School of Distance and Lifelong Learning (SDLL) Collections

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    Learning through community policing programme for crime reduction : a case of Kasangati Town Council, Wakiso District, Uganda
    (Makerere University, 2025) Bawkowa, Muhamudu
    The purpose of the study was to understand how community members learn through community policing programs in order to reduce crimes in Kasangati Town Council, Wakiso District. A qualitative approach was adopted, using a descriptive case study design. Data were collected through interviews, observations and focus group discussions. Data were analysed using thematic data analysis. The study reveals that members of the community have varying learning needs in regard to crime reduction and these are influenced by the nature of environment they live in, age, gender and level of literacy. The study highlights that the learning needs of community members in Kasangati Town Council rotated around understanding procedures of reporting criminal cases, self-defense techniques and laws governing crime and crime prevention. However, the study shows that some of the content taught in community policing programme varied from what community members desired. The content taught included road traffic rules and regulations, personal and property safety, gender roles, family and children’s issues as well as neighborhood watch. This content was determined by the police community policing facilitators basing on the frequently reported cases at police. The study further illustrates that the content was delivered using various methods such as lecture, demonstration, role plays and discussion. Community members were able to use the knowledge and skills obtained to develop voluntary community security initiatives, increase vigilance, independently tackle challenges related to insecurity in their community, regularly report crime cases and train fellow community members about crime reduction. The conclusion is that although the content taught in community policing is determined by the police, the interaction with the community imbedded in the programme enhances learning, builds a stronger bond between the community and the police and creates change of behaviours that lead to crime reduction within the community.
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    The learning experience of widowhood experience in Uganda : a case study of Ntinda Catholic Comunity
    (Makerere University, 2025) Ssendagala, George
    Widowhood entails profound emotional, social, and economic disruptions that compel individuals to navigate unfamiliar roles and identities. In Uganda, these challenges are often intensified by cultural expectations, social stigma, and limited institutional support, particularly for women. This qualitative case study examines how widowed adults in the Ntinda Catholic Community in Kampala learn to cope with and adapt to the realities of widowhood. The study was guided by three objectives: to identify the primary challenges and shocks experienced during widowhood; to examine how widows and widowers navigate these challenges; and to investigate the role of the church community in supporting their adaptation. Data were collected through in-depth interviews with widows, widowers, and key informants, as well as a focus group discussion. Purposive sampling was used, and the data were analyzed thematically. The study is grounded in Transformative Learning Theory and Social Learning Theory, highlighting how widowhood serves as a catalyst for reflection, skill acquisition, and personal growth. The findings show that while participants face emotional grief, financial strain, social isolation, and cultural pressures, they also engage in informal learning through faith practices, peer support, and church activities. The 2024 Uganda census reports a national population of 45.9 million (51% female, 49% male), but disaggregated data on widowhood are unavailable. In the absence of formal government-run widowhood support centers, faith-based organizations and community groups serve as critical learning environments that foster resilience and empowerment. The study concludes that widowhood is not solely a period of loss but a dynamic process of adult learning and transformation. It underscores the need to integrate psychosocial support, peer learning, and economic empowerment into community-based interventions. The findings have important implications for Adult and Community Education, particularly in designing responsive educational strategies for marginalized and bereaved populations.
