General
NCHE Commends Mak’s Readiness to Implement Emergency ODeL
A team from the National Council for Higher Education (NCHE) on Wednesday 2nd September 2020 visited Makerere University to ascertain the institution’s readiness to undertake emergency Open, Distance and e-Learning (ODeL). The inspection followed guidelines for adoption of emergency ODeL during the COVID-19 lockdown issued by NCHE to Higher Education Institutions (HEI) on 3rd July 2020.
Makerere in response appointed an E-Learning Fast Tracking Taskforce led by Assoc. Prof. Paul Birevu Muyinda, which prepared and submitted a proposal to NCHE on 25th August 2020. Other members of the taskforce are; Prof. Jessica Aguti-Director Institute of Open, Distance and e-Learning (IODeL), Prof. Fred Masagazi Masaazi-Principal College of Education and External Studies (CEES), Assoc. Prof. Gilbert Maiga, Assoc. Prof. Engineer Bainomugisha and Dr. Evelyn Kahiigi from the College of Computing and Information Sciences (CoCIS), Mr. Samuel Mugabi-Director Directorate for ICT Support (DICTS) as well as Mr. Richard Kajumbula and Mr. Godfrey Mayende from IODeL.
The NCHE Team led by Dr. Andogah Geoffrey, Dean Faculty of Technoscience Muni University also had Dr. Robert Ayine, NCHE’s Senior Higher Education Officer Quality Assurance as the other member.
Welcoming the inspection team, Members of Management, staff in the Main Hall as well as participants on ZOOM, the Vice Chancellor Prof. Barnabas Nawangwe expressed Makerere University’s eagerness to implement emergency ODeL, given its over 20-year experience with Distance Learning. The first phase of the African Virtual University (AVU) was launched at Makerere University in 1997. AVU was a distance education project funded by the World Bank to deliver university education in the sub-Saharan Africa countries of Ethiopia, Ghana, Kenya, Namibia, Tanzania, Uganda, and Zimbabwe.
“Our strategic plan 2020-2030 puts emphasis on ODeL because we know that for one, there is going to be an increased demand for higher education in the region which cannot be met by the conventional teaching methods and secondly it prioritises learner-centred pedagogy where the student takes lead and the instructor simply facilitates the learning process” remarked the Vice Chancellor.
Prof. Nawangwe shared with the inspection team that Makerere University has the best ICT infrastructure outside South Africa. This was reiterated in the Director DICTS’ presentation wherein he showed that; Makerere has 32km of fibre optic cable network linking every building to the Network Operations Centre (NOC), 2,200Mbps of bandwidth at a subsidized cost from the Research and Education Network for Uganda (RENU), an Incident Response System where the student and staff community can log tickets for ICT-related issues among other amenities.
With reference to Library resources available to support ODeL, the Vice Chancellor said “With approximately 12million electronic journal titles available to our users, we have the largest consumption in Africa.” This was expounded upon by the University Librarian, Assoc. Prof. Helen Byamugisha and her team’s presentation to NCHE when the inspectors made a brief stopover at the Main Library.
The team consisting of Deputy University Librarian-Assoc. Prof. Ruth Nalumaga, E-Resources National Coordinator-Ms. Caroline Kobusingye and Systems Administrator-Mr. Timothy Sentamu shared that the Library has; 49 subject/discipline-specific databases, over 240,000 e-Book titles and 7,792 digitized materials accessible. Furthermore, that the Library’s Online Public Catalogue print collection has; 258,900 books, 16,402 archives, 11,698 serials and 4,980 e-Books available to users. The Library relies on EzProxy; a remote access tool, to enable off-campus users access electronic resources, especially during the COVID-19 lockdown. These resources and more are accessible to staff, students and members of the public provided that they are registered with the University Library.
To further emphasize Mak’s readiness, Prof. Nawangwe shared that the University is a leading partner of international ODeL consortia such as EPICA. “Most recently, we partnered with UNESCO-ICHEI to inaugurate the International Institute of Online Education so as to train our staff in e-Learning technologies and I am happy to report that several members of staff have benefited.
Additionally, Prof. Jessica Aguti, our Director Institute of Open, Distance and e-Learning spent three years (April 2014 to April 2017) as an Education Specialist at the Commonwealth of Learning in Vancouver, Canada and brings vast experience to our efforts to continue implementing ODeL at Makerere.”
The Vice Chancellor concluded his remarks by reassuring NCHE that the institution has put in place several measures to ensure that no student is left behind in the implementation of emergency ODeL. He reported that Makerere University had during the lockdown managed to secure zero-rate access to its e-Learning and other platforms from Africell, Airtel and MTN and would continue to negotiate for similar enablers of ODeL from the telecommunication companies.
