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Empowerment through language : exploring possibilities of using African languages and literature to promote socio-cultural and economic development in ZimbabweMavesera, Miidzo 28 February 2009 (has links)
The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular.
The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation.
Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development.
The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil.
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English as a language of learning and teaching : perspectives of secondary school teachers in the Masvingo District (Zimbabwe)Marungudzi, Thadeus January 2009 (has links)
This study analyses the perspectives of teachers on English as a language of learning and teaching in the context of government recommendations that Shona and Ndebele be used alongside English as languages of learning and teaching in Zimbabwean secondary schools. Through a questionnaire survey, open interviews and classroom observation, it was found that the teachers regard English as a language of learning and teaching in a positive way though they are aware of the difficulties associated with its use. There was a high consensus on the desirability of English among teachers as informants with various attributes obtained attitude, pedagogical beliefs and perceived difficulties scores that were, in the main, not statistically significant. It also emerged that government recommendations for the use of endoglossic languages as languages of learning and teaching (LoLT) have not been complemented by concrete measures and that the subsequent efforts to change the language-in-education policy have so far seemed insincere. / Linguistics and Modern Languages / M.A. (With specialisation in Applied Linguistics)
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Ethnographie des politique linguistiques éducationnelles en Géorgie : le programme de géorgien langue seconde en contextes arméniens et azérisJuneau, Jean-François 08 1900 (has links)
No description available.
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The accessibilty to English as the Second Language of learning and teaching in selected Public Primary schools of Vhembe DistrictMadima, Shumani Eric 18 August 2017 (has links)
MA (Linguistics) / Department of Communication and Applied Language Sciences / See the attached abstract below
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An investigation into nation building through the national anthem in Zimbabwe : a sociolinguistic approachDlodlo, Sindile 11 1900 (has links)
Includes bibliographical references (leaves 171-177) / The study is an investigation into nation building through the national anthem in Zimbabwe. It
takes a sociolinguistic dimension where the languages used to sing the national anthem in
Zimbabwe are interrogated. The impetus behind the study is that Zimbabwe introduced a new
language policy through the constitution where sixteen languages are officially recognised.
While citizens look forward to the use of their languages, national symbols such as the national
anthem still exist in dominant languages, at least officially. The study therefore sought to find
out the views and language choices of citizens when it comes to singing the national anthem.
This purpose was fulfilled by eliciting data through questionnaires which were distributed to
four areas where marginalised languages are spoken. Participants were drawn from Plumtree,
Gwanda, Hwange and Binga. Apart from questionnaires, focus group interviews were
conducted with language activists who participate in language associations. Individual
interviews were conducted with academics in the area of language. The conceptual framework
of the study is nation building which is underpinned by four tenets, while the theory that guided
the study is Bourdieu’s theory of social practice. The conceptual framework and theoretical
framework were chosen to allow the study to investigate nation building in relation to the sociopolitical context which determines the use of languages in different spheres in Zimbabwe. The
study extricates that language is politically malleable and at the same time has the potential to
make or break the nation. Respondents were of mixed views concerning the non-use of their
languages in the national anthem, bringing out the hegemonic tendencies. The findings of the
study show that language is a form of identity and a strong tool of nation building. However,
language policies which are not clear tend to confuse the citizens and there is need for the
political elite to be involved in the implementation of such policies. The study hence advocates
for marginalised languages to be accorded the status they need in order to be used for national
symbol expression. / African Languages / D. Phil. (African Languages)
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The use of Chishona as a medium of instruction in the teaching of mathematics in primary schoolsChivhanga, Ester 06 1900 (has links)
The study sought to explore possibilities of using ChiShona as a medium of instruction in the teaching of Mathematics in primary schools. The aim was to compare the use of English as a medium of instruction with ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. The other objective was to examine the people’s attitudes towards the use of mother tongue instruction in the teaching and learning of Mathematics in Zimbabwe primary schools.
A practical teaching experiment was used to investigate the feasibility of using ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. In addition a descriptive survey research design which used questionnaires and interviews as data collection methods was employed for its usefulness in exploratory studies. A total of 750 people participated in the research and these were 40 Grade 4 learners (used for teaching experiment) 260 teachers/lecturers, 250 parents and 200 college/university learners. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated that the use of ChiShona as a medium of instruction in the teaching of Mathematics to primary school children is possible and that the use of the mother tongue instruction (ChiShona) impacted positively in the teaching of Mathematics to Grade 4 learners. The use of ChiShona as a medium of instruction in teaching Mathematics was effective and comparatively the learners who used ChiShona performed better than those who used English as a medium of instruction. However the research further concluded that people preferred that English remain the only medium of instruction from primary up to university level as English offers them better opportunities for employment compared to ChiShona.
The study concludes that the continued use of English as medium of instruction means that African languages such as ChiShona will remain underdeveloped and fail to find their way in the classrooms as languages of instruction in education. The study finally recommends the need for an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English. / D. Litt et Phil. (African Languages)
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A sociolinguistic evaluation of language planning and policy in Zimbabwe in terms of minority languages: a case study of Tshwao, a Khoisan language of ZimbabweGotosa, Kudzai 01 1900 (has links)
The study investigated language policy and planning in relation to minority languages and
specifically Tshwao, a Khoisan language, in Zimbabwe. The purpose of the study was to
establish its impact on the current sociolinguistic status of Tshwao. The ultimate goal was to
suggest guidelines for the implementation of the Constitution of Zimbabwe (Amendment No.
