General
Maths teachers urged to adopt modern methods of teaching to enhance students’ abilities
The Director for Education Standards in the Ministry of Education and Sports Dr. Kedress Turyagyenda, has urged mathematics teachers and trainers to adopt the recently developed technologies of teaching to enhance students’ abilities of learning mathematics. This was at the closing ceremony of the 10 days residential training of primary and secondary Mathematics teachers from Uganda, Rwanda, Kenya and Tanzania; held on 11th January 2019 at Makerere University.
The 10-day residential course that officially kicked off on 2nd and ended on 11th January 2019, was conducted by the African Institute for Mathematical Sciences (AIMSSEC). Organized and funded by Dr. Margaret Babirye Lwebuga Project in partnership with Makerere University, the training will be followed by a 3-months distance learning course that will introduce participants to a teaching methodology that prepares young people with the knowledge, understanding and skills needed to thrive in the 21st century.
The training will also support and empower teachers who are working in remote rural areas and schools in disadvantaged communities, and give them free teaching resources that they can share with other teachers.
Representing Mr. Alex Kakooza, the Permanent Secretary Ministry of Education and Sports, Dr. Kedress Turyagyenda encouraged teachers to identify and understand the potential gaps that exist in the field of Science, Technology, Engineering and Mathematics (STEM) for their students to understand the modern mathematical context.
“Pupils should be given the opportunities to apply skills, knowledge and understanding from the programmes of study of other subjects. With the modern skills, knowledge and equipment you have obtained through this program, go back and be practical. Apply the principal of excellence. Whatever your task is at work, do it with all your heart and be faithful to your work,” she said.
She commended the teachers for dedicating their time to not only develop their professions but also change the lives of million pupils in the region. “Technology is evolving so fast, we therefore need to equip ourselves with the needed knowledge and skill to meet the required 21st century demands. In life there is need to learn, unlearn and relearn. Science and technologies are the key pillars of our education system and the purpose is to give every child these pillars,” she said.
She commended Dr. Margaret Babirye Lwebuga, Dr. Marjorie Batchelor and the families when she said, “through your generous support, you are professionally developing the mathematics sector of Uganda and the region.”
In the same spirit, she appreciated the trainers for dedicating their life and finances to impact millions of children by training their teachers.
Dr. Turyagyenda acknowledged the government’s efforts to improve the science teaching and learning environment in the country.
“The vision of Ministry of Education and Sports is to provide Quality and appropriate Education and Sports services, for all. It is against this vision that Uganda became the first country to implement Universal Primary Education and Universal Secondary Education. We believe that every child matter and can survive if given a suitable environment where he/she is appreciated and given equal opportunities,” said the Director
According to the Chancellor of Makerere University Prof. Ezra Suruma, a solid foundation in mathematics is an essential skill for students. To him, Mathematics is the ‘queen of science and the language of nature’.
“ On many occasions, mathematics as a subject has been considered to be very difficult. I would say, mathematics is an essential subject everyone in school must take,” he said.
“Nevertheless, mathematics is so essential to other disciplines such as economics, social sciences, and humanities hence being called ‘the universal language’. As a Professor of Economics, I have interfaced with so many areas in my field that need the mathematical knowledge,” the Chancellor added.
He thanked participants for dedicating time to attend the intensive residential course and also appreciated the trainers for investing in an African child. “When engaging in such programs we should also be sure that the multiplier effect of training trainers is very important,” he stated.
Toni Beardon, the Founder and Chairperson of the African Institute for Mathematical Sciences (AIMSSEC) expressed the team’s commitment to eradicate poverty by providing better education services to African children.
Participants were presented with certificates of completion of the course. On the same occasion Dr. Margaret Babirye Lwebuga was honored for her tremendous support towards the development Uganda’s education sector.
In an exclusive interview with the Makerere University Public Relations team, the Head, Department of Agricultural and Bio Systems Engineering at Makerere University Prof. Noble Banadda, spoke about Dr. Margaret Babirye Lwebuga as an exceptional lady with a generous heart. Through her profession path as a mathematics teacher, Dr. Margaret Babirye Lwebuga has embarked on improving the quality of teaching and learning of mathematics in Uganda and East Africa at large.
On behalf of the participants Ms. Mirembe Agnes a secondary school Mathematics teacher thanked Dr. Margaret Babirye Lwebuga and the team from the African Institute for Mathematical Sciences (AIMSSEC) for the constructive knowledge. According to Ms. Mirembe, participants were introduced to ways of improving the quality of teaching mathematics, developing the pedagogical training for mathematics learners and ways of accessing modern teaching equipment.
“All participants have been enrolled to AIMSSEC platforms to access modern teaching equipment and software to teach mathematics in an interesting way. We promise to put what you have taught us into practice,” she said.
AIMSSEC is the Schools Enrichment Centre (SEC) of AIMS (African Institute for Mathematical Sciences) established in 2003 in Muizenberg, South Africa as part of the AIMS Network. The objective of AIMSSEC is to play a key role in the extension of educational opportunities for disadvantaged communities in Africa and to raise standards by improving the quality of the teaching and learning of mathematics.