In his presentation of Mak’s Readiness for the ODeL System, the Deputy Vice Chancellor in charge of Academic Affairs (DVCAA), Assoc. Prof. Umar Kakumba guaranteed the inspectors that the university would in addition to existing resources on MUELE utilize tools such as social media and facilities such as the upcountry learning centres to ensure that the emergency ODeL roll-out is comprehensive. In terms of staff readiness, he shared that over 500 staff had been trained by IODeL in developing and setting up course material on the Makerere University E-Learning Environment (MUELE).
The staff training also covered maximizing the benefits of working with ZOOM to conduct synchronous/live classes. As part of the presentations, the inspectors in a live demonstration joined an ongoing IODeL training session for teams at the College of Business and Management Sciences (CoBAMS). Trainees were then asked to take part in an exercise that gauges active participation and understanding of the concepts being taught. The inspectors and audience in the Main Hall were then able to watch in real-time using another tool called MENTEE as feedback from the class came forth and formed a word cloud with the most frequent responses dominating in size. This feedback, said the IODeL team, can then be used by the instructor to analyse the level of participation by learners and gauge which concepts need further explanation.
The DVCAA in his presentation equally noted that whereas learning materials and facilities required to implement emergency ODeL were in place, work still needs to be done to improve the attitude and motivation of students to access existing electronic resources. One of the July 2020 NCHE guidelines required Mak to undertake a survey to determine students’ willingness to participate in emergency ODeL. Presenting results from that survey, the Director Quality Assurance-Dr. Vincent Ssembatya demonstrated that the majority (64.11%) of the students who took part in the survey were willing to continue under emergency ODeL.
“What surprised us about these results was that at 71.84%, the first year students demonstrated the highest willingness to continue studying under emergency ODeL, compared to their colleagues in final year” remarked Dr. Ssembatya.
An analysis of the reasons for students’ unwillingness to continue under emergency ODeL revealed mobile data as the most dominant. Further investigation of the mobile data reason using NVivo – a qualitative data analysis tool –revealed expensive data bundles as the foremost challenge. Other reasons cited by students for their unwillingness included the practical nature of particular courses and the short period left to the conclusion of their academic programmes.
Outlining the six-week roadmap for completion of the academic year in the event of re-opening under emergency ODeL, the DVCAA said “the immediate strategy is to complete the theoretical part of the syllabus and for the practical sessions, units will group students into cohorts of 15-20 per session so as to fit within the COVID-19 Standard Operating Procedures (SOPs) for social distancing. Exams will then be conducted in the last two or three weeks of the period.”
In addition to the Main Library, the inspection team was taken on a tour of the new multimedia studio on Level 4 of the Central Teaching Facility 1 (CTF1) where instructors can record teaching material using state-of-the-art aids in a soundproof environment. They thereafter visited CoCIS where the Principal, Prof. Tonny Oyana took them on a guided tour of the e-Learning Centre as well as the Smart Classroom – the first installation in Uganda. Upon completion, the 50-seater Smart Classroom will make use of a combination of Artificial Intelligence (AI) and Natural Language Processing (NLP) in particular to analyse students’ learning patterns and abilities and come up with new models of instruction unique to each learner.
The team concluded its inspection of facilities with a visit to the DICTS NOC for a guided tour of the core ICT infrastructure that hosts the e-Learning as well as other university services. A debrief session was held at the Guest House, where inspectors expressed satisfaction with Makerere University’s demonstration of readiness to resume teaching and learning under emergency ODeL.
“I thank Makerere University for taking leadership in this exciting new phase of implementing emergency ODeL. You have demonstrated your readiness and I think all other Higher Education Institutions will emulate you” remarked Dr. Andogah the inspection Team Leader.
He added that it was the simple but equally impressive installations like the Touchless Handwashing Kit (TW-20) at the entrance to the Main Building that demonstrated Makerere University’s ability to innovate and cater to the wellbeing of members of its community.
Dr. Ayine on his part applauded Makerere University as the leading institution for taking the initiative to promote Distance Education and ODeL even before the advent of COVID-19. He shared that the average national tertiary gross enrolment stands at less than 10% and one of the roles of Makerere University is to increase access to higher education.
He concluded by asking the leadership to ensure that in addition to maintaining infrastructure, instructors and facilitators are supported to monitor the participation and progression of learners on MUELE. To help achieve this, IODeL has developed a training schedule for systems administrators and ICT staff at college level to ensure that they will be able to support the different user needs.
