Education
CPD, Networking Platforms, Mentorship Needed to Enhance Capacities of Women to Leadership Positions in Uganda
On Thursday 5th November, 2020, a project titled Enhancing Capacities of Women to Leadership Positions in Universities in Uganda (WOLEP) held a Dissemination Event at the Central Teaching Facility 1 (CTF1), Makerere University. The Principal Investigator (PI) WOLEP is Dr. Florence Nakamanya, Lecturer, East African School of Higher Education Studies and Development (EASHESD), College of Education and External Studies (CEES). The WOLEP team that also includes Assoc. Prof. Ronald Bisaso and Ms. Sharon Ainmbabazi recommended that Continuous Professional Development (CPD), Suitable Networking Platforms and Structured Mentorship Programmes are needed to enhance capacities of both incumbent and aspiring women leaders in Uganda’s Higher Education sector. The Dean, EASHESD, Assoc. Prof. Ronald Bisaso who was the moderator welcomed members to the dissemination and gave a preamble of the WOLEP project. The event started with a prayer led by Sr. Bernadette Lutaaya.
The event attracted a number of distinguished personalities who attended both physically and online. In attendance online were; Prof. Joy C. Kwesiga, the Vice Chancellor of Kabale University and the Guest of Honour, Prof. William Bazeyo, the Chairperson Grants Management Committee (GMC), Makerere University Research and Innovations Fund (Mak-RIF), Prof. Charles Masembe, GMC Member, Prof. Fred Masagazi Masaazi,the Principal, College of Education and External Studies(CEES), Ms. Harriet Adong, Head, Communication, RIF, Prof. Monica Chibita, Dean, Faculty of Journalism, Media and Communication, Uganda Christian University (UCU), Assoc. Prof. Betty Ezati, Dean, School of Education, Makerere University and GMC Member. In the physical meeting, we had the project team members, women leaders from Ugandan Universities including Makerere University, Kyambogo University, Ndejje University, Kampala International University, St. Lawrence University, Al-Mustafa Islamic College and female employees from the National Planning Authority (NPA) among others.
Dr. Nakamanya in her presentation highlighted that the project was made possible with funding from the Government of the Republic of Uganda through Mak-RIF. The PI noted that there exist leadership training programmes aimed at building capacities of female leaders in different parts of the world including Uganda. However, the numbers of women in leadership positions are still miserably low. For instance, she noted, we have only three female Vice Chancellors in Uganda and yet there are over 50 universities. Besides, the leadership training programmes provided are adhoc in nature, they are developed in the western world and adapted to African context, do not meet the current and emerging needs and largely depend on the availability of funding. This then created the need for the WOLEP project.
She enlisted the objectives the project as follows;
- To analyze the Leadership-related Training Programmes (LTPs) that women in leadership positions in universities in Uganda have attended.
- To establish the leadership-related competence profile for women in leadership positions in universities in Uganda.
- To investigate whether the existing leadership-related training programmes influence women’s aspirations and progression to leadership training positions in universities in Uganda.
- To examine women’s experiences with the existing Leadership-related Training Programmes in universities in Uganda.
- To identify the capacity needs and what works for women to occupy leadership positions in universities in Uganda.
The WOLEP project employed an interpretive approach to research because the team wanted to get an in-depth understanding of the issue that was under investigation. The participants of the project included the incumbent and aspiring female leaders. The Incumbents comprised of senior female leaders like Vice Chancellors, the middle leaders (Deputy Principals and Deans) and the lower leaders such as examination and research coordinators. The aspiring female leaders constituted any female academic member of staff in the university. The participants were purposively selected on the basis that they had ever attended a leadership-related training programmes and were drawn from the different categories of Ugandan Universities. The universities were categorized into public, private religious-affiliated and private-for-profit universities. Data was collected through interviewing 29 participants comprising of 2 senior female leaders, 9 middle female leaders, 9 lower female leaders and 9 aspiring female leaders.
