Education and Practice Review

Education and Practice

Part One and Part two

In order to improve the quality of life for individuals, Education programs have been undertaken some of which include Universal Education for All and many other informal education systems in areas of health, HIV/AIDs, Livelihoods and Business Development. The responsibility to provide affordable, quality education for the youth in a country is upon the government.

While assessments and research have shown that education is inclined towards theory rather than practical work in many developing economies, efforts to change this trend is also lacking. The Education for All (EFA) report by UNESCO

Research by experts in child development have further revealed that practical stimulation in early childhood development significantly develops individual abilities for creativity and innovation of children (Christian Children’s Fund Community Based Approach to Early Childhood Development)

Development Initiatives Africa research has further shown that creative solutions can be implemented to harmonise the existing balance of graduate unemployed and also gradually create a more entrepreneurship graduate population. Some of the best Education institutions in the world such as Harvard and Westminster have focused on both the theoretical but more importantly the practical part of the education. (Source: Organization for Economic Cooperation and Development (OECD)/BBC) Finland with the best education system in the world according to OECD children begin education at the age of 7 years, teachers - parent relations are very strong and all teachers are educated to masters’ level.

Learn at school and Practice at home. Education would be much more relevant if the ground for practice is as wide as the ground for studying. While youth in Uganda spend almost 18 years on average in school the ground to practice and also be responsible with the challenges of adulthood is small. Therefore research in improving the learning and practice environment is imperative to curtail the challenge that the country is likely to face. This proposal shall further be discussed in the second part of education and family.

It will however be impossible to achieve a proper and successful education program if the cycle of education is not considered for review and scrutiny. The cycle that we are referring to include: Schools, homes, communities and policy makers.

Education at School (Primary, secondary, university, vacation instns, literature in libraries, teachers)

Education at Home (family Member’s Influence)

Education in Community (Employers, media, local authorities, Banks, churches, Artists)

Education by Government/ Leadershipip (Local leaders, ministers, cultural leaders, policy makers)

Schools:

Instructional Materials

According to EFA Monitoring report 2008 access to instructional materials and text books is still very low in sub Saharan Africa. The report shows that over half of the children in countries like Uganda, Kenya, Malawi, Mozambique and Tanzania do not have access to books and 25% to 45% of teachers do not posses instructional books or guides for teaching.

Access to instructional materials is one part of the story however the most important part is the applicability of these materials. Instructional materials would be much more relevant if they have more of practical guides to facilitate learning. Gender and HIV/AIDs streamlining in instructional materials is underway and some countries such Uganda have succeeded in reaching out to communities on such issues.

Teachers

It is important to note that teachers in sub-Saharan Africa spend at least 30% the time with those students attending school; this therefore means that a lot of knowledge, practices and abilities are nurtured by the teachers in junior, advanced and university education.

The quality of teachers is therefore of relevance for one to produce quality students at all levels. The foundation stage where children have to learn basics in reading, writing, arithmetic and English is particularly important. According to EFA report the median percentage for trained teachers in sub-Saharan Africa is less than 80%, and yet some countries like Uganda, Mozambique have also gone ahead to lower the level of entry for primary teachers. This has been done to lower the gap of student – teacher ratio. In reality a skilled and well trained teacher can produce a better student.

Proposed Research Question?

1. What is the impact of family, community and government policy on unleashing the potential of youth in communities?
2. How can the Education sector streamline vocational theory and practice in conventional Education structures in Uganda?
3. Does the Education system have an impact on the creativity/innovativeness of a society or individuals that are benefiting from it?
4. What is the comparative advantage of Education systems of some Africa Countries?

Conclusion

Great emphasis has been put on attracting capital in form of foreign investment for developing economies. This therefore has created a phenomenon of training labour to work in these Enterprises. It is imperative to review the multiplier effect. More value would accrue to an economy if only its labour would translate their skills into capital (Human Capital). Countries that are profiting from this are countries such as China, India and Nigeria in Africa.
The Education sector in developing economies should put in perspective the global trends. Developed countries constantly review their education system to meet the current global challenges. Countries in several European and American countries are position their education system to the increasing demand for commodities and trade opportunities in china. Many schools and institutions are teaching Chinese languages and cultures to students. Other Global concerns such as international peace, Environmental concerns are being gradually streamlined in all scientific and social discipline in many developed economies. Therefore if Individual Entrepreneurship and innovation is one of Africa’s desired strategic directions and weakness now, then the education sector should be reviewed to meet this goal because the current education intake in Africa has increased.

Capital investment would be much more relevant if it were initiated by a skilled labour force, the burden of accountability would be upon the labour force as opposed to government hence reducing leakages through corruption/misappropriation.

However a skilled labour force with research and innovation abilities to initiate products is required for the above proposal to happen other factors constant. This can be achieved if the education system deliberately focuses on creating innovators/Entrepreneurs from the onset of education.