Please see the links below for the day’s presentations
Article by Public Relations Office
General
Makerere University Writing Centre trains first cohort of staff on professional minute writing
By Christopher Kaahwa and Ritah Namisango
On 6th November 2025, the Makerere University Writing Centre (MakWC) held a training workshop aimed at enhancing professional writing skills among University staff.
Focusing on official documentation and record keeping, the training, hosted at the School of Business Conference Hall, attracted participants from different University units, including Assistant Administrative Officers and Assistant Academic Registrars. This marked the first cohort of trainees to benefit from the program, which covered topics such as the fundamentals and responsibilities of a minute taker, writing techniques, policy and legal considerations, e-meeting platforms, and the ethical use of Artificial Intelligence (AI).
In her opening remarks, Mrs. Patience Rubabinda Mushengyezi, the Deputy Academic Registrar, who represented the Academic Registrar, Professor Buyinza Mukadasi, commended the Writing Centre for championing the growth of writing skills across the University. “I want to thank the team from the Writing Centre for considering the Academic Registrar’s Department. Writing is central to everything that we do – from keeping accurate minutes to communicating decisions. This training will greatly improve our writing skills,” she said.
Mrs. Mushengyezi emphasized that official records, especially minutes, must be accurate, ethical, and well-structured. She reminded participants that minutes are not mere summaries, but legal and public documents that can serve as evidence in administrative or legal matters. “When we write minutes, we must remember they represent official proceedings and can be used in courts of law. This calls for professionalism, clarity, and ethical responsibility in your daily work,” she stated.
Speaking during the workshop, Professor Fredrick Jones Muyodi, the Team Leader, Makerere University Writing Centre (MakWC), explained that the Centre is pivoted to support the University’s strategic goal of becoming a research-led institution by 2030. Established and institutionalized in 2025 by the University Senate and Council, the Centre operates under the Directorate of Research, Innovations, and Partnerships (DRIP).
Professor Muyodi shared that the Centre has developed a comprehensive training and mentorship program to build writing skills across the University and beyond. The program will involve experts and mentors experienced in writing, collaborative research, and publication. It will use a hybrid approach, combining traditional teaching with online learning, case studies, and hands-on practice.
He also revealed that the Centre will offer short courses, lasting up to two weeks, in key areas such as academic, technical and scientific writing, editing and proofreading, policy brief and report writing, writing for community engagement, professional writing for administrators, and publishing. “These courses will strengthen the writing capacity of both staff and students while promoting research translation and effective communication,” he said.
On behalf of the Writing Center, Professor Ronald Bisaso commended the support from the Directorate of Human Resource and the Academic Registrar’ department for the identification of capacity development gaps, that provided the basis for the choice of topics and training facilitators.
During her presentation on the Fundamentals and Roles of a Minute Taker, Mrs. Mushengyezi underscored the importance of understanding institutional structures and governing frameworks before taking on the role of writing minutes. She explained that Makerere University’s governance system – from the University Council and Senate down to College Boards and departmental committees, operates under clear mandates, which minute writers must understand to accurately record proceedings.
She noted that effective minute writing begins with proper preparation, which includes knowing the committee composition, consulting the Chairperson about meeting details, and ensuring members receive timely notices and agendas. She advised participants to differentiate between regular, special, and emergency meetings, as each requires a unique approach to documentation. Drawing from experience, she encouraged participants to arrive early for meetings, verify meeting logistics, and carry official record books to ensure accuracy. “A well-prepared minute writer, not only captures discussions accurately, but also upholds the credibility of the meeting,” she remarked.
Mrs. Proscovia Nakayiki, Acting Deputy Academic Registrar (Examinations and Transcripts), led a session on Writing Techniques. During the session, she emphasized that minutes are vital for accountability, serve as a record for future reference, and inform those who missed meetings. “Well-written minutes should tell a clear, flowing story that remains meaningful even years later,” she said.
Ms. Nakayiki stressed that minute writing requires preparation and structure. She advised secretaries to be familiar with the meeting type and agenda, list all attendees and absentees, clearly summarize discussions, and outline action points. She also encouraged the use of templates, testing of recording devices beforehand, and remaining attentive during meetings to capture key decisions accurately.
Presenting on Policy and Legal Frameworks for Minute Writing, Ms. Esther Kabinga, Principal Legal Officer discussed the laws and policies that govern record keeping in Uganda. She noted that minutes are crucial for transparency and accountability, citing laws such as the Companies Act (2012), Public Finance Management Act (2015), and Access to Information Act. She also referenced some of Makerere University policies, including the Record Keeping Policy, Academic Records Management Policy (2022), and Communications Policy (2013). “Proper documentation protects both the institution and the individuals involved in decision-making,” she emphasized.