The findings of the study include;
Objective One, where different Leadership-related Training Programmes (LTPs) were analyzed: It was discovered that the participants had attended international leadership-related programmes. Whereas the senior female leaders had participated in programmes organized by the Commonwealth, Higher Education Resources Services, Inter-University Council of East Africa, RUFORUM, the middle female leaders highlighted trainings such as the International Deans’ Course adn COACH AFRICA workshops in South Africa and Finland. Importantly, the international trainings were attended by mostly participants at all levels of leadership from the public universities. The middle female leaders had attended national leadership-related trainings particularly those organized by the National Council for Higher Education (NCHE) whereas the lower and aspiring female leaders had mostly participated in internal institutional trainings.
Objective Two, which was about the competence profile of female leaders: She said that during the interviews, the participants shared competences related to leadership and management, teaching and research. Specifically, competences related to pedagogy, curriculum, research, social challenges, customer care, ICT, confidence building, teamwork, conflict resolution among others. She asked participants to reflect on how they teach and supervise graduate students in higher education.
Objective Three, on whether the existing LTPs influenced women’s aspirations and progression to Leadership: The female leaders shared that the training enabled them to acquire knowledge, share experiences, provided opportunities for personal professional development and networking. In-depth analysis had confirmed that the female leaders’ experiences with the existing LTPs influenced their desire to aspire and progress to academic and administrative leadership positions in Ugandan universities. For example, a female senior leader serving in a public university had said that “we are always given an opportunity to share experiences in the leadership training programmes. I ask colleagues and they would tell me how to solve it. I would get tips that I learn which makes me perform better in my work.”
Objective Four focused on experiences with LTPs: The focus was on the programme structure, stakeholder involvement and post-training experiences. The participants shared that the content provided in the trainings was too broad, theoretical and delivered in a very short period of time and yet very costly. She noted that there was limited stakeholder involvement, the training needs analysis was hardly done and there was unclear selection process. It was also found out that most of the LTPs that female leaders attend in Ugandan universities lacked the aspect of mentorship and did not make follow-ups. In view of this, achievement of the intended outcomes was constrained.
Objective Five identified the Capacity Needs for female leaders: The findings showed that the female incumbent and aspiring leaders would like to be capacitated in areas including networking and mentorship, research and publishing as well as leadership and management skills.
The study concluded that:
- Female leaders had attended International, National, and Institutional LTPs.
- The competence profile of female leaders comprised of leadership and management, teaching and research skills developed from the training programmes.
- LTPs had influenced women’s desire to aspire and progress to leadership positions.
- LTPs were too costly, theoretical with broad content, with limited stakeholders’ involvement, no follow up and lacked mentorship opportunities.
- Networking, mentorship, research and publishing as well as leadership and management skills were the capacity needs of incumbent and aspiring female leaders in Ugandan Universities.
The study recommended that:
- Continuous Professional Development should be rolled out for both incumbent and aspiring female leaders. The modularized programme that has been developed out of the current study will span a reasonable period of time and will be flexibly delivered using blended training approaches at the East African School of Higher Education Studies and Development, Makerere University.
- Universities should initiate sustainable networking platforms that provide avenues for incumbent and aspiring leaders to share experiences, challenges and new insights on how to perform their duties through periodic meetings and reflective seminars that could be flexibly organized or delivered using online technologies and social learning platforms like WhatsApp, Facebook, Zoom etc.
- The Ministry of Gender, Labour and Social Development and other relevant stakeholders should collaboratively initiate and support robust structured mentorship programmes for women in higher education where those with rich experience are invited to share their life stories which could be published in different formats like videos and used to continually nurture aspiring leaders and equally enhance women’s progression to leadership
The study proposed an intervention/solution/programme informed by a range of capacity needs that were highlighted by women at the different levels of leadership. The two modules developed to be flexibly delivered are:
- Leadership and Management in Higher Education
- Career Advancement of Women in Higher Education
The PI shared a quote by Sheryl Sandberg:“If more women are in leadership roles, we’ll stop assuming they shouldn’t be”.
In her welcome remarks, Prof. Joy Kwesiga the Guest of Honour congratulated the project team on the important research in which she participated and that she had been looking forward to the general research results. She highlighted that there was a minimal number of females that participate in higher education leadership. She shared her past experience while serving in Makerere University and expected the findings to trigger reflection on how to increase the number of women in leadership positions through established policies, support mechanisms and practices. Prof. Kwesiga noted that when the only female presidential candidate Nancy Kalembe said that females are going to break the glass ceiling and that becoming president was one of them, her mind was drawn to the importance of gender perspectives in leadership and management, in teaching, and research. Finally, she said she was glad that the study had been successfully conducted and that it would open up into a wider field so that we can have specialists.
