Literacy and Laboratory: exploring science education in Upper secondary schools in refugee settlements: Case of Nakivale refugee settlement in Uganda.

Problematyka czytania i pisania oraz zajęcia laboratoryjne: badanie edukacji w szkołach ponadgimnazjalnych w osiedlach dla uchodźców: Przypadek osiedla dla uchodźców Nakivale w Ugandzie

Abstract

This study examines the use of literacy and laboratory in science education in secondary schools in Nakivale refugee settlements. Literacy is about students' ability to understand, interpret, and communicate scientific information effectively, while laboratory is about experimental settings and scientific investigations. Although Uganda's Vision 2040 promotes science education for all by promoting science, technology, engineering and innovation (STEI) to transform the economy, this is still far from being achieved in secondary schools in the Nakivale refugee settlement. The research conducted a qualitative research design that included focus group discussions, semi-structured interviews and observation techniques. The results show that science education is far from being achieved among the upper class (S.5 and S.6) in Nakivale refugee settlement due to the lack of fully equipped laboratories and libraries. The student-teacher ratio is high, and science teachers are paid less than those in government-supported schools, leading to high teacher turnover and lower concentration. The study recommends that the government of Uganda support the schools, as they are still private schools. Laboratory spaces should be equipped with equipment, chemicals and other compounds to facilitate teaching and learning, and libraries should be well-stocked with scientific books to promote learning.