METROPOLITAN INTERNATIONAL

UNIVERSITY

Faculty of Education

INDIVIDUAL COURSE WORK

NAME: KATO LAWRENCE SSERUNJOGI.

REGNO: 23/BAE/109/UMC.

ACADEMIC YEAR: 2024/2025

COURSE UNIT: HISTORY OF EDUCATION AND COMPERATIVE PERSPECTIVE IN

UGANDA

LECTURER: MR. .

COURSE: BACHELOR OF ARTS WITH EDUCATION

YEAR: ONE

SEMESTER: TWO

Questions

1. Discuss how African indigenous education manifests in your tribe today.

2. Give narrative of the contributions or the involvement of the following persons in
development of western education between 1877 and 1925 in Buganda.
a) Kabaka Mutesa I of Buganda
b) Alenxander Makay
c) Simeon Lourdel
d) Stanslaus Mugwanya
e) Sir Apollo Kaggwa
 f) Kabaka Mwanga of Buganda
3. Point out areas education system of USA differs from ours in Uganda and their
similarities.

Answers

In Uganda today, African indigenous education is evident in various ways, reflecting the rich
cultural heritage of the diverse ethnic groups. Traditional knowledge is often passed down
through oral traditions, storytelling, and community-based learning. Additionally, informal
apprenticeships and skills transfer within families or local communities contribute to the
preservation of indigenous knowledge and practices.

While formal education systems have become dominant, efforts are being made to integrate
aspects of indigenous knowledge into the curriculum, promoting a more holistic approach to
education. Community elders may play a role in providing cultural insights and values,
contributing to a more comprehensive understanding of local customs and history.

Despite these efforts, challenges such as limited resources and the influence of Western
educational models pose ongoing tensions. Striking a balance between modern education and the
preservation of indigenous wisdom remains a dynamic process in Uganda.

In Uganda, African indigenous education is visible in traditional ceremonies, rituals, and

communal activities that emphasize cultural values and norms. Elders often serve as knowledge
custodians, passing down wisdom on agriculture, traditional healing, and societal harmony.
Local languages also play a crucial role in preserving and transmitting indigenous knowledge.

Community-led initiatives, such as cultural festivals and heritage programs, contribute to the
revitalization of indigenous education. Some NGOs and educational institutions collaborate with
communities to integrate indigenous practices into formal education, fostering a more inclusive
and culturally sensitive learning environment.
Despite these positive efforts, there are challenges like the impact of globalization and the rapid
pace of modernization, which may erode traditional practices. Striking a balance between
preserving indigenous education and adapting to the changing societal landscape remains a
ongoing process in Uganda.

Qn. 2.

a) Kabaka Mutesa I of Buganda:

Kabaka Mutesa I played a crucial role in the development of Western education in Uganda
between 1877 and 1925. Recognizing the changing global landscape, he welcomed European
missionaries into Buganda. Mutesa I supported the establishment of schools and encouraged the
blending of traditional education with Western knowledge. His open-minded approach laid the
foundation for the later educational initiatives in the region.

b) Alexander Makay:

Alexander Makay, a Scottish missionary, significantly contributed to Western education in

Uganda. He played a pivotal role in setting up schools and promoting literacy among the local
population. Makay's efforts were instrumental in introducing formal Western educational
systems, helping to bridge the cultural gap and foster intellectual growth in Uganda.

c) Father Simeon Lourdel:

Father Simeon Lourdel, also known as Pere Lourdel, was a Catholic missionary who contributed
significantly to Western education in Uganda. He was part of the White Fathers mission and was
involved in establishing schools, where he aimed to integrate Christian values with Western
educational principles. Lourdel's efforts helped shape the early development of formal education
in Uganda.

d) Sr Stanslaus Mugwanya:
Sr Stanslaus Mugwanya, a Catholic nun, played a vital role in the expansion of Western
education, particularly for girls, during this period. She was involved in setting up schools that
provided not only academic education but also emphasized moral and religious teachings.
Mugwanya's dedication contributed to the empowerment of young girls through education.

e) Sir Apollo Kaggwa:

Sir Apollo Kaggwa, a Buganda chief and statesman, was a key figure in the development of
Western education in Uganda. He recognized the importance of education in the modernization
of Buganda and actively supported the establishment of schools. Kaggwa's advocacy for
education as a means of societal progress had a lasting impact on the educational landscape of
Uganda.

f) Kabaka Mwanga of Buganda:

Kabaka Mwanga, although known for his resistance to European influence, inadvertently
contributed to the development of Western education in Uganda. His initial skepticism led to
increased efforts by missionaries to establish schools and provide education as a way to bridge
cultural gaps. Despite the challenges, Mwanga's reign played a role in shaping the trajectory of
education in Uganda during this period.

Qn. 3.

Differences:

1. Language of Instruction: English is the primary language of instruction in both countries,

but the cultural context and regional languages play a more significant role in Uganda's
education system.

2. Educational Attainment: In the USA, there is a strong emphasis on higher education, with
many students pursuing college or university degrees. In Uganda, while there is a push for higher
education, challenges like limited resources sometimes hinder widespread access.
3. Grading Systems: The grading systems can differ; for example, the GPA system is
commonly used in the USA, while Uganda typically employs a percentage-based grading
system.

In the USA, education is typically decentralized, with state and local governments playing a
significant role in curriculum decisions. In Uganda, the education system is more centralized,
governed by the Ministry of Education and Sports.

Another difference is the structure. The USA has a 12-year basic education system, while
Uganda follows a 7-4-2-3 structure (7 years of primary, 4 years of lower secondary, 2 years of
upper secondary, and 3 years of tertiary education).

Similarities:

1. Extracurricular Activities: Both countries value extracurricular activities as part of a well-

rounded education, including sports, arts, and community service.

2. Challenges: Both education systems face challenges related to equity, quality, and
infrastructure. Balancing urban and rural education access is a common concern.

3. Technology Integration: There's a shared emphasis on integrating technology into

education, although the level of implementation can vary.

It's important to note that educational systems are dynamic and subject to ongoing changes and
reforms.

In terms of similarities, both countries emphasize basic subjects such as mathematics, science,
and language arts. Additionally, both systems face challenges like access to quality education,
teacher shortages, and infrastructure limitations.