_{By Israel Muwanguzi}

In this blogpost, part of #TheSouthAlsoKnows blog series, Aranza Ballesteros, Cathrine Brun, Santiago Cueto, Khoi Vinh Dang, Thi Ly Le, Roy William Mayega, Krishneel Reddy, Rachel Saliba, Maha Shuayb, Anthony Ssebagereka, Julius Ssentongo, and Tetiana Zheriobkina bring together six regional perspectives on education system resilience as part of the GPE KIX Observatory on Education System Resilience initiative.      

In the context of a growing poly-crisis, complex challenges such as climate change, forced migration, conflict and economic shocks increasingly intersect and compound one another. These overlapping crises have direct and indirect effects on education systems, which are deeply vulnerable to the uncertainties of rapid change. Strengthening education system resilience — the capacity to not only withstand shocks but adapt and evolve over time — is therefore critical. While resilience sometimes risks becoming another buzzword, it has important implications for how education systems are understood, governed and supported. Yet there is still no clear consensus on what education system resilience means in theory or practice.

Through the Observatory on Education System Resilience initiative, implemented under the Global Partnership for Education (GPE) Knowledge and Innovation Exchange (KIX), six regional observatories are helping fill this gap. They are examining potential future disruptions to education systems and how resilience is understood and practiced within these systems — across GPE partner countries in Latin America and the Caribbean (LAC), sub-Saharan Africa, the Middle East and North Africa (MENA), Eastern Europe, the Caucasus and Central Asia, South and Southeast Asia, and the Pacific.

Emerging findings suggest that while understandings of resilience vary across contexts, and use of the term remains uneven in education policy documents, education systems in each region are integrating elements of risk reduction and preparedness planning, though often in reaction to past or ongoing crises. Findings also suggest that while policies recognize the needs of vulnerable learners disproportionately affected by shocks and disruptions, this rarely translates into targeted action, though gradual progress is being made.

Understanding resilience across contexts, knowledge systems and languages

Education system resilience is neither a fixed concept nor universally understood. Instead, it is shaped by local contexts and lived realities, Indigenous knowledges and the perspectives of different stakeholders. These influences are further reflected in language, as many local terms associated with resilience do not align neatly with the English concept. Resilience is often articulated through related ideas     —     such as school safety, disaster preparedness, learning continuity and educational quality improvement.

In countries frequently affected by disasters, resilience is often framed around awareness raising, preparedness, risk management and adaptation. This includes building safer schools, integrating disaster risk reduction (DRR) into curricula, and training teachers to respond to emergencies. Hurricane-prone Caribbean island states, for example, prioritize disaster-resilient infrastructure and plan for distance learning during hurricane season. In conflict-affected settings, resilience centres on finding alternative ways to keep education going when national systems falter or collapse. In South Sudan, amid conflict and climate shocks, resilience is closely linked to maintaining educational continuity through community-based contingency planning and by aligning school calendars with seasonal realities.

Indigenous knowledge systems frame resilience in ways that challenge narrow or technical definitions. In the Pacific region, resilience is inseparable from Indigenous ways of knowing which foreground communal identities and relational systems that connect people to land, ocean and spirit. Rather than a system’s ability to “bounce back”, resilience is understood as sustaining continuity across generations, preserving culture and collective wellbeing. Accordingly, resilience is cultivated through networks of kinship and communities that share responsibility for learning and survival. It is experienced as an ongoing cycle of adaptation that is deeply ecological and spiritual.

Language itself gives resilience distinct meanings in different contexts. In Arabic, several translations of “resilience” exist, each with distinct implications. The most common term, murūna (flexibility or adaptability), refers to adjusting to and coping with crises. Another widely invoked concept, sumūd (steadfastness), looks beyond survival to include resistance, dignity, liberation and the pursuit of a just future. With murūna, the focus is on whether a system can continue to function under pressure, whether or not that functioning aligns with community aspirations or meaningful educational outcomes.

Across regions, these nuances mean that resilience is often articulated through context-specific concepts rather than the term itself. In South and Southeast Asia, resilience is conveyed through a cluster of terms that emphasize coping with disruption, adaptation and the need to sustain learning under crisis conditions. In Eastern Europe, the Caucasus and Central Asia, educational resilience is more often described in terms of effectiveness, stability, adaptability, relevance, modernization, quality enhancement and sustainability.

