Hon. Thomas Tayebwa.

In East Africa (Uganda) the Schools and Knowledge Institutions need to depend on some “Conceptualization” with skillsets rooted in the linguistic resources of “Kiswahili and English”.

One obvious reason is that both languages are taught in schools and are spoken by majority.
The Conceptualization of skillsets is best illustrated by the view held by Frawley (1992). He points out that both languages are the principal means and ways of representing information, speech styles, library use and creativity, a function of the cosmologies in which there embedded and serves to operationalize linguistic skills, vocabulary knowledge skills, scientific talent and technological innovations. Beyond, Mbori (2008) argued that skillsets development needs to be grounded on linguistic resources and intimate relationships. Engineering the SMART Model enables a participatory function of the two languages.
This is ideally to offer a framework that closely relates skillsets, scientific talent, technological
innovations, and knowledge development in schools.

The focus on energies is motivated by the quest for concentration on adding-value to Kiswahili and English languages. Most schools and knowledge institutions statistic on language confirms the claim that most learners and educators are locked out of the linguistic skills, vocabulary knowledge, knowledge acquisition, articulation, mobilization, publications and knowledge development, growth knowledge and scientific knowledge application paradigm by their lack of competence, creativity, reasonability, innovation and critical thinking. As a result of the continuous promotion “currently the following schools across Greater Masaka are providing the much needed SMART Model extension and students from Greater Masaka Schools, Knowledge Institutions and Collages.