The Principal CEES, Prof. Fred Masagazi Masaazi in his remarks, congratulated the lead researcher Dr. Nakamanya Florence and the research team upon attaining the milestone. He said that, whereas research was a boost to our academic endeavors, it was also a springboard for opening up space for national development. He further said that he strongly believed that the findings would go a long way in informing gender policy and other aspects related to gender and Higher Education. He thanked the Dean, East African School of Higher Education Studies and Development (EASHESD), for the support in ensuring that the School contributes to the body of knowledge, and for impacting on the College’s visibility. He further thanked the Mak-RIF team for the support and for identifying and funding the special area of study on enhancing capacities of women to leadership positions in universities. He concluded by noting that young researchers like Dr. Nakamanya were pillars for the University’s development.
Prof. Charles Masembe, Member of the Mak-RIF Grants Management Committee (GMC) in his speech welcomed the participants noting that they had been drawn from different universities and organisations. He thanked them for making time to attend the dissemination. He thanked the researchers and innovators for their tireless efforts. In a special way, he thanked the Government of Uganda for the continued support to Makerere University and for funding research through Mak-RIF. He further said that for a country to move from lower to middle income status, it needs research. In addition, he said that Mak-RIF is aimed at complementing available research funding to address unfunded priorities critical to accelerating development across different sectors of the economy in Uganda. He was happy that the WOLEP project had unearthed the capacity needs of the different categories of female leaders. He implored the project team to partner with a range of stakeholders to address the capacity needs as they roll out the project’s proposed training programme.
Prof. William Bazeyo Chairperson Mak-RIF Grants Management Committee (GMC), thanked the organizers for the Dissemination. He highlighted that this was the first dissemination he had attended ever since the fund started. He congratulated Dr. Florence Nakamanya and her team and thanked the Principal, Professor Masagazi for supporting research efforts in CEES. He noted that he believed in negotiation and he challenged every researcher to become a negotiator so as to ensure research uptake by the policy makers. He noted that since Makerere has the capacity and the negotiation skills, it should do better. He acknowledged the contributions of other teams on RIF1 and RIF2 and announced that RIF3 had been approved. He emphasized that whereas RIF1 was UGX 30 billion, RIF2 was UGX 30 billion and COVID-19 Response UGX 9.3 billion, he had negotiated for a greater allocation of funds for RIF3 and it will be higher, if not double.
He informed participants that he was also negotiating on how Makerere University (Mak) can support other universities to do research. He cited an example of a model university in Malaysia which was leading in research and had been funded to support research and capacity building in other public universities. Furthermore, he re-echoed the need of researchers to reach out to stakeholders and different ministries to share research findings. He called upon all researchers to begin writing policy briefs. He finally set a challenge to his colleagues on the GMC to start a programme to train researchers on how to write policy briefs.
Article by John Nuwagaba, CEES
Education
Real life project: Makerere University Vice Chancellor hands over constructed Wall Fence to Makerere College School
By Ritah Namisango and Harriet Musinguzi
On 12th November 2025, Makerere University officially handed over a newly constructed wall fence to Makerere College School. The real-life project was executed by technical students pursuing higher diploma courses in Civil Engineering and Architecture under the Uganda Vocational and Technical Assessment Board (UVTAB). The students are enrolled at the Centre for Lifelong Learning and Teaching, which operates within the College of Education and External Studies (CEES) at Makerere University.
The Centre for Lifelong Learning, in partnership with UVTAB, is involved in implementing real life projects within the communities-a practical approach that ensures that students identify problems within the community, hold collaborative discussions, and come up with projects to solve the problems.
The handover ceremony of the newly constructed Wall Fence was witnessed by key stakeholders that included officials from UVTAB, the College of Education and External Studies (CEES), the College of Engineering, Design, Art and Technology (CEDAT), the leadership of Makerere College School, UVTAB Deputy Executive Secretary and the technical students pursuing the higher diploma in Architecture and Civil Engineering.