PART TWO

Community and Education

It is important to look at family as the basic function of society but also the smallest production unit in any society. Some countries and societies that have settled in foreign lands managed to exploit this potential beyond circumstances that surrounded them. Such include the Jewish communities in Europe and America, the Indian community in Africa and especially Uganda and the early settlers of America.

History in America has shown that the family unit was a fundamental production unit before the growth of major industries. The early settlers of America depended on the fathers for political, economic direction, and security, and young men were from an early age trained and skilled in arts of debate and use of instruments such as pianos etc. Women took on the role of inspiring country men; they taught etiquette and virtues and engaged in cottage production. Based on this background, families like the Rockefeller, Carnegie and new age families managed to build industrial empires.

Developing economies are still challenged with the teacher to student ratio where the latter is higher. With such a trend, the quality of education can not necessarily be guaranteed and is likely to continue for some more years. Therefore it would be strategic to mobilise the abilities of the community numbers by directly engaging them in the education sector. The ratio of parents that send children to school is by far larger than the number of teachers in any economy.

Upon this background several NGOs and Education interventions in some countries have been based on family structures. Leading theories in protection base the responsibility to protect and develop children on the strength of family as a priority.

Development Initiatives Africa (DIA) therefore proposes to explore the potential of family in participating in the education sector but most importantly in building a competitive and productive individual.

In our previous paper we explored some possibilities in streamlining vocational skills in the education sector. We would like to further this discussion paper on the possibilities of families’ contribution to skills development.

Multiple skills

The transfer of skills from guardians/parents to youths in communities is one of the ways in which a country can develop multi skilled youth in communities. Research has shown that most youth in Indian communities are able to undertake the tasks of their guardian or parents much as they may be skilled and employed in other sectors. This ability to transfer skills in family is fundamental for developing human capital. Upon that background Silicon Valley will continue shopping for brilliant minds from China and India because they have been able to capitalise in developing their IT human capital.

Curriculum Development

The development of school curriculum is an opportunity for directly involving communities in the education of their children. Some schools in Uganda take this as an important step, therefore call on parents and guardians to participate in curriculum discussions. The score in this practice is that the student is accountable to the teacher and guardian/ parent at home making a measure of progress easy to monitor.

Some countries have gone ahead and developed curriculum or guidelines for parents. This practice for instance in the State of Alberta, Canada has succeeded in fully engaging parents in the education system of their children. We therefore propose that the education sector mobilises the potential of parents by either developing guidelines for them or engaging the parent community, students and teachers occasionally in several activities.

Community involvement in curriculum development would also spread a wide understanding of the student capacities therefore parents would be in position to constantly engage youth in practical activities that are responsive to their education level.

Before we conclude this paper we propose some of the following questions that might require research

1. What is the influence of family in contributing to skills development in developing economies and how can this unit be developed to meet national Education strategies?
2. How can developing economies cope with the current white/collar education out put to ensure comparative advantage over other economies?
3. What are possible incentives to keep skilled staff in Africa?

Conclusion

In order to nurture talent and develop skills of the youths, conversion and daily activities that parents or communities engage in with their children would be better focused if only parents or guardian had an understanding of the school activities that the youth are engaged in. If communities had an understanding of their children’s potential, then alignment in terms of chores, curricular activities would be designed to boost the capacity of the children.

Some Education systems go ahead to design different teaching programmes for the best performing students in schools to maximise their full potential, though discussion on this practice is wide in the sphere of education.

. Written and compiled by Edgar Walter Byaruhanga Exec Director Development Initiatives Africa. DIA Recognizes Input from

George Bogere:

Makerere University Institute for Social Research

Philp Nabyama:

DIA Associate, Uganda

Development initiatives would like to inform you, that this commentary is based on secondary research. Questions posed for research in this commentary are beyond the scope of this paper and require technical expertise.

Discussion on funding Development initiatives in research can be done through request by email on developmentinitiativesafrica@gmail.com or edgarbyaruhanga@yahoo.com

Research Based on: A concise history of the United States of America by Paula Baker.
48 Laws of Power: Robert Greene
From third World to First World, Singapore; President Lee kuan Yew

UNAA Convention(San Francisco California)

Development Initiatives Africa(D.I.A) took part in the summit that was held in San francisco over the weekend i.e 31st Aug - 2nd Sept 2007; Quite a number of issues were tackled pertaining to the development of Ugandan and African communities at large.

Represented by Mr.Kiggundu Steven/Kid Fox one of the Directors,D.I.A contributed to the meeting and amongst the points/means/solutions aired was the communicative approach to development,an artistic/creative means of empowering the communities with necessary life skills for better livelihood which is one of the core/basic means upon which D.I.A operates.

