State of Heritage Education in Uganda

Abstract

EXECUTIVE SUMMARY In a critical reflective perspective, we live in an age of extinction in which we are driving our cultural and natural heritage heritages that have been sustaining humanity and planet earth back to the lowest level in 65 million years. Implicitly, the earliest generations of the human race were entrusted with the earth's estate after it was wonderfully created to manage it well for their welfare and for posterity. However, this ethic is now plausibly abandoned, which spells imminent doom for the human race. It cannot be doubted that Uganda is no exception concerning this danger. Among several factors contributing to this danger, both indigenous and modern scientific pieces of knowledge are in no contradiction to inform us that ignorance or unawareness about the value of these heritage resources is a key factor that requires prudent solutions. It is on this basis that this report has scientifically produced a first had appraisal of the most current state of heritage education specifically for Uganda. Chapter one furnishes a background largely on how practices and awareness about cultural and natural heritage conservation and awareness have evolved in Uganda since colonial times. Thereafter Chapter two dwells on inscapes of the country's performance in regard to international heritage conservation and awareness instruments. Chapter three then proceeds to illuminate hypothetical and experiential frameworks at national level for heritage conservation and awareness while Chapter four brings forward the actual empirical situation on the ground. Consequently, indisputable weaknesses, deficiencies, or totally absentee modes of heritage education emerge. In light of these shortcomings, Chapter five winds up the report with conclusions, practical remedies and further recommendations through which Uganda would be empowered with a most ideal educational strategy for making her heritage assets locally sustainable and optimally beneficial to both the current and future generations. The instant audience of the Report spans policy makers, cultural and natural heritage managers, responsible government departments or line ministries, academics, local authorities, local communities, conservation bodies, etc, with a stake in Uganda's heritage resources. In this connection, Uganda may not be the only country grappling with this crisis. As such, outcomes of the report should find comparable application among many other developing countries undergoing similar challenges of deficient or absentee heritage education standards.