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe, represented by the Principal of the College of Education and External Studies, Prof. Anthony M. Mugagga, expressed heartfelt gratitude to Dr. Martin Muyingo, Head Teacher of Makerere College School, for providing a valuable learning space to students under the lifelong learning and teaching program. He acknowledged Prof. Dorothy Okello-Chairperson of the Uganda Vocational and Technical Assessment Board (UVTAB), Prof. Moses Musinguzi-Principal of CEDAT, course instructors, and students for their commendable contributions. He noted that the newly constructed wall stands as a testament to the power of lifelong learning and practical teaching.
The Vice Chancellor commended the management and staff of the College of Education and External Studies (CEES) for implementing programmes through the Centre of Lifelong learning, which are aligned to the Makerere University’s Strategic Plan. He observed that the partnership with UVTAB increases the number of students accessing quality education services, enhances lifelong learning, promotes practical education, and contributes to community transformation.
Congratulating the technical students upon this milestone, and in solidarity, the Vice Chancellor wrote: “I am an architect and courses in my profession go deep to my heart. Congratulations to the students, the engineers, and course instructors.”
Prof. Nawangwe emphasized the importance of architecture-related courses and praised Makerere’s longstanding commitment to student-centered learning, innovation, and thought leadership principles that have guided the university for over two decades. He highlighted that Makerere’s strategic direction aligns with Uganda’s National Development Plan IV and Vision 2040, which advocates for inclusive, equitable, and lifelong education. This vision, he said, reflects the aspirations of His Excellency President Yoweri Kaguta Museveni and the Government of Uganda’s education agenda.
He explained that the Centre for Lifelong Learning (CLL) at CEES, serves as a bridge between the university and the community. It offers opportunities to Ugandan youth and individuals who lack the financial means or academic qualifications to access Makerere’s mainstream programs, to join UVTAB technical education programmes, with instructors at Makerere University Centre for Lifelong Learning. Students enrolled in the program typically come from A-level backgrounds or hold certificates from technical institutions.
He highlighted that long before the Government of Uganda, through the Ministry of Education and Sports, restructured the secondary school curriculum to embrace competence-based teaching and learning, Makerere University had already been championing student-centered education. For over two decades, the university has promoted innovation, experiential learning, and thought leadership.
Ms. Jalia Nassaza, the Acting Deputy Executive Secretary of the Uganda Vocational and Technical Assessment Board (UVTAB), emphasized the importance of real-life projects within the Technical and Vocational Education and Training (TVET) curriculum. She explained that these projects enable students to identify community challenges, engage in collaborative discussions, and develop practical solutions ultimately shaping them into holistic professionals. Through this approach, learners gain essential skills in planning, teamwork, and applying theoretical knowledge to real-world scenarios. Ms. Nassaza emphasized the need for an education system in Uganda that equips students to solve local problems and improve their surroundings. “We want to make our education realistic by translating knowledge into solving problems,” she affirmed.
The Principal of the College of Engineering, Design, Art and Technology, Prof. Moses Musinguzi while congratulating the students upon the completed wall fence structure and other projects, noted that as professionals, scientists get a lot of public criticism because they are the core of providing solutions to societal problems. He said the commissioning of the fence was testimony that the university in partnership with UVTAB, was teaching students ways of solving problems around them. He said that as a college, CEDAT provides access to the required infrastructure in the labs, workshops, and studios, as well as technicians who support the teaching.
Prof. Musinguzi said Makerere University was considering a revision of the assessment, making continuous assessment total to 60%, while classwork is rated at 40%. He also mentioned the CEDAT model, whereby the university was considering utilizing students in technical subjects to support the Estates and Works Department in infrastructural maintenance and service works instead of hiring externally, and that students on both Diploma and Degree programs would be engaged. ‘We need to see scientists directly engaged in the development of the country,’ he emphasized.
Speaking on behalf of the instructors, Mr. Barnabas Mabonga highlighted some of the students’ requirements that included the need for basic tools, providing opportunities for their academic progression to degree programs, and strengthening the safety measures. Some of the actual projects that the AVTAB technical students under CEES and CEDAT have worked on at Makerere College School include: a yard constructed at the boys’ hostel, the wall fence, and a drainage system. He said 173 students out of whom 28 are girls, were enrolled in the Civil Engineering and Architecture higher diploma program. He informed the Vice Chancellor and other guests present that the students in the real-life learning and teaching programs were excelling in performance, with a pass rate of 99%.