The framing of resilience also varies by stakeholder, reflecting differing roles and priorities. In sub-Saharan Africa, national policymakers emphasize maintaining teaching and learning during crises while aligning resilience efforts with broader national agendas. Local communities and civil society organizations focus on community‑based action, resource availability and partnerships that safeguard learning at the local level. Teachers tend to define resilience as their ability to adapt pedagogical practices, manage changing learning environments, and continue teaching despite constraints.

Resilience in policy documents

Across regions, the term “resilience” is used unevenly in education policies, with more frequent references to related concepts like disaster risk management or system strengthening. It is often framed around selected components of system functioning rather than whole-system perspectives. In many contexts, individual resilience is emphasized over system-level capacities. Moreover, the term tends to appear mainly in documents produced or influenced by international development actors, who play an active role in shaping resilience agendas in both policy and practice.

In Eastern Europe, the Caucasus and Central Asia, “resilience” appears mainly in broad national development strategies: in education-specific documents, related concepts associated with crisis management and preparedness, DRR and climate adaptation are more commonly used instead. In LAC, resilience is largely absent from education laws and curricula but appears more often in education strategic plans — particularly in Caribbean countries — where it is linked to infrastructure, technology and innovation, student wellbeing and climate resilience. Across Pacific Island countries, the term is beginning to feature in education sector plans and regional frameworks such as the Pacific Regional Education Framework 2018-2030, albeit unevenly. When “resilience” appears, it is typically situated within adaptation and DRR rather than as a comprehensive education system resilience framing.

The emphasis placed on individual versus system-level resilience also varies. In LAC, resilience is more often framed around developing students’ skills for coping with shocks and disruptions. By contrast, education policies in Timor-Leste, the Philippines and Vietnam tend to reference both individual and system-level dimensions of resilience.

International development actors have played a central role in introducing resilience into policy discourse and shaping how it is operationalized, including through funding targeted areas such as DRR, emergency preparedness and school infrastructure improvement. Although this has expanded the space for resilience‑related work, it raises important questions about local ownership, cultural grounding and alignment with local priorities and practices. In the Pacific, Indigenous notions of resilience are rarely referenced by international actors, while in MENA, more local, justice‑oriented and transformative interpretations such as sumūd are overlooked.

Resilience in practice

Although the term is not always explicitly used, countries have developed a wide range of practices that align closely with resilience, shaped by lived realities and the dominant risks they face. Most of these practices focus on system strengthening, planning and responding to shocks and disruptions.

In the Pacific, recurrent natural hazards have led to school safety programs, emergency school feeding, multimodal learning, community-based contingency planning and investment in resilient infrastructure. In MENA, issues of conflict and displacement have led to measures such as double-shift schooling and digital and hybrid learning. In line with their understandings of resilience, most countries focus on practices that strengthen systems so they can withstand disruptions and ensure learning continuity and system functioning, rather than practices such as anticipation, planning, prevention and mitigation. This is the case in sub‑Saharan Africa, where education strategic plans refer to anticipation, planning, prevention and mitigation but concentrate primarily on system strengthening — such as by investing in ICT for distance learning, integrating DRR and decentralizing decision‑making to enable local action during crises.

Most existing practices tend to be reactive, addressing crises after they occur. Where forward-looking risk analytics and early warning systems exist, they are typically embedded in national DRR frameworks rather than education-specific plans. These frameworks call for continuous hazard monitoring, risk assessment that identifies vulnerable groups, and checks on infrastructure and school safety. Since the COVID-19 pandemic, many countries have placed greater emphasis on forward-looking monitoring and reporting. For instance, Saint Vincent and the Grenadines have started to promote school safety committees to strengthen preparedness. But approaches remain uneven across regions. In practice, anticipation still leans on lessons from past shocks, with initiatives centered mainly on natural hazard forecasting and preparedness. While this focus is necessary, it can overlook other significant disruptions and limit readiness for new risks emerging at greater speed and scale.

Disproportionate impacts on vulnerable learners

Vulnerable groups are disproportionately affected during disruptions, as crises amplify existing inequalities and deepen barriers to education access and retention. Across regions, policy recognition of vulnerable learners rarely translates into targeted action to address their specific challenges. Resilience efforts tend to prioritize access and continuity, without adequately addressing the needs of vulnerable learners or tackling structural barriers that drive their marginalization.

