Suitability of Methods Used by Tutors to Implement Early Childhood Education Curriculum in Primary Teachers’ Colleges in Eastern Uganda

Moses Wambi, Prof. Alice Merab Kagoda, Prof. Anthony Muwagga Mugagga
Makerere University-College of Education and External Studies
moswambi@yahoo.com

Received October 31, 2019; Revised November 15, 2019; Accepted November 20, 2019

Abstract: This paper examines the suitability of methods used by tutors to implement Early Childhood Education Curriculum in primary teachers’ colleges in Eastern Uganda. It is based on a realisation that a new curriculum was introduced by Kyambogo University in 2012 advocating for hands-on-approach to implementing the ECE curriculum. However, the curriculum came when tutors were, and many are still used to the transfer of knowledge approach. The most disturbing questions are; have these tutors adopted hands-on approaches or they do it their own way to make things happen? A cross-sectional survey design with predominantly qualitative data collection methods and analysis was adopted on a sample size of 306 respondents/participants selected from colleges in Eastern Uganda. Data was analysed thematically and reported qualitatively alongside the statistical data. Verbatim was also applied appropriately and backed-up by quotations and statements of participants. Results indicated that material development skills, display skills, handwriting/ printing skills, drawing skills, reading skills, effective listening skills, speaking skills and ability to employ learner-centred methods of teaching which make the instructional process interesting and promote collaborative learning were crucial in the package a tutor of ECE ought to possess. In conclusion, majority of ECE tutors did not employ methods which stimulate highlighted aspects. Through continuous interactions with respondents/participants, it was discovered that Kyambogo University in conjunction with MoES conducted only a two-day training workshop on the revised 2012 ECE Curriculum to the Tutors, a duration which was actually inadequate. In conclusion, tutors were not able to measure to the required pedagogical standards in line with Hands-on-learning’ to the expectations of Kyambogo University and MoES. It was recommended that equipping tutors with desirable qualities and skills would be the way to go in the direction of improving their role modeling practices to their teacher trainees. Among the desirable qualities and skills required of tutors of ECE, is effective communication, creative thinking, manipulative skills, critical thinking, problem-solving, and commitment, resilience at work, organisational skills and pedagogical leadership skills. Demonstration schools and Model ECD centres should be a core requirement to all PTCs across the country in order to boost practicum skills of both tutors and teacher trainees through continuous demonstration lessons, modeling lessons, micro-teaching lessons and continuous child study.