Enhancing Child Protection Education for ECD Teacher Trainees: An Analysis of Tutors’ and Trainees’ Learning Experiences in Selected Institutions in Uganda

Résumé

This study investigates the learning experiences of tutors and trainees regarding child protection education in Uganda’s Early Childhood Development (ECD) teacher training institutions. Using a descriptive cross-sectional survey design, the research involved 125 participants, including 15 tutors and 110 trainees, who were selected through purposive sampling. Data collection methods comprised structured questionnaires, semi-structured interviews, and focus group discussions, with analysis employing both thematic and statistical techniques. Key findings reveal significant curriculum content and delivery variations, with practical training components like role-plays and case studies less frequently incorporated than theoretical lectures. Trainees highly valued interactive methods for their practical relevance. Challenges identified include insufficient resources, limited professional development opportunities for tutors, and cultural and societal barriers to effective child protection education. The study underscores the need for a balanced approach integrating theoretical knowledge and practical skills, continuous professional development, and more robust institutional support. Recommendations for future research include expanding the scope and representativeness of samples, employing longitudinal designs to assess long-term impacts, and exploring the integration of practical pedagogical methods. Addressing these gaps is crucial for enhancing the effectiveness of child protection education and ensuring the safety and well-being of children in ECD settings in Uganda.

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