In Eastern Europe, the Caucasus and Central Asia, countries have established legal frameworks promoting inclusive education, but implementation gaps remain: materials adapted for students with disabilities are limited, qualified teachers are concentrated in urban areas, and crisis response protocols rarely explicitly address vulnerable groups. In MENA, Africa and LAC, strategic plans likewise call for inclusion and identify barriers facing marginalized populations, but lack clear measures to overcome them.

Across regions, resilience efforts tend to prioritize maintaining access to education and continuity of learning. Far less attention is given to learning quality, socio-emotional wellbeing and the underlying issues that make some students more vulnerable to disruptions. This omission risks inadvertently reinforcing inequalities. For example, in Lebanon, inclusion is often framed around the enrolment of refugees or children with disabilities — without addressing intersecting inequalities such as poverty and unequal resource distribution that disproportionately limit access among these groups.

Despite these challenges, countries are taking steps to address the needs of vulnerable groups, including during crises. Remedial programs to reintegrate out-of-school children, enhanced digital connectivity for remote learning, more accessible school infrastructure and adapted learning materials are just a few examples. Sierra Leone’s National Policy on Radical Inclusion prioritizes access to quality education for marginalized groups — particularly children with disabilities, pregnant girls, rural learners and those from low-income households — by promoting inclusive learning environments and community engagement. Kyrgyzstan and Mongolia are strengthening digital access and skills to better connect students in remote and nomadic communities.

While the risks and crises differ across regions, the impacts on vulnerable groups tend to converge. Whether due to conflict, climate extremes or economic collapse — crises compound the barriers already faced by marginalized learners.

A need for comprehensive, locally owned resilience planning

Evidence from the Observatory initiative shows that education system resilience remains an evolving concept, with understandings in different regions shaped by lived realities, local knowledge and stakeholder perspectives. These differing views of resilience can be broadly seen as a spectrum — from reactive, short-term responses that focus on coping to more proactive, anticipatory and holistic approaches that strengthen systems over the long term and reduce reliance on crisis response. Resilience can be framed around specific system components or seen as a comprehensive, whole-system approach. Understandings of its aim range from sustaining existing education systems — including their flaws — to transforming these systems by addressing the root causes of vulnerability and fragility. These different framings have important implications for how education systems are governed and supported in the era of poly-crisis.

As disruptions become more frequent, complex and interconnected, we need to move beyond a narrow focus on emergencies toward a more comprehensive systems perspective. Making this shift requires integrating resilience into long-term planning and financing, with greater investment in foresight and anticipatory approaches. Regional observatories are addressing this gap by conducting horizon scans, developing future scenarios and promoting foresight practices among stakeholders. However, many countries have limited funding to address immediate crises, let alone build toward long-term education system resilience. Any such efforts tend to rely on technical and funding support from international development actors, which can create path dependency and limit national ownership.

Moving forward, reorienting education systems will likely require innovative approaches to financing and supporting their resilience. In a world of growing and intersecting disruptions, resilience can no longer be an add-on — it must become a core capability of education systems.

About the authors

The authors of this blog post are implementing partners of the GPE KIX Observatory on Education System Resilience initiative. Details about each regional observatory and implementing partner can be found on the GPE KIX website. Author names appear in alphabetical order by last name to reflect their equal authorship.

Article originally posted on RAN

Dr John Mary Kiberu has been appointed Acting Head of the Department of Geology and Petroleum Studies at Makerere University effective 1^st July 2026.

Dr Kiberu takes over from Dr Arthur Batte who has led the Department since 1^st April 2022.

Official Handover Ceremony

The official handover ceremony, held on 10^th July 2026, was presided over by the Dean of the School of Physical Sciences, Prof. David Ssevviiri, who paid tribute to the outgoing Head for his exemplary leadership, dedication, and unwavering commitment to the advancement of the Department. Prof. Ssevviiri acknowledged Dr Batte’s invaluable contribution, sacrifices, and efforts in guiding the Department and strengthening its academic and institutional mandate during his tenure. He welcomed the incoming Head and expressed confidence in his ability to provide strategic leadership and build on the foundation established, while advancing the Department’s vision and goals.

Dr Batte’s Achievements During His Tenure

In his handover report, Dr Batte reflected on the Department’s progress over the past four years, highlighting the achievements that strengthened academic programmes, research, industry collaboration, infrastructure, and administrative systems.

