Browsing by Author "Zeelen, Jacques"
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Item ‘I felt very bad, I had self-rejection’: narratives of exclusion and marginalisation among early school leavers in Uganda(Taylor & Francis, 2013-09-02) Tukandane, Cuthbert; Zeelen, Jacques; Minnaert, Alexander; Kanyandago, PeterUganda has one of the highest rates of early school leavers (ESLs) in Sub-Saharan Africa, and the highest in East Africa, despite impressive school enrolment rates. While studies have been conducted on the possible causes of this phenomenon, little is known about the experiences and social world of these ESLs. This study aimed to explore the lived realities of ESLs by listening to their stories and experiences. The study draws from 16 in-depth interviews conducted with ESLs aged between 16 and 24. A narrative-based, qualitative method was used to analyse the data according to four broad themes: ESLs' experiences at school and eventual leaving, their feelings about leaving school, their life and work in the community and their future aspirations. Most participants in the study interpreted early school leaving (ESLg) as a bad and traumatising experience that undermined their sense of self-worth, limited their life opportunities and exposed them to social exclusion. Accordingly, interventions to address ESLg should not only seek to address the ‘risk factors’ for and causes of ESLg but also to rebuild the self-image of ESLs and to equip them with the relevant practical skills to help them overcome vulnerability, marginalisation and social exclusion.Item Reclaiming the educative power of vocational placements: experiences from agriculture education practice in Uganda(Wiley Online Library, 2021-05-06) Jjuuko, Robert; Tukundane, Cuthbert; Zeelen, JacquesAmidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students’ learning and labour market outcomes. This article explores the “educative” potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts.Item Researching the Reintegration of Formerly Abducted Children in Northern Uganda Through Action Research: Experiences and Reflection(2010) Angucia, Margaret; Zeelen, Jacques; De Jong, GideonThis paper presents experiences and reflections on the use of a participatory research methodologyunder the difficult conditions of a war situation in northern Uganda. We draw from two compli-mentary approaches in action research to explain our methodology while doing research on thereintegration of formerly abducted children. First, the experience oriented approach, which empha-sizes the need to articulate experience as a basis for learning and knowledge. Second, the exemplaryparticipatory approach which highlights the importance of enhancing empowerment and the need tofind solutions for social problems. We find these two approaches useful for doing action research in aconflict area because of their emphasis on experience and empowerment respectively. In our research,experience is important because of the children’s encounter with the Lord’s Resistance Army (LRA)rebels that both needs to be understood and justifies reintegration. On the otherhand, empowerment isimportant for our assumption that the children’s experience and encounter with the LRA hasdisempowering effects on them. We demonstrate the use of the approaches in our research byenhancing participation, balancing power relations and being aware of ethical issues while at thesame time attempting to make the research valid inspite of the challenges. Copyright#2010 JohnWiley & Sons, Ltd.Item A review of enabling factors in support intervention programmes for early school leavers:(Elsevier, 2015-02) Tukundane, Cuthbert; Kanyandago, Peter; Minnaert, Alexander; Zeelen, JacquesOne of the major problems facing education systems in Sub-Saharan Africa is the phenomenon of young people who leave school before completion. Research has shown that this phenomenon disadvantages young people and exposes them to various forms of social exclusion. Accordingly, there have been increasing calls for the scaling up of support intervention programmes for young people who leave school early. This paper analyses literature on support intervention programmes for early school leavers (ESLs) to identify enabling factors that can be promoted in future or in current less effective interventions. The review revealed that programmes that address the multiple disadvantages and needs of young people through flexible, holistic and intensive support approaches tend to be more attractive and beneficial to the participants. The findings from this review are crucial to policy makers and teachers working in support intervention programmes for ESLs.Item Using participatory action research to improve vocational skills training for marginalised youth in Uganda:(International Journal of Training Research, 2015) Tukundane, Cuthbert; Zeelen, JacquesAlthough vocational education and training is considered to be a good option for improving livelihood opportunities for marginalised youth in developing countries, it often suffers from an image problem. This situation affects the quality of entrants, instruction and skills acquisition in training programmes. In this article, the researchers report on results and experiences from a participatory action research (PAR) project initiated to work towards the improvement of vocational education and skills training for early school-leavers. The research project was conducted in Mbarara district, south-western Uganda. The results show that the project created an awareness and change of attitude on the part of participants towards vocational education and training. It also established links between training institutions and employers; that is, between the skills supply and demand sides. Based on experiences and reflections from this project, the researchers argue that PAR can be a productive approach for facilitating skills development in vocational education and training.