Discussing the Ethical and Responsible Use of Artificial Intelligence (AI), Prof. Paul Birevu Muyinda, Director of the Institute of Open, Distance and e-Learning, noted that AI has become part of everyday life. He commended Makerere University for adopting an official AI policy that promotes its ethical, inclusive, and responsible use in teaching, research, administration, and innovation. He urged participants to use AI as a supportive tool, combining it with human judgment and creativity while writing.
Building on to the aforementioned presentation, Dr. Godfrey Mayende, the Head, Department of Distance Learning and Deputy Director at the Institute of Open, Distance and eLearning, highlighted the role of digital platforms such as Zoom, Microsoft Teams, Google Meet, and WebEx in improving meeting efficiency and documentation. He pointed out that these platforms provide useful features like recording, transcription, and chat functions that make meetings more interactive and inclusive. “Familiarity with these tools enhances accountability and ensures that discussions are well-documented and easy to retrieve,” he advised.
Writers: Ritah Namisango is a Principal Communication Officer at Makerere University. Christopher Kaahwa contributed to this article as a Volunteer. Christopher Kaahwa is a Graduate of Makerere University-Bachelor of Journalism and Communication.
General
Meet Sedrick Nuwagaba, a Mastercard Foundation Scholars Program Alumni Contributing to Uganda’s Oil & Gas Industry
Sedrick Nuwagaba, a 35-year-old petroleum engineer, is actively contributing his expertise to the Petroleum Authority of Uganda, which regulates the oil and gas sector. He obtained his Bachelor of Science in Petroleum Geoscience and Production from Makerere University in 2021, an opportunity he accessed through the Mastercard Foundation Scholars Program. Sedrick’s educational qualifications and professional responsibilities exemplify his commitment to advancing Uganda’s oil and gas sector.
Who is Sedrick Nuwagaba?
Sedrick was born on February 1, 1990, in Kashari, located within the Mbarara district of Western Uganda. He spent his early childhood in a large family, where he faced many challenges that shaped his resilient character. By the age of 14, Sedrick had become the primary breadwinner for his immediate family, comprising his mother and two sisters. His unwavering commitment to their well-being remains evident to this day.
To support his family during these formative years, Sedrick took on a variety of jobs in his community. These early experiences cultivated in him resilience and tenacity, qualities that have significantly contributed to his success as a petroleum engineer.
Following these family challenges, Sedrick and his immediate family relocated from Kashari to a new area in what is now Lyantonde district, where they continue to reside. His journey not only reflects personal growth but also underscores a steadfast commitment to uplifting those around him.
Early Education
The implementation of Universal Primary Education (UPE) in Uganda in 1997 was a pivotal development for Sedrick, facilitating his enrollment at St. Martin Lyantonde Primary School at the age of seven, which was conveniently located near his residence. Sedrick expresses deep appreciation for this initiative, commenting, “Without UPE, I might not have had the opportunity to pursue my education. It truly opened the door for me to attend school and engage in learning.” Despite confronting considerable challenges, including a lack of necessities such as food, Sedrick distinguished himself academically. He achieved top candidate status among UPE schools in his district, earning an impressive seven aggregates in the Primary Leaving Examinations—a remarkable accomplishment given the adversities he faced.
Pursuing Secondary Education
Sedrick faced significant challenges after earning 7 points in the Primary Leaving Examinations, as he was unable to secure a bursary. At that time, alternative arrangements for Universal Secondary Education were limited, which made it difficult for him to continue his education. However, demonstrating remarkable resilience, Sedrick sought work at 14 to fund his secondary education. Through his determination and resourcefulness, he enrolled at Victoria Western College, a small private school in his area, where he attended for three years, reaching Form 3.
Although financial barriers hindered his progress to Form 4, Sedrick’s journey shows his dedication to education and his ability to overcome adversity. Fortunately, his elder half-brother, a businessman in the neighbouring town of Mbarara, reached out and helped him enrol in Form 4 at Kashari Secondary School in Mbarara in 2007.
Embarking on a Journey to Iraq in Search of Opportunity
In 2008, facing difficulties in pursuing his education, Sedrick made the brave decision to take up a security job during the conflict in Iraq between 2003 and 2011. At that time, many young Ugandans were recruited to provide buffer security support to the U.S. military in Iraq. During his time in Iraq, Sedrick not only earned a stable income to support his family but also cared for his mother and funded his two sisters’ education, ultimately improving their lives. Unfortunately, his contract ended in 2010, and he had to return to Uganda to write the next chapter of his life.