Dr. Oscar Mugula, Coordinator of the Centre for Lifelong Learning, emphasized the value of community engagement in their academic programs. He noted that the partnership with Makerere College School began two years ago, when students from the center undertook repair works on the school’s infrastructure. The collaboration has proven mutually beneficial, with the beneficiary school experiencing reduced development costs, while students, particularly those studying technical drawing, gained hands-on experience through the perimeter wall project, which contributed to their coursework and project assessments for the year.
In partnership with UVTAB, the Centre for Lifelong Learning offers diploma courses in Civil Engineering, Architecture, and Electrical Engineering. The students pursuing these courses are examined and accredited by UVTAB. Students benefit from experiential learning at CEDAT, where they are encouraged to innovate using affordable, locally sourced materials. They are also placed in real-world workstations and garages to observe best practices and avoid unethical conduct. Graduates of the program either join the workforce or continue their academic journey at the university.
The Center for Lifelong Learning at CEES is charged with the duty to take the university to the community, providing opportunities to Uganda’s youth and persons interested in technical education, who may not have the requisite funds or grades to join the university’s degree programmes. The students on the program are either directly from A-level or other technical institutions.
Education
Digital Education: CEES holds stakeholders’ workshop to inform curricula for Postgraduate Diploma in Education (Online Track)
November, 4th 2025: Makerere University through the College of Education and External Studies, has been offering the Postgraduate Diploma in Education (PGDE) following the face-to-face delivery model.
In addition, to the physically taught Postgraduate Diploma in Education, the College of Education and External Studies, embarked on a process of curriculum development, for the online delivery model (PGDE-online).
This strategic option presents learners with a choice to either enroll for the physically taught (face to face) or the online Postgraduate Diploma in Education.
The introduction of the online mode of delivery for the Postgraduate Diploma in Education was informed by wide consultations, which revealed that many working adults including teachers, and distant learners, who wished to study the programme, were unable to attend. Engagements with such prospective applicants, called for the online delivery option.
To address this challenge, in March 2024, the College of Education and External Studies, embarked on developing the curriculum for the online option. The PGDE (online track) will be delivered on the Makerere University eLearning Environment (MUELE).
According to staff at the College of Education and External Studies, the online delivery model will enable learners to study remotely while acquiring modern pedagogical and digital skills essential for the 21st century education.
College hosts Stakeholders’ workshop to enrich curricula for the online delivery option:
On 4th November 2025, the College of Education and External Studies hosted a stakeholders’ workshop to enrich the curriculum document.
The workshop brought on board various stakeholders, including representatives from the Ministry of Education and Sports (MoES), the National Curriculum Development Centre (NCDC), the Department of the Academic Registrar, Directorate of Graduate Training, former students of the College who studied the Postgraduate Diploma in Education (face-to-face), staff from other units within Makerere University, and representatives from other education institutions including Ndejje University, Uganda Christian University-Mukono, and Uganda Martyrs’ University-Nkozi.
Remarks by the Head of Department:
Welcoming the participants, Dr. Genza Gyaviira Musoke, the Head of the Department of Foundations and Curriculum Studies thanked the stakeholders for accepting to dedicate time, to participate in the workshop. He called upon the stakeholders to suggest strategies aimed at ensuring that the PGDE delivered though the face-to-face model blends and complements the proposed online track.
College Principal emphasizes digital pedagogies:
The Principal, notified the stakeholders, that the College of Education and External Studies through the Institute of Open, Distance and e-Learning (IODeL), is credited for the operationalization of the Makerere University e-Learning platform (MUELE), which enabled online teaching and learning during the CoVID-19 pandemic.
Impressed by this milestone, the Vice Chancellor-Professor Barnabas Nawangwe, tasked the College of Education and External Studies, to come up with innovative teaching and learning pedagogies.
On this note, Professor Mugagga applauded the Department of Foundation and Curriculum Studies and the School of Education, for responding to the call from the Vice Chancellor, which has led to the development of the curriculum for the online delivery of the Postgraduate Diploma in Education (PGDE-online).
Emphasizing the trends in the education sector, he highlighted the technological demands presented by the Competence based curriculum (CBC), the National Teacher Policy of 2019, the Ministry of Education and Sports requirements for all teachers to be degree holders, and the need to embrace artificial intelligence (AI). He stressed that these reforms require teachers who are grounded in digital/online pedagogies, to nurture, teach and mentor, the next generation of students and teachers.
