NKUMBA UNIVERSITY

SCHOOL OF EDUCATION HUMANITIES AND SCIENCES

COURSE UNIT: HISTORY OF EDUCATION

(COURSEWORK)

PROGRAME: DISTANCE LEARNING

STUDY CENTRE: KYEGEGWA

STUDENT’S NO. 2300103251

STUDENT’S NAME: NSEKANABO MASCELINE

CONTACT: 0773649641/ 0751385497

E-mail: nsekanabomasceline@gmail.com

LECTURER: MR. WILBER SSEBUYUNGO

HISTORY OF EDUCATION
COURSE WORK
1. Question: Explain the relevancy of Senteza Kajubi education commission
recommendation to the development of education today.
In this question, I shall begin by explaining the meaning of key terms i.e. Relevance,
Education Commission and recommendation.

Relevance:
This is the quality or state of being closely connected or appropriate to the matter at hand. In
various contexts, relevance indicates the significance or importance of something in relation to a
particular topic, situation or issue.

Education commission,
An education commission is a governmental or organizational body responsible for providing
recommendations, policies and reforms in the field of education. Such commissions are often
tasked with improving the quality, accessibility, and efficiency of education system.

Recommendations
A recommendation is a suggestion or proposal offered as the best course of action or decision to
be taken in a particular situation.
Recommendations are typically based on expert opinion, research or analysis and are intended to
guide individuals or organizations in making informed choices.
Therefore,
The Senteza Kajubi Education Commission established in 1987, plays a pivotal role in sharing
Uganda’s education system. It advised comprehensive reforms to enhance the quality,
accessibility, and relevance of education at all levels.
Some of the key recommendations and their relevance today include;

a. Curriculum reforms.
The commission recommended updating the curriculum to make it relevant to the needs of
society and the economy. Today, Uganda continues to work on implementing curricula that
emphasize skills and knowledge pertainment to current and future job market.
 b. Universal Primary Education (UPE)
A significant recommendation was to provide basic education to all children. Uganda’s
implementation of UPE has drastically increased Primary school enrolment, aiming to
ensure that every child receives at least Primary-level education.

c. Teacher training and professional development

Recommendations for improving teacher education and ongoing professional
development have led to efforts in recruiting, training and retaining competent teachers,
which remains a priority.

d. Vocational and technical education

The commission stressed the importance of vocational education.
Currently, there is increased focus on technical and vocational education and training
(TVET) institutions to equip students with practical skills needed in various industries.

e. Equity in education and access

The commission emphasized reducing disparties in education access.
Ongoing policies aim to provide equal educational opportunities across different regions
to various disadvantaged groups.

f. Linkages to the job market

The commission stressed the need for education to be closely linked to the job market,
which has influenced the development of programmes that better prepare students for
employment.

Conclusion
These recommendations have encouraged ongoing reforms aimed at making education in
Uganda more inclusive, practical and aligned with national economic goals.
2. Question; Devise the strategy for ensuring attainment of practical education in Uganda.
In this question, I shall begin by explaining the meaning of key terms like strategy and
practical education

Strategy
A strategy is a plan of action designed to achieve a specific goal or outcome in various
contexts, strategies involve a series of steps, methods or tactics implemented to address
challenges, leverage, opportunities and ultimately achieve success within a particular
domain or area of interest.

Practical education
This is a learning approach that emphasizes hands-on experience and real-world
application of skills and knowledge.
 It aims to equip students with competences they need to perform specific tasks, solve
real-life problems and adapt to the ever changing demands of the job market.
This form of education often includes vocational training, internships, apprenticeships
and experiential learning projects that bridge the gap between theoretical knowledge and
practical application.
Therefore;
To ensure the attainment of practical education in Uganda, a multi – faceted strategy needs to be
implemented.
a) Curriculum Integration
- Incorporate hands-on learning experiences in all levels of education.
- Design curriculum that includes vocational training skills alongside traditional
subjects.
- Partner with industries to develop programs that meet current market needs

b) Teacher training and professional development

- Train teachers in modern pedagogical approaches that emphasize experiential
learning
- Provide continuous professional development to ensure teachers remain updated with
current industry standards and technologies

c) Infrastructure and resources

- Invest in well-equipped laboratories, workshops and classrooms.
- Ensure availability of adequate learning materials and technology to facilitate
practical learning

d) Public private partnerships

- Foster collaborations between education institutions and industries
- Encourage internships, apprenticeships, and mentorship programs that give students
real world experience,
- Encourage businesses in curriculum development to ensure relevancy

e) Policy and funding

- Ensure government policies support and mandate practical education initiatives
- Allocate sufficient funding to the vocational and technical education programs
- Implementing monitoring and evaluation frameworks to track progress and improve
strategies.
 f) Community and parental involvement
- Involve communities and parents in the importance of practical education
- Create awareness programs highlighting the benefits of vocational education
- Involve local businesses and community leaders in educational planning and
implementation.

g) Technological integration
- Leverage modern technologies such as virtual labs and online simulations to
supplement hands-on experiences.
- Promote digital literacy as an integral part of practical education.

h) Assessment and reforms

- Shift away from pure theoretical exams to include practical education, including
sufficient funding to sustain these programs.
- Government, NGOs and the private sector should work together to provide necessary
resources.

i) Awareness and advocacy.

