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.

Received September 27, 2019; Reviewed December 23, Accepted December 31, 2019

Abstract: People in opulent countries as compared with those in underprivileged nations are beneficiaries of virtuous standards of living, freedom from diseases related with ignorance, prolonged lifespan, food security and unrivaled power to change their environs by managing and utilizing their skills and knowledge well. Seventy five percent of the six billion populaces in Africa survive in income of less than three thousand US dollars per person per year and over half below seven hundred and fifty US dollars. For the larger Africa populace,their existence is very lethargic. Paucity remains the order of the day, food security is not guaranteed, lifespan is lessened, and well-being is frequently brittle. Over hundred million children in Africa are absent from school with major leading causes being cost of education, diseases, lack of food among other factors. In many of the developing countries less than a quarter of children finish secondary education, and less than 1 in 20 learn at higher education level due to ill health and food insecurity.The capability system approach theory by Amartya Sen and Martha Nussbaum informs the perspectives in this descriptive paper given that enough food and sound health enables an individual to develop set of capabilities which he/she uses to achieve certain functionings to enhance his/her well being.The effect of household schooling realization on health and food stability among poor families cannot be underestimated.To establish the connection between education achievement, health and food security is one step to the realization of sound health and reduction in prevalence to food security in any society. Consequently this will lead to strategies intended at improving health status and decreasing food insecurity among the deprived and augmenting household incomes.Education, food security and health have a two way causal relationship in the sense that education informs food security and health as food security and health informs education.These will be the propositions of this reflective paper given that management and utilization of knowledge and skills is key to socio-economic growth and that science and technology education has critical role to play more specifically on universal health care and food security.