Among the key accomplishments was the acquisition of modern teaching and research equipment through strategic partnerships with leading industry stakeholders. SNF contributed state-of-the-art laboratory equipment designed to simulate surfactant production processes for Enhanced Oil Recovery (EOR), significantly strengthening the Department’s capacity for hands-on training and applied research. TotalEnergies provided advanced computer workstations equipped with industry-standard geological and reservoir simulation software, enabling students and researchers to access cutting-edge tools for learning, innovation, and professional development. In addition, the Department expects to receive a well-control model from Zhongyuan Petroleum Exploration Bureau (ZPEB), which will further strengthen practical training in petroleum production processes.

Strengthening Industry Partnerships

The Department also expanded its engagement with industry by formalizing partnerships with TotalEnergies, COSL, DISKOS, and the Uganda Chamber of Energy and Minerals. These collaborations have created valuable opportunities for student internships, collaborative research, curriculum enhancement, and equipment support. Negotiations are ongoing to conclude Memoranda of Understanding with ZPEB, Dietsmann, and the Bio-Ecosystems Conservation and Development Agency, partnerships expected to further strengthen the Department’s teaching and research agenda.

Curriculum Modernization and Administrative Improvements

A major milestone during Dr Batte’s tenure was securing a USD 200,000 grant to review and modernize the Department’s undergraduate and postgraduate geology curricula. The ongoing project aims to align academic programmes with emerging technologies, industry needs, and international best practices.

On the administrative front, Dr Batte reported significant improvements in governance and academic management. The Department successfully maintained up-to-date records of meetings with no backlog of unapproved minutes, ensured the timely submission of students’ examination results, and cleared pending postgraduate proposal presentations, enabling graduate students to progress without unnecessary delays.

Dr Batte’s Message to the Incoming Head

During the handover ceremony, Dr. Batte congratulated Dr. Kiberu on his appointment and wished him success in his new role. He expressed confidence that the Department was well positioned for continued growth, with strong institutional systems, strategic partnerships, and a dedicated team ready to support the new leadership. “I am confident that under your leadership, the Department of Geology and Petroleum Studies will continue to excel and make significant contributions to Makerere University and the broader scientific community.”

He appreciated the University and College leadership, members of staff, students, and all stakeholders for the support, cooperation, and commitment they extended to him throughout his tenure as Head of Department. Dr. Batte acknowledged that the achievements realized during his leadership were a collective effort, made possible through the dedication of staff, the guidance of university leadership, and the continued collaboration of industry and institutional partners.  

Dr Kiberu’s Vision for the Department

In his remarks, Dr Kiberu expressed gratitude to the University Management, the CoNAS leadership, and the School of Physical Sciences for entrusting him with the responsibility of leading the department.

“It is a great honour and privilege to serve as Head of the Department of Geology and Petroleum Studies. Leadership in academia is not simply about administration; it is about stewardship. It is about nurturing people, advancing knowledge, safeguarding institutional values, and creating opportunities that will benefit generations of students, researchers, and society. I pledge to serve with integrity and humility, and to lead with commitment to the continued growth and success of our Department.”

Dr Kiberu paid tribute to his predecessor for his dedicated service and acknowledged the strong foundation laid during the past four years.

“Every leader inherits both achievements and challenges,” Dr Kiberu noted. “I look forward to building upon that foundation while embracing new opportunities for growth.”

He outlined a vision centred on strengthening academic programmes, advancing research and innovation, expanding partnerships with industry and international institutions, improving the student experience, embracing digital transformation, and promoting transparency, accountability, teamwork, and collegiality.

He observed that geoscience is evolving rapidly, driven by the global energy transition, the growing demand for critical minerals, climate resilience, artificial intelligence, remote sensing, and advanced geophysical technologies.

“Our responsibility is to ensure that our teaching, research, and innovation remain relevant to national priorities while meeting international standards,” he said.

Dr Kiberu pledged to provide consultative, transparent, and inclusive leadership, emphasizing that the Department’s continued success would depend on collective effort.

“I pledge to lead through consultation, fairness, integrity, openness, and service,” he said. “Together, we can build an even stronger Department that attracts talented students, outstanding researchers, meaningful partnerships, and international recognition.”

Brief about Dr John Mary Kiberu

Dr. John Mary Kiberu is a distinguished geophysicist, petroleum geoscientist, and academic leader with over two decades of experience in teaching, research, mentorship, and institutional development at Makerere University. He holds a PhD (Dr. rer. nat.) in Geophysics from the Technical University of Berlin, Germany, an MSc in Geophysics from the University of Twente, Netherlands, and a BSc in Geology and Chemistry from Makerere University. He has served in the Department of Geology and Petroleum Studies in various capacities, contributing significantly to the advancement of geoscience education, research, curriculum development, and international collaborations.