Joining the Mastercard Foundation Scholars Program at Makerere University
Upon returning to Uganda after his experience in the Iraq War, Sedrick recognised that education was the key to transforming his life. With a determined mindset, he committed himself to his studies, understanding the long-lasting impact they could have on his future. Thanks to his perseverance and the relationships he had built, Sedrick obtained a bursary from a religious organisation, enabling him to resume his high school education six years after his last time in school.
In 2015, he completed his high school education at Namirembe Hillside, where he studied Physics, Mathematics, and Chemistry. With 15 points in his final exams, he was admitted to the Bachelor of Science in Petroleum Geoscience and Production program, supported by the Mastercard Foundation Scholars Program at Makerere University.
“Participating in the Mastercard Foundation Scholars Program at Makerere University significantly changed my life. For the first time, I was free from the constant worries about necessities like food and shelter. The Mastercard Foundation Scholars Program provided me with a supportive environment that allowed me to focus on my education and personal growth,” Sedrick shared.
Life After Makerere University
In 2020, after graduating, Sedrick had the opportunity to intern at the Uganda National Oil Company (UNOC) in the Reservoir Engineering section. During his internship, he demonstrated exceptional dedication and expertise in the oil and gas sector. His performance led to his promotion to a Graduate Trainee, which provided him with valuable experiential learning and expanded his exposure within the industry. This experience ultimately paved the way for his recruitment as a Petroleum Engineer at the Petroleum Authority of Uganda, where he now contributes to the regulation of petroleum exploration activities in the country.
Impact on the Community
Upon graduating from university, Sedrick took a proactive approach that set him apart from his peers. He launched Kleanerman, a social venture project designed to have a positive impact on his community. This initiative provides valuable short-term, on-demand domestic services—such as home cleaning, laundry, and babysitting—catering to the needs of busy city residents. Through Kleanerman, Sedrick has successfully created employment opportunities for several young men and women in his community of Kanyanya, fostering both economic growth and personal development.
Due to his own challenges during his educational journey, he has developed a deep commitment to helping other young people facing difficulties with school expenses. To date, he has successfully supported seven young individuals in his Lyantonde community, guiding them from primary through secondary education. His long-term goal is to establish a charitable organisation dedicated to providing young people facing barriers to education with the resources they need to access quality education.
Looking into the Future
Sedrick is dedicated to making a meaningful impact in Uganda’s oil and gas sector. He, along with his colleagues, is focused on ensuring that Uganda achieves its inaugural oil production by 2026.
“Each day, our collective efforts are directed toward successfully introducing Uganda’s first oil into the market by the end of 2026, and expanding the country’s petroleum resource base by discovering more oil reserves,” Sedrick states with evident pride. He is also committed to advancing his career in the oil and gas industry. From his earnings, he has enrolled for a Master’s degree in Petroleum Geosciences at Makerere University to deepen his skills and expertise in the sector.
Message to his fellow young people
Sedrick urges the current Mastercard Foundation Scholars enrolled in the Mastercard Foundation Scholars Program at Makerere University, as well as those at other universities, to make the most of the support provided by the Mastercard Foundation Scholars Program. He emphasises the importance of engaging in capacity-building sessions, skill development programs, mentorship opportunities, and psychosocial support. Sedrick asserts that this comprehensive support framework has been instrumental in transforming his life and shaping who he is today.
He references a quotation that has become a guiding principle in his life: “Until death, all defeat is psychological.” Through this quotation, he seeks to inspire his peers to persevere, emphasising the notion that individuals can always recover and succeed despite the myriad challenges they may encounter in their initial endeavours.
Words of Gratitude
“The impact of the Mastercard Foundation Scholars Program on my life is profound and transformative. I am sincerely grateful to the Mastercard Foundation Scholars Program at Makerere University and to the Mastercard Foundation as a whole. It is my hope and prayer that the Foundation continues to make a positive difference in the lives of numerous young individuals, particularly within the African continent.” Sedrick emphasises.
His supervisor speaks out
Sedrick’s immediate supervisor, Mr Derrick Katusiime, the Senior Petroleum Engineer in the Directorate of Exploration at the Petroleum Authority of Uganda, was full of praise for him both at work and outside.
“Sedrick is very sociable and gets along well with everyone here at work, and his technical skills in just two years are impressive,” Mr. Katusiime pointed out.
Mr Katusiime further revealed that Sedrick champions values of integrity, active listening, and being an excellent team player. He goes the extra mile to complete tasks, takes on multiple responsibilities, and demonstrates humility and eagerness to learn.
Bernard Buteera is the Principal Communications Officer, Mastercard Foundation Scholars Program at Makerere University.
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