- Raise awareness among students, parents and the community about the value of
practical education.
- Advocacy campaigns can help shift cultural perceptions towards recognizing the
importance of practical skills.
Conclusion
By implementing these strategies, Uganda can develop a more robust education system that not
only imparts theoretical knowledge but also equips students with the practical skills necessary to
thrive in the modern economy.

Question 3: Discuss the lessons that informal education should guide formal and informal
education

Formal education
This is a structural, systematic instruction delivered by qualified teachers within an established
educational institution such as schools, colleges and universities.
Formal education typically follows a specific curriculum, leads to recognized qualifications or
certification and is often mandatory up to a certain age.
Informal education
This encompasses learning that occurs outside the traditional classroom setting and is often self –
directed or experiential in nature. Informal education can take place through activities such as
reading, hobbies, travel, social interactions and practical experiences, development outside of
formal academic environments,
Solution
Informal education offers a range of valuable lessons that can significantly enhance and
complement formal education. Here are some insights that formal education can take from
informal education.
a. Flexibility and adaptability
Informal education is often more flexible and adaptable to the needs and interests of
leaners. It allows for spontaneous, context – driven learning experiences. Formal
education can incorporate this flexibility by allowing for more student choice in projects
and topics thereby fostering engagement and motivation.

b. Real – world relevance

Informal education often links learning to real world situations, making it more relevant
and applicable. Formal education can benefit by integrating practical, real-life
applications of theoretical concepts, which helps students understand the importance and
utility of what they are learning.

c. Encourage curiosity and lifelong learning

Informal education nartures curiosity and a love of learning through exploration and self-
directed activities.
Formal education should encourage independent research, critical thinking, and personal
interest projects to instill a lifelong passion for learning.

d. Collaborative and social learning.

Informal learning typically happens in social settings, whether through conversations,
online networks, or community activities.
Formal education can incorporate more group work, peer learning, and collaborative
projects to mirror these social dynamics and benefit from shared knowledge and diverse
perspectives.

e. Use of technology and media

Informal education extensively uses technology and media to facilitate learning.
 Formal education can integrate contemporary tools and platforms (such as educational
apps, social media and online resources) to create a more interactive and engaging
environment.

f. Experiential learning
Hands-on experiences and leaning by doing are hallmarks of informal education. Formal
education can incorporate experiential learning opportunities such as internships, field
trips, practical labs, and maker spaces to enhance understanding through direct
experience.

g. Personalized learning
Informal education often provides a more customized learning experience that caters to
individual interests and learning styles.
Formal education can strive to offer personalized learning paths, adaptive learning
technologies, and differentiated instruction to meet diverse student needs.

h. Continuous feedback and reflective practices.

Informal learning settings often provide immediate feedback and encourage reflection.
Informal education can adopt similar practices by creating feedback loops that help
students reflect on their learning process, identity areas of improvement, and celebrate
their achievements.

i. Learning through failure and experimentation

In informal settings, failure is often seen as a natural part of the learning process. Formal
education should create a culture where mistakes are viewed as learning opportunities,
encouraging students to take risks and experiment without fear of severe repercussions.

j. Holistic development
Informal education tends to focus not just on intellectual development but also on
emotional, social and physical growth.
Formal education can adopt a more holistic approach by integrating social-emotional
learning, physical education, and arts into the curriculum.

k. Mentorship and peer learning

Informal education often occurs through mentorship and peer interactions.
Integrating peer teaching and mentorship programs within formal education can enhance
learning experiences and outcomes.
 l. Learner – centered Approach
Informal education typically prioritizes the interests and needs of the learner.
Formal education can adopt a more student centered approach, allowing for greater
engagement and motivation.

m. Community involvement
Informal education is often a community activity, indicating that formal education can
benefit from stronger communities and parental involvement in the learning process.

Conclusion
By integrating these lessons from informal education, formal education systems can create more
dynamic, engaging, and effective learning environments that better prepare students for the
complexities of the modern world.
REFERENCES
Question one
- Kajubi W.S. (1989). Education for National Integration and Development. Report of
the Education Policy Review Commission.
- Ssekamwa, J.C. (1997). History and Development of Education in Uganda. Fountain
Publishers
- Government of Uganda Education Reports and Policy Documents

Question two
- Nkata, J. (2020) Practical Education in Uganda’s Secondary Schools. Challenges and
Opportunities
- World Bank reports on Education in Uganda
- Government of Uganda (2016). Education Sector Strategic Plan 2017/18 – 2019/20

Question three
- The United Nations Educational Scientific and Cultural Organization (UNESCO)
reports on informal education.
- Schugurensky, D. (2000). The Forms of Informal Learning towards a
Conceptualization of the Field.
- Kaul, V. (2001). Informal Education and the Job Market. Lessons for Formal
Education.