20) Act, 2013 which officially recognised sixteen languages including ‘Koisan’ and to make
recommendations for future language planning for endangered languages in general. The
study is qualitative in nature. It used interviews, document analysis, observation and focus
groups to gather data. Critical Discourse Analysis and Ethnolinguistic Vitality were the main
theories which guided the study. The study showed that even though Tshwao is the Khoisan
language that is popular, there are several other varieties such as Jitshwa, Xaise, Cirecire and
Ganade and they are all endangered with very low demographic, status and institutional
support. The Khoisan people have shifted to Ndebele and Kalanga, languages which are
spoken by their neighbours. Both linguistic and extra-linguistic factors were shown in the
study to have affected the maintenance of Khoisan languages. Numerical domination of the
Khoisan by the Bantu people, subjugation by Mzilikazi during his conquests as well as
selective development of languages by missionaries led to assimilation and language
marginalisation. The implementation of discriminatory land, wildlife and language polices by
the colonial government also resulted in relocations, language contact situations and
dispersed settlements, all of which affected language maintenance. In the post-independence
era, political instability, official and unofficial language policies were shown as having
perpetuated the plight of Khoisan languages, including Tshwao. The constitution emerged as
a milestone towards upholding minority languages. Its effectiveness is however compromised
by inaccuracies and ambiguities in the manner in which provisions are crafted. The study
concludes that Khoisan language endangerment spans from history. Formal and informal
language policies contributed to the current state of endangerment. It further concludes that if
effective revitalisation is to be done in line with implementing the constitution, all the factors
which contributed to endangerment have to be taken into account. The study also suggests a
separate guideline for the promotion of minority languages in general and displaced and
endangered languages like Tshwao in particular. / Linguistics and Modern Languages / D. Phil. (Linguistics)
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It Feels Like Home : Linguistic repertoire and language identity among elder Tornedalians in UppsalaFogelström, Ebba January 2021 (has links)
Based on the accounts by four elder speakers of the Swedish minority language Meänkieli, given in October 2020, this study investigates the attitudes and sentiments among elder speakers of Meänkieli towards the languages they speak. The participants have migrated as young adults from the Torne Valley, where Meänkieli is traditionally spoken, to places in Sweden where their language use has been restricted by the lack of Meänkieli domains. The testimonies have been collected via semi-structured interviews and analysed through thematic analysis, taking perspectives from theories on language ideology, linguistic identity and linguistic biography, revealing how the participants' linguistic personas and repertoires have taken form throughout their lives, alongside their life experiences. The results show that the participants highly value their multilingualism, and that their language use is a deliberate as well as subconscious tool for expression and affirmation of identity and belonging. It is also shown that the languages often are associated with discrete chronological and geographical parts of the participants' lives. Furthermore, have the participants not passed Meänkieli on to their children, due to the lack of parental strategies and learner motivation, showcasing the importance of linguistic context and child agency in language acquisition. Future research would benefit from inclusion of a wider spectrum of social class, and from testimonies of the children of migrated Meänkieli speakers to complement the parental perspective, in order to further investigate the factors behind language shift outside of a minority language's domains. / Baserat på berättelserna från fyra äldre talare av det svenska minoritetsspråket meänkieli, givna i intervjuer i oktober 2020, undersöker denna studie äldre meänkieli-talares attityder och känslor gentemot de språk de talar. Som unga vuxna har studiens deltagare flyttat från Tornedalen, där meänkieli traditionellt talas, till platser i Sverige där användandet av meänkieli begränsats av förlusten av språkdomäner. Berättelserna är inhämtade genom semi-strukturerade intervjuer, och är analyserade med hjälp av tematisk analys med perspektiv hämtade från språkideologier, språklig identitet och språklig biografi, för att påvisa hur deltagarnas språkliga personor och repertoarer har formats under deras liv och genom deras upplevelser. Resultaten visar att deltagarna sätter stort värde på sin flerspråkighet, och att de både medvetet och undermedvetet använder språken för att uttrycka och befästa språklig identitet och tillhörighet. Vidare visas hur språken ofta associeras med väldefinierade kronologiska och geografiska delar av deltagarnas liv. Deltagarna har inte fört meänkieli vidare till sina barn med anledning av brist på strategier från föräldrarna och barnens motivation att lära, vilket belyser relevansen av den språkliga omgivningen och barnets delaktighet i språkinlärningen. För att ytterligare förstå drivkrafterna bakom språkskiften utanför ett minoritetsspråks domäner skulle framtida undersökningar gynnas av att ett bredare spektrum av sociala klasser inkluderas, och av att barn till utflyttade meänkielitalare får komplettera sina föräldrars perspektiv med sina egna skildringar.