Its very apparent in Uganda/Africa today that the every day person/lay man is now more familiar and attracted to simple,friendly and more personal approaches to issues as opposed to the long time non effective political/government policies if i may say;

Case study of Uganda today shows that the every day person is so much driven by the artistic activities around and the messages they portray;for instance the Music Industry in Uganda which is also growing at a very first pace has got a Magnificent Influence on the locals like nothing else today...

If such is/are utilized appropriately,a great deal of sensitization and empowerment to the communities shall be achieved/done.

Good example is of writing really nice Songs,Plays e.t.c on important issues such as Sanitation,Savings,Job Creation among others,or personally confronting the locals by way of organizing conferences to teach and empower them with a number of skills backed by entertainment thus the statement INFOTAINMENT,which D.I.A is already doing...
Written and Compiled by Kiggundu Steven (KidFox), Inputs by Edgar Byaruhanga.

Reach out to Communities

Reaching out to Communities.

Communication in developing economies has been along thematic areas like Education, Health and Security, normally these sectors take the larger part of the budgets and unfortunately some communities are organized around political inclinations. Development workers are challenged to look beyond these social groups that could blur other important social groups that need attention.

Challenge for Development partners and policy makers

The case of Uganda is interesting with a population estimate of 31 million, Total fertility rate of 6.7 births per woman. About 24% estimated to be using family planning methods and infant mortality at 76 per 1000 live births (Uganda Bureau of Statistics). Planners and policy makers are left with the challenge of devising appropriate communication strategies to reach the populace.

Some of the social segments that I would like to focus on are:
Those attending School
Formerly employed and informally employed
Employed in industry and those in Agriculture.
Those involved in Small and Medium Enterprises

I will focus on development communication techniques for these groups that policy makers don’t pay attention to. Development workers should package their policies and communicate them through these already existing channels. These channels have been created by the same environment as such share more commonalities and are easy to mobilize into functional units.

Experience in working with communities in Western, Eastern and Northern Uganda has shown that women and youth groups are strong and clear in knowing their roles in communities. These groups have gradually learnt to advocate for themselves and directly engaging policy makers in dialogue.

Emerging strong social groups (Women and Youth)

It is evident in all communities where NGOs are operating women and Youth Groups are increasingly pushing for their voices to be heard. These two categories always proudly identify themselves, clearly state their achievements, needs and challenges in the community. It however leaves me wondering why these two social groups have managed to develop such a strong identity in developing countries. The answer lies in our daily work as NGOs, UN and Grass root Campaigns by Politicians. Another reason would probably be that these social groups are dubbed “vulnerable” in developing countries as such partners channel resources to these social segments. However this does not explain their increasing awareness of themselves and their increased vigilance in development. I would personally attribute this awareness to the repetitive messages that are focusing on the youth and women that have over time been used in development programs.

I would also think that these two categories are probably very progressive in African social development interventions. Experience in working with communities in Kasese, Kyenjojo, Kibale, Kaberamaido and Kabale districts has shown that women and youth groups were evidently progressive in terms of Knowledge, attitude and Practices on issues concerning social development. It should however be noted that the ability to change behaviour is also influenced by the person’s self efficacy (Skills, abilities and motivation) which is a major influence to behaviour change.

Against that background knowing in detail the characteristics of social groups and strategically framing (framing refers to the construct of communication—its language, visuals, and messengers—and the way it signals to the listener or observer-) would yield better results in development communication as a strategy.

Based on Research by Development communication Experts, Knowledge, awareness, and attitudes are not enough to effect behavior change. Research has shown some of the strong predictors of behavior are emotions and moral convictions (Myers, 2003:7).- Marian Farrior

A growing economy like Uganda that has over 65% of its population uneducated is likely to maintain this structure of population for some more years, as such, communicating development issues should consider this fact and package information through those existing channels like Educated, uneducated, those involved in agriculture, industry etc.
While profit making companies have continuously identified and repetitively bombarded their market Segments with the same message thus creating public/individual identity and reinforcing individuals Convictions in consuming the same products, policy makers in development have not prioritized this technique in selling development ideas to communities.

Appeal to Emotions

Case study 1: Coca Cola continues to grow in sales due to mainly focusing its resources in targeting the younger generation; this is deliberately done through not only reinforcing adverts but creating a “young generation culture”. The company has been able to generally identifying the Values possessed the young Generation thus using them as channel (Pathways) for huge market campaigns. E.g. “Stay Bambuucha…”, or this adverts use the individual interests/ emotions as a drive way for marketing the products.

