Browsing by Author "Opit, Elizabeth"

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Balancing dual roles in the face of missing on-site child care arrangements: lived experiences of breast-feeding student mothers at Kyambogo University
(World Journal of Educational Research, 2020-08) Opit, Elizabeth; Nabukeera, Madinah; Namubiru, Aisha
Through the use of a phenomenological approach this study explored lived experiences of breast-feeding student mothers in the face of missing institutionalized on-campus child care arrangements at Kyambogo University (KyU). Specifically, the study sought to; identify the missing institutionalized on-campus child care arrangements at the university, establish the dilemmas breast feeding student mothers experience in undertaking the dual roles of mother and student hood due to the missing institutionalized on campus child care arrangements at KyU and examine the effect of the missing institutionalized on campus child care arrangements on undertaking of academic activities by breast-feeding student mothers. A total of 10 breast feeding student mothers were interviewed and data was analyzed using themes. Results indicated that the following institutionalized on-campus child care arrangements were missing at Kyambogo University; adequately furnished baby care rooms, baby playgrounds, immunization and pediatric medical services, professional nannies, child care responsive; teaching time tables, teaching sessions, time frames for course work assignments, tests and examinations’ undertakings, and child care responsive-remedial lessons. Dilemmas of breast feeding student mothers’ in this scenario included choosing between; baby-sitting vs attending lectures, completing a lecture vs breastfeeding a crying hungry baby, undertaking child bonding activities vs undertaking academic activities, completing an exam or a test vs breast feeding a crying hungry baby, baby care vs attending academic group discussion and baby care vs completing a coursework assignment in time. Student mothers at KyU have devised means of coping and have learnt how to resolve the tension of combining motherhood and education in an academic environment without on-campus childcare arrangements so as to pave a brighter career and family future. Such strategies included; receiving child care support from family and student friends, use of privately hired nannies, ignoring one of the two roles, time tabling the activities for the two roles, creating extra time to read, and getting help from spouses. The voices of the interviewees revealed that when the two roles were in conflict, they would rather miss academic activities than abandon their babies especially in critical times like when the babies were sick. It was therefore recommended that KyU considers putting in place various instututionalised on campus arrangements as a critical resource that will enhance academic undertakings of breast-feeding student mothers in their pursuit of Higher Education.
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.
Nexus between Menstrual Hygiene Management Facilities and Primary School Girls’ Class Attendance in Uganda
(East African Journal of Education and Social Sciences, 2024-11-25) Asiimwe, Joyce Ayikoru; Musisi, Fred; Opit, Elizabeth
Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management, class attendance of girls from P.4 to P.7 and the relationship between the physical menstrual hygiene management facilities and class attendance of girls in primary schools. The paper was constructed from secondary datasets from the Eighth Uwezo Learning Assessment. A total of 954 schools were enlisted for the study. Data analysis involved descriptive statistics and spearman rank correlation. Based on the findings, the study argues that promotion of girl child education through provision of WASH facilities unveiled both challenges and successful stories. While private rooms and functional hand washing facilities were limited in numbers, and in some cases not available at all, separate latrine stances were largely available. There were remarkable differences in the average girls’ attendance across regions and classes. Due to diverse relationships between menstrual hygiene facilities and class attendance, the study concludes that enhanced WASH facilities promote girls’ attendance while inadequate facilities hinder the attendance. The study recommends that the Ministry of Education and Sports should prioritize provision of adequate WASH facilities in primary schools. In addition, the government should ensure that interventions from development and/or education partners maximize the provision of quality WASH facilities for enhanced girls’ school attendance.
Promoting basic social and health care work through education – global North and global South in comparison
(International Academic Publishers, 2017) Heikkinen, Anja; Kalimasi, Perpetua Joseph; Opit, Elizabeth; Sjelvgren, Jesse
In this chapter we discuss the function and recognition of basic social and healthcare work in the global context of ‘the totality of societally recognized work’ (Glucksman 1995) and the mainstream educational structures and hierarchies. It builds on lessons learnt during the ReWell Project (2014- 2016) that focused on promoting regional wellbeing through adult and vocational education. The case studies in the course Vocational Education and Culture in University of Tampere, research theses of participant students and joint intensive seminars in Tanzania, between university staff, students and regional actors from Finland, Tanzania and Uganda were significant sources of information for this paper1 A pragmatic ground for the comparison is the joint project, but there is a more political and ethical reason. Although globalization is mainly considered as an industrial and commercial project, it also includes distinctive solutions in basic social and health care. Despite being a service, which is produced and consumed locally and simultaneously, basic social and health care is embedded in global industrial clusters and commodity chains. Still, minor attention is paid to the conceptual and practical diversity in organizing care work in different geo-economic and geo-political locations. The comparison between the global North and South, represented by Finland, Tanzania and Uganda remains fragmentary, but intends to raise discussion about the interrelatedness of local and global divisions of labour, and relations between local and global production and consumption (Narotzky1997; Kerswell 2011). While Tanzania and Uganda share quite much with other countries in East- Africa, Finland can be considered rather similar with other Nordic countries.