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The implementation of an institutional language policy in a multilingual South African higher education societyTait, Edward January 2007 (has links)
Thesis (M. Tech.) -- Central University of Technology, Free State, 2007 / The purpose of the study is to show, as so aptly put by Bamgbose (1996:111) that, given the ‘inheritance situation’ and the colonial legacy that continue to dominate education policies and practices in Africa, language policies are essentially characterised by the following features: avoidance, vagueness, arbitrariness, fluctuation, and declaration without implementation. The South African government has declared eleven languages as official to replace the former apartheid legislation which privileged English and Afrikaans as the sole languages of the country. The post apartheid eleven official language policy has been described by Bamgbose (1996 111) as, ‘the new enlightened South African language policy on languages,’ ‘a very progressive policy’ and ‘Africa’s best ticket’. The major concern raised was whether the language policy could be implemented. An attempt will be made to undertake a critical review of language planning under a democratic dispensation.
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Mother tongue education and transition to English medium education in Uganda : teachers perspectives and practices versus language policy and curriculumSsentanda, Medadi Erisa 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual
education in ten primary schools in Uganda. The primary aim of this study was to explore
how teachers understand and manage the process of transitioning from mother tongue (MT)
education to English as a language of learning and teaching (LoLT).
In this study I used a multi-method approach involving questionnaires, classroom
observations, follow-up interviews and note taking. Data was analysed using a theme-based
triangulation approach, one in which insights gleaned from different sources are checked
against each other, so as to build a fuller, richer and more accurate account of the
phenomenon under study. This data was gathered firstly from teachers and classes in the first
three years of formal schooling (P1 to P3) in order to understand the nature of
multilingualism in the initial years of primary schooling and how teachers use MT instruction
in preparation for transition to English-medium education that occurs at the end of these three
years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the
manner in which teachers handle transition from MT instruction in P4 and then shift into the
use of English as LoLT in P5.
The study has identified discrepancies between de jure and de facto language policy that exist
at different levels: within schools, between government and private schools in implementing
the language-in-education policy, and, ultimately, between the assumptions teachers have of
the linguistic diversity of learners and the actual linguistic repertoires possessed by the
learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect
that transfer of skills from MT to English can take place after only three years of teaching
English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers
operate under circumstances that are not supportive of effective policy implementation. In
addition, there is a big gap between teacher training and the demands placed on teachers in
the classroom in terms of language practices. Moreover, teachers have mixed feelings about
MT education, and some are unreservedly negative about it. Teachers’ indifference to MT
education is partly caused by the fact that MTs are not examined at the end of primary school
and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s
pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to
all Ugandan children, and universally is offered only in English.
The findings of this study inform helpful recommendations pertaining to the language-ineducation
policy and the education system of Uganda. Firstly, there is a need to compile
countrywide community and/or school linguistic profiles so as to come up with a wellinformed
and practical language policy. Secondly, current language-in-education policy
ought to be decentralised as there are urban schools which are not multilingual (as is assumed
by the government) and thus are able to implement MT education. Thirdly, the MT education
programme of Uganda ought to be changed from an early-exit to a late-exit model in order to
afford a longer time for developing proficiency in English before English becomes the LoLT.
Fourthly, government ought to make pre-primary schooling compulsory, and MT should be
the LoLT at this level so that all Ugandan children have an opportunity to learn through their
MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools,
the language of examination and/or the examination of MTs will have to be reconsidered.
In summary, several reasons have been identified for the mentioned discrepancies between de
jure and de facto language-in-education policy in Uganda. This policy was implemented in an
attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the
policy and its implementation will need revision before this achievable aim can be realised as
there is great difficulty on the teachers’ side not only in the understanding but also in
managing the process of transitioning from MT education to English as LoLT. / AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat
in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe
onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer
(TLO) verstaan en bestuur.
Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van
vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur
gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry
uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer
akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder
onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3)
ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en
(ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na
Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens
onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te
ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die
gebruik van Engels as TLO in P5 hanteer.
Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke
geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die
taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige
diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die
skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat
oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en
MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers
onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook
‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer
gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig,
en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se
onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie
aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels
opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie
vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik
vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word.
Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys-
beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die
opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en
prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys-
beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling
met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is
om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda
verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle
MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse
taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre
onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle
Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die
gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van
eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word.
Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies
tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel
in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk
dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare
doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die
huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na
Engels as TLO te bestuur. / Ekisengejje (Luganda)
Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja
ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga
pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali
okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu
kusomera mu lulimi oluzaaliranwa okudda mu Lungereza.
Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo,
okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa.
Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda
ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli
kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri
enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne
mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi
eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza
mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza.
Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina,
P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye
bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza
mu kuyigira mu Lungereza mu P5.
Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa
n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera
y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne
wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo
ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si
kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu
nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde
baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera
etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo
empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola
mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza
mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi
enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku
nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu
kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola
enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa
gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale,
n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza.
Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza
enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda.
Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne
kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana
obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga
waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era
nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu,
enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku
myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza
Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule
okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi
oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu
nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu
masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi
olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate.
Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera
y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno
yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma
n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri
gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa
ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya
maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula
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