His expertise spans applied geophysics, petroleum geoscience, seismic interpretation, reservoir characterization, hydrogeophysics, and tectonic studies. Dr. Kiberu has led and participated in several nationally and internationally funded research and capacity-building initiatives, strengthening geoscience training and research at Makerere University and beyond. Through his extensive supervision of postgraduate research, publication record, and engagement with global academic partners, he has played a key role in advancing petroleum geoscience and earth science research in Uganda. His appointment to lead the Department of Geology and Petroleum Studies reflects his longstanding commitment to academic excellence, innovation, and the continued growth of the department.

View on CoNAS

_{By Damali Mukhaye}

On 9^th July 2026, the Mastercard Foundation-supported initiatives at Makerere University convened the 2^nd Partnership Development Breakfast meeting at Mestil hotel in Kampala, to review progress, share experiences, and explore opportunities to strengthen collaboration and advance education, research, innovation, and youth empowerment.

The partnership development meeting brought together Makerere University leadership, government officials, Mastercard Foundation representatives, development partners, private sector actors, and other key stakeholders to reflect on ongoing interventions and identify areas for deeper collaboration.

The engagement highlighted the progress and impact of key Mastercard Foundation initiatives at Makerere University, including the Mastercard Foundation Scholars Programme, the Africa Climate Collaborative (ACC), and the e-learning initiative, which are promoting increased access to education, research development, climate resilience, skills enhancement, and preparing young people for future opportunities.

Delivering the opening remarks, the Deputy Vice-Chancellor, Academic Affairs, Makerere University, Prof. Sarah Ssali, stated that stakeholder engagement was vital in building stronger links between the University, students, academic staff, employers, and other parties involved in shaping graduates’ futures.

“You have been chosen for a purpose because it was not just about engaging with the students and stakeholders, but also with those involved in developing knowledge products and those who train and mentor our students,” Prof. Ssali said.

She emphasised the significance of partnerships in widening access to higher education, especially for students from marginalised backgrounds, highlighting that through scholarship programmes and inclusive education initiatives, Makerere University continues to attract and support talented students who might otherwise face obstacles to university access.

Prof. Ssali acknowledged the contribution of the Mastercard Foundation Scholars Program alongside other university initiatives, including the Africa Climate Collaborative, fee waiver schemes, and Council scholarships, which offer opportunities for students—especially those from vulnerable communities and talented female learners.

“Your investment in these young people is not charity, but a shared national development priority,” she said.

She explained that Makerere University’s partnership with the Mastercard Foundation aligns with the University’s strategic aim to enhance human capital development, research, and innovation in support of national development priorities under Uganda Vision 2040 and the Fourth National Development Plan.

Prof. Ssali noted that the University has, over the years, transformed into a research-focused institution, with partnerships enabling it to address critical societal challenges.

She urged stakeholders to continue supporting young people through mentorship and guidance as they prepare for employment and entrepreneurship.

The Permanent Secretary, Ministry of Gender, Labour and Social Development, Mr Aggrey David Kibenge, praised the collaboration between Makerere University, the Mastercard Foundation, and other stakeholders, emphasising that teamwork is vital in tackling Uganda’s youth unemployment problem.

He observed that Uganda’s youthful population presents both an opportunity and a responsibility, with more than 70 per cent of the population under 30 years.

Mr Kibenge said the government alone cannot address youth unemployment and welcomed partnerships that support young people with relevant skills, employment pathways, and opportunities for entrepreneurship.

He highlighted government interventions, including the National Apprenticeship and Graduate Volunteer Programme Management Information System (NAGVPMIS), which links graduates with potential employers via a digital platform.

The platform enables young people to upload their qualifications and skills, while employers can find suitable candidates based on available opportunities.

“By digitising the matching and recruitment process, we are making the system more transparent, efficient, and merit-based,” Kibenge said.

The Permanent Secretary also emphasised the need for education institutions, employers, and the government to work together to address the skills gap affecting many graduates entering the labour market.

He noted that stronger partnerships with initiatives such as those supported by the Mastercard Foundation will help young people acquire skills that respond to changing labour market needs.

He reaffirmed the Ministry’s commitment to collaborating with the Mastercard Foundation and other partners to create more opportunities for young people to access dignified work.