Article by Mak Public Relations Office.
General
Hands-On RIMS Training Equips Makerere University College Registrars to Power Graduate Success and Research Excellence
By Moses Lutaaya
Kampala, April 10, 2026 — College Registrars and Senior IT Technicians at Makerere University have undergone intensive, hands-on training in the Research Information Management System (RIMS), in a move aimed at strengthening graduate training, improving completion rates, and advancing the university’s research agenda.
The training, held on Friday at the CFT 2 Building, Lecture Room 4.1 Computer Lab, brought together key custodians of academic records to gain practical skills in using the system that university leadership says will transform graduate education management.
In his opening remarks, the Director of Graduate Training, Julius Kikooma, underscored the strategic importance of RIMS, linking it directly to the university’s long-standing challenges in tracking graduate students and supporting research progression.
“Graduate training is central to the research mission of this university,” Prof. Kikooma told participants. “Yet for years, we have struggled to answer simple but critical questions, where exactly are our graduate students in their academic journey, and why are many not completing on time?”
He pointed out that the issue has consistently drawn concern from top university leadership, including Council, particularly as Makerere rolls out its new five-year strategic plan. “One of the key priorities identified is improving graduate completion rates,” he said. “But we cannot improve what we cannot measure.”
Prof. Kikooma explained that unlike undergraduate programmes, graduate studies are largely research-driven and therefore more complex to monitor. “The research component of graduate programmes has not been adequately captured in any system,” he noted. “That is why it has been difficult to track progress, supervise effectively, and provide accurate reports.”
Positioning RIMS as a transformative solution, he emphasized its role in bridging this gap. “RIMS is not just a system, it is the backbone of how we are going to support graduate students and research going forward,” he said. “With it, we can track every stage, from concept development to proposal, to thesis completion in real time.”
He stressed that the system will enhance both efficiency and accountability across the university. “This is the tool that will enable us to confidently assure Council and management that we know the status of every graduate student at any given time,” he said.
However, Prof. Kikooma made it clear that the success of RIMS depends heavily on the commitment of college registrars. “You are the custodians of graduate records. You are central to this process,” he said. “If RIMS succeeds, it will be because of your efforts. If it fails, it will be because you did not play your part.”
He revealed that registrars will now form part of the steering committees overseeing the full implementation of RIMS across university units. “You are not just users of this system, you are its drivers at the college level,” he emphasized.
Calling for seriousness and full participation, Prof. Kikooma set clear expectations for the training. “No one should leave this room without knowing how to use RIMS in their daily work,” he said. “You must understand the kind of data required, the information on students, supervisors, and every stage of the research process.”
He added that incomplete data has already limited the system’s effectiveness in some units. “Graduate students are already on the system, but some of the critical information is missing,” he noted. “That gap must be closed by you.”
In his technical presentation, Juma Katongole, the Manager Information Systems, highlighted the limitations of existing systems and how RIMS is designed to address them.
“We can only produce accurate statistics for students on coursework,” he said. “But we cannot tell how many graduate students are at proposal level, concept level, or thesis level. That is a major gap.”
He explained that RIMS will provide comprehensive, real-time tracking of graduate students throughout their academic journey. “This system will enable us to produce accurate reports of which student is where,” Katongole said. “It will help us identify delays and take action.”
On the issue of prolonged completion times, he added, “With reliable data, we can see where students are getting stuck and introduce administrative or strategic measures to address those bottlenecks.”
Describing the system as a turning point, Katongole noted, “We are moving towards having valid statistical information at our fingertips, which is critical for a research-led institution.”
From the administrative perspective, Eleanor Nandutu, Senior Assistant Registrar from MISR, welcomed the initiative, describing it as a practical solution to long-standing inefficiencies.
“RIMS will ease the tracking process and help us know exactly where each student is and how long they take at each stage,” she said. “It will also help us understand where the challenges are and how to better support students.”
She emphasized that the system will improve completion rates by identifying bottlenecks early. “We shall be able to see where we are stuck and take corrective action in time,” she noted.
Addressing concerns about possible conflict of interest between supervisors and students, Nandutu clarified that the system is designed to enhance transparency, not create tension. “This is about ensuring that processes are followed and that students succeed,” she said. “It brings everyone, administrators, supervisors, and coordinators onto one platform.”
She added that the system will even improve interaction between students and supervisors. “It will make follow-ups easier and ensure timely feedback, which is critical for research progress,” she said.
As the university intensifies efforts to strengthen its research output and graduate training, the hands-on RIMS training marks a significant step toward a more efficient, transparent, and data-driven academic environment, one that leaders believe will finally address the long-standing challenge of delayed graduate completion.
Pupils, parents and authorities at Bwera Primary School in Kabale District were filled with joy as the Mastercard Foundation Scholars Program at Makerere University, in partnership with dfcu Bank, handed over a four-classroom block to the school.
