a multilingual setting within the urban district of Kampala. A case study approach to understanding current practices was undertaken. The views of stakeholders towards the implementation of the language policy on the use of English as the medium of instruction (MoI) were investigated. For this study the language in education policy referred to is the one in the 1992 Uganda Government White Paper on Education. The focus of this study is on the use of English only as the MoI from Primary one throughout the primary school cycle in urban areas in Uganda. This chapter gives a full background to the current study on language in education policy and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically the chapter gives a description of the research site, the history of educational language policies in Uganda, the primary school curriculum and the education system in Uganda. The other key issues worked out in the chapter are: the research problem, purpose, objectives, research questions, assumptions, limitations, scope, significance, justification, definition of terms and lastly the outline of the other chapters.
Language in education policy debates in Africa today
(Journal of Linguistics, Literary and Communication Studies, 2026-02-21) Nankindu, Prosperous; Ssembatya, Henry Hollan
Through critical research methods using document analysis, this study investigated the current Language in Education Policy (LiEP) debates in Africa. There are many such debates going on across the continent but the literature available is very thin. Three multilingual African countries; the Federal Republic of Nigeria, the Republic of Congo and Islamic Republic of Mauritania were selected for the study. The study found out that, colonial languages are dominant and are the languages mainly used as media of instruction in schools and languages of assessment in the sampled countries. Although three countries were selected, the debates are not any different in the rest of the African countries. The findings of this research are generalisable to the situation across the entire continent thus critical in influencing future LiEP on the continent. It is imperative to note that, the use of colonial languages in education should not be at the expense of African languages.
Multilingualism as a resource for literacy acquisition and development in primary schools in Uganda
(East African Journal of Education Studies, 2026-01-28) Nankindu, Prosperous; Masembe, Edward
This study explores the notion of Linguistic Citizenship (LC) in multilingual contexts of Uganda, where 65 indigenous languages are spoken, and English is used as the main language of education. The core objective of the study was to find out the level of literacy among Primary school learners in Uganda and thereafter establish how multilingualism can be harnessed as a resource for literacy development at the primary school level in Uganda. Through a document analysis of three survey reports, the study identifies three critical issues that stakeholders must address to improve literacy levels in Uganda. These three issues are: (i) Uganda still has many people with no formal education at all, (ii) literacy rates in Uganda are below 50%, and (iii) teaching and learning of local languages can greatly improve literacy in Uganda. Thus, for literacy rates of the country to improve, education policies should shift from a monoglot mentality to a multilingual one. We conclude that multilingualism is a big resource that can be harnessed for literacy development in Uganda.
Workplace sexual harassment as a feature of precarious work in Uganda's agro-processing factories: “Mince your words and watch yourself”
(Development Policy Review, 2023-02-04) Oosterom, Marjoke; Namuggala, Victoria; Nankindu, Prosperous
Motivation The agro-processing sector in Uganda provides jobs to large numbers of workers. While paid work is supposed to be empowering for women, the factory jobs are informal and unsafe, and workplace sexual harassment undermines women's empowerment. To enable decent jobs for women, it is important to understand what constrains their voice and agency in responding to workplace sexual harassment. Purpose The article aims to show how workplace sexual harassment is a key feature of precarious work for women working in low-skilled, informal jobs in factories. The study asked how gender norms and informality in labour arrangements that are part of global capitalist labour relations influence young women's voice and agency in response to sexual harassment at work. Methods and approach Twenty in-depth interviews were carried out with factory workers in seven different agro-processing factories in Uganda's capital Kampala, supplemented with participatory methods like Safety Audits and Body Mappings. Findings We show the informal nature of jobs in factories and how precarious working conditions create the risks of experiencing sexual harassment by managers and supervisors. Keeping jobs informal enables factories to eschew workplace policies. Young women's experiences and articulation of sexual harassment are constrained by social and gender norms; and norms influence factory-based mechanisms, where they exist. Women rely on informal tactics to prevent sexual harassment. Policy implications The policy implications of the research include the importance of improving the implementation of formal complaints mechanisms; and especially developing young women's political capacities to protest collectively against harassment and seek redress, and addressing social and gender norms.