Mastercard Foundation Highlights Young Africa Works Progress

Representing the Mastercard Foundation, Ms Maria Mugerwa, the Finance Lead at the Foundation, provided an update on the Young Africa Works Strategy, which seeks to enable 30 million young people, 70 per cent of them women, across Africa to access dignified and fulfilling work by 2030.

She explained that, in Uganda, the strategy aims to reach 4.3 million young people aged 18 to 35 through initiatives centred on entrepreneurship, enterprise development, education, and skills enhancement.

The strategy supports key areas, including micro, small, and medium enterprises (MSMEs), agriculture, the digital economy, creative industries, and inclusive opportunities for young people.

Ms. Mugerwa noted that the Foundation’s approach is built on partnerships that bring together universities, government, private-sector actors, and communities to create pathways for young people to transition from education to employment.

“Closing this gap will require stronger collaboration among all stakeholders, including linking universities and graduates to opportunities created under the Young Africa Works Strategy.” She said.

She emphasised that ongoing collaboration will be essential in widening access to employment opportunities, finance, markets, and entrepreneurship support for young people.

Highlights of Mastercard Foundation Initiatives at Makerere University

Mastercard Foundation Scholars Program

The Mastercard Foundation Scholars Program at Makerere University continues to transform the lives of academically talented but economically constrained young Africans by expanding access to quality university education and nurturing the next generation of transformative leaders.

In a presentation by Prof. Justine Namaalwa, the Program Director, the initiative was emphasised as a comprehensive support model that extends beyond scholarships to offer academic assistance, leadership growth, psychosocial well-being, community involvement, and pathways to dignified employment, entrepreneurship, and further education.

The Program has supported 971 Scholars and alumni, with many transitioning into formal employment, entrepreneurship, and advanced studies.

Guided by the values of listening, humility, kindness and respect, co-creation, and impact, the program promotes inclusion, belonging, and agency among young people.

Africa Climate Collaborative at Makerere University

The Program Director of the Africa Climate Collaborative, Prof. Gorettie Nabanoga, said that the programme, which kicked off in 2025, is a transformative eight-year university-wide initiative designed to empower young people and strengthen Africa’s capacity to develop inclusive, equitable, and innovative responses to climate change.

Implemented in collaboration with global and regional partners, including the University of Cambridge, the University of Cape Town, the University of Ghana, and the Association of African Universities, the Collaborative focuses on four interconnected pillars: workforce development, entrepreneurship, research and innovation, and networks, policy, and learning.

Through its workforce development pillar, ACC will expand access to quality education by providing comprehensive scholarships to 250 Master’s students and 40 PhD students, while strengthening research capacity through academic mentorship and support.

The entrepreneurship pillar will equip 500 youth not in education, employment, or training with green entrepreneurship skills, provide incubation support, and promote youth-led green innovations.

The Collaborative will also establish a Climate Resilience Support Centre to drive interdisciplinary research and innovation while fostering partnerships, policy dialogues, and knowledge exchange to support climate-resilient communities.

e-Learning Initiative Phase II

In a presentation by Prof. Paul Birevu Muyinda, Director of the Institute of Open, Distance and eLearning (IODeL) at Makerere University, the progress and future direction of the Mastercard Foundation e-Learning Initiative Phase II were highlighted.

Building on the successful completion of Phase I in December 2024, Makerere University secured participation in the second phase, which aims to accelerate digital transformation and strengthen inclusive, learner-centred, and scalable e-learning systems across the institution.

The initiative seeks to enhance access to quality digital education by developing 10 fully online academic programmes and 10 micro-credentials by 2030. It will also establish integrated digital learner support services, strengthen digital infrastructure, and promote digitally empowered leadership and governance within the University.

A key component of the initiative is building institutional capacity in learning design and technology.

Since January 2026, 35 Makerere University staff members have been undertaking graduate-level training at Arizona State University, with 13 pursuing Master’s programmes and 22 enrolled for graduate certificates in Learning Design and Technology.

Through strategic partnerships and innovation, the initiative will position Makerere University as a leader in digital education, expand opportunities for inclusive learning, and strengthen resilience in higher education.

The second stakeholder engagement session concluded with several stakeholders, including DFCU Bank, the Uganda Manufacturers Association (UMA), the Private Sector Foundation Uganda (PSFU), and Finn Church Aid, among others, committing to building stronger pathways that will enable students and graduates to contribute meaningfully to Uganda’s social and economic transformation.

Damali Mukhaye is the Communication, Public Relations, and Branding Officer for Africa Climate Collaborative at Makerere University.