Speaking during the commissioning ceremony, one of the parents, Saison Tumukuratire, expressed gratitude for the support.
“We thank God for this gesture. Our children can now attend classes without interruptions caused by rain. Previously, whenever it rained, lessons would stop. The old building was on the verge of collapsing, had no windows, and the floor was dusty,” she said.
Uganda has made significant progress in expanding access to education through Universal Primary Education (UPE); bringing millions of children into school. However, in hard-to-reach communities, physical access and the quality of learning environments continue to shape how effectively that opportunity translates into consistent attendance and meaningful outcomes.
Bwera Primary School, a government-aided institution located in the remote and hard to reach village in Kahama Sub-County, has an enrollment of 275 pupils. For decades, the school has faced significant challenges related to access and infrastructure.
With no road access and limited infrastructure, the school has long struggled to provide a conducive environment for learning. Efforts to improve facilities have often been constrained by high transportation costs and logistical barriers; with some contractors previously declining to take on construction work due to the difficulty of accessing the site.
“The school structures are not sufficient for our learners, and we do not have a single staff house. We are deeply grateful to the Mastercard Foundation Scholars Program and dfcu Bank for coming to our rescue after the school’s plight was highlighted in the media,” Edson Bikorwomuhangi, the headteacher, said.
On Wednesday, April 1, 2026, the Mastercard Foundation Scholars Program at Makerere University and dfcu Bank officially handed over the new facilities. These include a four-classroom block equipped with 60 bench desks, a four-stance modern pit latrine, and a 10,000-litre rainwater harvesting system.
The new infrastructure is expected to significantly improve the learning environment and support better educational outcomes for the pupils.
Since 2014, Mastercard Foundation Scholars at Makerere University and alumni have contributed to communities across Uganda by constructing classrooms, providing clean water and supporting vulnerable communities.
Speaking at the event, Mr. Nelson Dumba, the Chairperson of the Scholars giveback Committee, noted that the event was not about commissioning structures, it is about celebrating impact, partnership and the power of giving back.
“As scholars we are deeply aware that we are beneficiaries of opportunity, and because we have been given a chance, we carry a responsibility to extend that opportunity to others and contribute meaningfully to the communities that shape us,” Mr. Dumba, said.
Mr. Dumba called upon the Bwera community to take ownership, protect the property, and ensure that it continues to serve generations to come.
“To the pupils of Bwera Primary, this investment is for you, use it well, take care of it and believe in your dreams. You are capable of achieving better outcomes,” Mr. Ddumba, said.
One of the central pillar of the Scholars Program is community service and giveback, grounded in the belief that leadership is best demonstrated through service to others.The Scholars Program is not only about access to education, it is about transformation and impact.
In her speech, Ms. Jolly Okumu, the Program Operation Lead of the Mastercard Foundation Scholars Program at Makerere University, noted that through mentorship and structured engagement, Mastercard Foundation Scholars are encouraged to initiate community-driven projects, improve livelihoods, promote inclusion and foster sustainable development.
“Today is not just about handing over infrastructure, it is a celebration of partnership, shared purpose and our collective commitment to improving learning environment for young people. It reflects our belief that when institutions and communities come together, we can create lasting impact and open up greater possibilities for the next generation,” Ms Okumu, said.
Ms Okumu extended special appreciation to the Jane Goodall Institute for providing a 10,000 litre water tank and dfcu Bank for a financial contribution of UGX 20Million used to renovate two classrooms and purchase desks.
“As we officially hand over this project, we hope these improved facilities will provide a safe environment and a space conducive for learning. Our Scholars are not just beneficiaries, they are committed to building a stronger and more inclusive communities,” Ms. Okumu, noted.
Speaking on behalf of dfcu Bank, Ms Helena Mayanja, the Head of Corporate Affairs and Sustainability, noted that the giveback project reflects the Bank’s commitment to elevate education, financial literacy and health in intended communities.
“The journey to the school itself reflects the realities these children face every day. Improving infrastructure in such communities is essential to ensuring that access to education translates into real learning outcomes,” she said.
dfcu Bank has various partnerships and programs targeting vulnerable and hard to reach communities which are aimed at elevating financial literacy, health and education.
Kabale District Education Officer, Mr. Moses Tumwijukye Bwengye welcomed the development, noting that previous efforts to upgrade the school had failed due to inaccessibility.
“We thank our partners for renovating this classroom, with these projects, results are going to change because now the learning is conducive. Before contractors were unable to take on the work because of the terrain. Partnerships like this are important in unlocking development in hard-to-reach communities and improving education outcomes,” Mr. Tumwijukye, said.
Parents speak out
Evidence Tumwebaza, who has a child in Primary One noted that the infrastructures are going to help them improve the school’s sanitation.
“The tank is big and I am happy that my child will now study in a conducive environment and will have clean water for drinking,” Tumwebaza, said.
Ann Turyasima, a parent and former pupil said that the project is going to help pupils to stop carrying water from a long distance.
“These pupils have been moving from down the valley to go and fetch water for the school but now everything is here. They can now concentrate in school.”
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