Appeal to Patriotism

Case study 2: On several occasions Politicians have encouraged communities to engage in Development initiatives in order for them to contribute to national development/ modernizations. - ‘Appeal to Patriotism’. Experience has however shown that usually the motivating factor for communities to pickup messages and act upon them is largely attributed to the credibility of the source. Sources such as Presidents, Ministers, and local authorities, Credible NGOs or Academicians in particular fields easily appeal to communities in developing countries.
Therefore arguments that are constructed to foster development by appealing to patriotism (National Development) may need to be backed by the source or rather be packaged to appeal to the values of the community. The question of Values is beyond the scope of this discussion paper. However development workers need to put in perspective that individual and community values are the easiest pathway to communicating development issues.

Conclusion

In conclusion if social groups are identified and deliberately targeted with consistent information but also packaged into an identity group. This strategy would reduce the cost of resources used in development campaigns because the individual abilities and motivation of these groups would come to play.

It should be clear that the social segments I am referring to largely depend on the structure of the population. These range from, Educated, non Educated, Sex, Agriculturalist, industrialists, those above or below a particular age, etc… what social segment to use as a driving force for a development campaign should be based on an assessment and after studying the character of population structure. After selecting the social segment to use a communication strategy should then be selected.

Compiled and Written by Edgar Walter Byaruhanga, Executive Director (DIA)

1. Research Materials; Human arrangments,An introduction to sociology Allan G Johnson
2. Psychology and You: McGraw - Hill
2.

Let The Figures Speak!!!

Do you need a good reason for land Reforms?
Do you need a good reason to develop the informal sector?
Do you need a good reason to support Research and Innovations at the community level?
Do you need a good reason to attract Huge Investment?

AND

Do you need more Schools, Teachers and Hospitals?

LOOK AT THE FIGURES, THEY TELL AN INTERESTING STORY…….

“I am Yumbe District, I housed 99,794 People in 1991 and in 2006 my population is projected to 338,200 People. I must say that my land has not increased and services have not changed much………….but my population is increasing daily.”

STORY FROM YUMBE DISTRICT 2006

Compiled and Written by Edgar Walter Byaruhanga Exec Director Development Initiatives Africa

FOOD SECURITY or WHAT???

Communities in Uganda have built these Granneries as a food security intervention based on their traditional knowledge.



I wonder What Materials are Used to build these huge food granneries?



This practice basically thrives on the environment of the community. They use Reeds, Cowdung, dry grass and mud,to plaster the walls.



Is it important?

• Talking to experts in livelihood this culture promoted a number of economic initiatives in African Communities that you cant find now.
  
  They were are store for food, This would ensure the scurity of the family irespective of the size.


• It was relevant especially in times of drought


• The women who have been traditionally marginalised in most communities were safe and less dependant on the daily income of the men to sustain their children.


• These Baskets have also been a store for indegnous seeds


• Commmunity Pyschology experts say that this culture of saving food in the granneries prepaired all families to plan for their families, in a way this culture promoted planning for families and prepaired communities for possible flactuations in harvests.


• Child protection experts would certainly say that access to food is imperative in the development process of a child.

Granneries in a Modern perspective

Development theriorists have argued that this practice is at odds with growing consumerism Culture . Some of the remotest communities with vast fertile chunks of land have amassed small retail shops that sale food to the same geographically located communities at low prices. This trend also presposes granneries to be a backward method of food storage.
Environmental Implication
This practice poses a threat to the environment however to a minimal extent.
The other implication is that communities after all these years of civilisation have not developed or advanced this food storage technique to another form. This therefore encourages dependency on the Environment for sustainability of communities.

Security for Indegenous Seeds

The current world Challenge of extinction of indegenous seeds is largely due to the brakedown of this tradition in several communitie of the world. The growth of multi nationals such as mosantos, etc. and the increasing Droughts, Disasters and the ever increasing populations in the world is threatening the seed security.
My thoughts on this would be that Governments and Development partners should do more research about this practice. The Micro level activities of each community certainily affect the Macro Economy of the country.
A detailed discussion on restoration of Traditional Food security mechanism and the effect it has on the quality of the people of a given community would be an interesting one.



HOW TO Communicate this Information????

The other major challenge that development workers and governments are facing is how to communicate some of these Development Concerns.
In a discussion with some of my partners: They asked me to link "granneries" to Development concerns such as Child protection , economic Development.


Complex information to be digestable and well packaged for the mental faculties of several Developing communitie might require alot of thought, resources and creativity that is un limitted.
This calls for creative methods and understanding the micro level habits of each commuinity to actually benefit them or even attempt to engage them in dialogue.

Each Development Concern poses a new challenge that requires creative methods of capturing the attention and the minds of the various communities.


Written by Edgar Walter Byaruhanga Exec Director Development Initiatives Africa(DIA)

Livelihood initiatives

LIVELIHOODS


Based on personal experiences, and research. Development initiatives is currently working with Artist to produce and deliver a livelihood song to encourage youths and the Ugandan population to save for the future. A song that shall be translated in two in English and Luganda to reach Several Youths shall be launched in Kampala.