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    Climate change education for resilient smallholder farmers in Eastern Uganda
    (Makerere University, 2025) Kiggundu, Muhammed
    This study explored climate change education among smallholder farmers in Bulambuli District, Eastern Uganda. Climate change education is critical in fostering climate-conscious communities and enhancing resilience of vulnerable populations of smallholder farmers in rural Uganda. This study explored three specific objectives: investigate the kinds of indigenous knowledge integrated into local climate education, examine how farmers acquire climate-related information and skills, and assessing their experiences with climate change education initiatives. Guided by Transformative Learning Theory and interpretivist research philosophy, a qualitative case study design was employed, collecting data through in-depth interviews, focus group discussions, and direct observations with farmers from Nabongo and Cheptui villages. Data were also collected from key informants, including community leaders and educators. Findings revealed that indigenous knowledge, such as animal behavior, wind patterns, cloud formations, and lunar indicators, remain central to understanding and adapting to climate change. Such knowledge is often combined with scientific knowledge acquired from informal and non-formal learning channels like peer-to-peer sharing, NGO workshops, farmer field schools, and SACCO meetings, which proved more effective than formal education or radio broadcasts. Observations confirmed the adoption of climate-smart farming practices including soil and water conservation through terraces, crop rotation, tree planting, and cultivation of resilient crops. Farmers reported positive experiences when training was practical, participatory, and delivered in local languages, but challenges included limited follow-up, gender disparities, language barriers, high costs of adaptation, and inconsistencies between scientific knowledge and local realities. Recommendations highlight the need for hands-on, gender-responsive training, integration of local leadership, and leveraging local change agents to sustain learning, alongside the combination of indigenous and scientific knowledge supported by communal adaptation resources. Overall, the study underscores that culturally sensitive, participatory, and sustained climate change education programs that value indigenous knowledge and address local socioecological contexts enhance comprehension, behavioral change, and resilience, providing policyrelevant insights for scaling up effective climate education strategies in rural Uganda
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    Adult learning in community healthcare : experiences of village health teams in Kampala District, Uganda
    (Makerere University, 2025) Bukirwa, Hannat
    Village Health Teams (VHTs) serve as a critical link between communities and the formal health system, providing basic health education, promoting preventive health measures, and facilitating access to healthcare services. The study explored the role of adult learning in equipping Village Health Team members in Kampala District to address community healthcare needs. The study employed a phenomenological-qualitative descriptive design to capture the lived experiences of the Village Health Team (VHT) members from 41 participants in Bwaise III Parish, Kawempe division, located in the northwest corner of Kampala district, Uganda between December 2024- December 2025. The study revealed that Village Health Teams (VHTs) in Kampala District play a multifaceted role in community healthcare, serving as educators, mobilizers, first-line care providers, and vital links between communities and health facilities. Their learning experiences are shaped by on-the-job practice, refresher trainings, peer-to-peer sharing, and mentorship, which build confidence and enhance service delivery, though training remains irregular and heavily dependent on NGOs. Guided by adult learning principles such as experiential and participatory learning, VHTs value practical, relevant, and continuous training that addresses real community health challenges. Despite persistent obstacles including lack of supplies, political interference, and reduced facilitation VHTs demonstrate empowered resilience, drawing strength from community trust, adaptability during health crises, and the confidence gained through continuous learning. The study confirmed that andragogy provides a powerful lens for understanding and improving VHT training and practice in Kampala. VHTs’ self-directed engagement, reliance on prior experience, and preference for problem-centered, relevant learning reflected the core elements of Andragogy theory. Through experiential and continuous learning, VHTs gain confidence, adaptability, and community trust, which enables them to respond effectively to diverse health challenges. However, systemic barriers such as inadequate facilitation, political interference, and limited government commitment undermine their potential. Strengthening community healthcare therefore requires a deliberate investment in sustainable adult learning frameworks, regular training, mentorship, provision of essential supplies, and policy reforms that prioritize VHT capacity-building. By addressing these gaps, both government and development partners can empower VHTs to deliver more effective and sustainable primary healthcare services.
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    Embracing digital revolution in teaching and learning: a case of Nakaseke teacher training college institution.
    (Makerere University, 2025) Gabunga, Anthony Kiribaki
    This study sought to examine the integration of digital technologies in teaching and learning in Primary Teachers Colleges, with a focus on Nakaseke Primary Teachers College. The objectives of the study were: (1) to assess the professional needs and competencies influencing tutors’ use of digital technologies; (2) to examine the types of digital technologies and information resources available at Nakaseke Primary Teachers’ Colleges (3) to identify best practices for implementing digital technologies in primary teacher education. A descriptive case study design was employed. Data were collected from 45 participants using interviews, focus group discussions, and observation checklists. Purposive sampling was used to select the college principal and three IT personnel, while twenty students were identified through convenience strategy sampling to address challenges within the institution. The findings revealed that tutors’ effectiveness in integration of digital technologies is influenced by their computer literacy levels, access to reliable internet, and the availability of digital curriculum materials. The study further established that although several digital resources such as internet services, stable power supply, and digitalized tutorial demonstration rooms are available, gaps remain in the reliability of internet services for distance learners and in the financing of digital curriculum devices. The study concludes that meaningful digital integration in Primary Teachers’ Colleges requires strengthening institutional systems, sustained professional development for tutors, and increased investment in digital learning resources. It recommends institutional system re-engineering, regular digital skills training for tutors, and enhanced funding to support digital curriculum implementation in teacher education.