Presentation from the Director of Open, Distance and e-Learning:
Professor Paul Birevu Muyinda, underscored that the development of the online delivery of programs fits within the digital strategy for Uganda, launched by the Ministry of Education and Sports (MoES) in August 2024.
In line with the Ministry’s vision of increasing access to education, through the online delivery of the Postgraduate Diploma in Education, Makerere University is extending access to quality education services.
Professor Muyinda noted that the online delivery option, is aligned to the digital transformation agenda of the University, which is stipulated in the University’s Strategic Plan.
He acknowledged the Chairperson of the Committee, Dr. Harriet Najjemba, and her team for the valuable work, which has led to the draft curriculum, that the stakeholders had convened to discuss.
Opening the Stakeholders’ Workshop:
The Deputy Vice Chancellor (Academic Affairs), Professor Sarah Ssali, represented by Dr. Julius Kikooma, the Director of Graduate Training, commended the College of Education and External Studies, for the timely intervention, that will enable students to access quality education online. Noting that the evolution of academic programmes is within her mandate, Professor Ssali thanked the College for bringing on board various stakeholders, to provide valuable ideas.
Presentation of the proposed curriculum for the PGDE (online):
Presenting the proposed curriculum, Dr. Alfred Buluma from the School of Education highlighted the comprehensive design, online teaching and learning infrastructure for programme delivery, programme objectives and outcomes, core course units and electives, employment prospects, as well as, the availability of competent and technologically grounded staff to deliver the programme.
Dr. Buluma explained that the Postgraduate Diploma in Education (online) shall be a blended programme, heavily online, and with limited face-to-face interactions. He emphasized that Makerere University possesses adequate resources and infrastructure to support the program.
He acknowledged the involvement of staff from multiple departments: Humanities and Higher Education, Science and Technical Education, and Foundations and Curriculum Studies, alongside e-learning support staff.
Input from internal stakeholders:
Principal of the College:
Professor Anthony Muwagga Mugagga submitted that the proposed curriculum should embrace the ethical use of artificial intelligence (AI) in teaching and learning. He urged the participants to critically think about the delivery of experiments and practical classes online.
Reflecting on the remote areas in Uganda, where citizens do not have access to electricity and Internet, Professor Mugagga challenged the stakeholders, to bear in mind, the issue of inclusive education, and the possibility of delivery of online education, to teachers and students in such areas.
Directorate of Graduate Training:
Associate Professor Julius Kikooma, guided that the programme should strengthen the research capabilities of students/learners. He explained that the programme should provide a linkage to the research priorities stated in the Makerere University research agenda, as well as, the National Development Plan (NDPIV). As the team designs the curriculum, he encouraged them to study the University Senate guidelines document. He advised the team to include the knowledge areas, and learning outcomes. Citing the Graduate Students Handbook, Associate Professor Kikooma stressed the section on quality assurance that highlights the following competence areas: disciplinary knowledge, transferable skills, professional, and research competences.
Department of the Academic Registrar:
Stating its responsibility, the Senior Assistant Academic Registrar-Ms. Enid Kemari, who represented the Academic Registrar-Professor Buyinza Mukadasi, explained that the Department ensures that the proposed curriculum meets the standards set by the University and the National Council for Higher Education.
She referenced the Makerere University Policy on Open, Distance, and E-Learning, highlighting its main objective of increasing access to higher education through flexible learning modes. Ms. emphasized several key policy areas critical to the new online teacher education programme.
She commended the School of Education for aligning its program with national and institutional policies, noting that it will enable teachers, especially those already employed, to upgrade their qualifications without leaving their jobs. “It will contribute significantly to improving education quality in Uganda,” she said.
Plenary Session involving external stakeholders:
The plenary session provided the following recommendations.
- The online delivery should encompass the 21st century education expectations and demands of a learner and teacher.
- In addition, to increasing access to quality education, the curriculum document under the section “justification of the programme” should state the new areas in the education field, and the changed context under which teachers are operating.
- It should emphasize using the Makerere University e-Learning Environment (MUELE) in both teaching and learning.
- The curriculum should focus on developing the skills of learners (not only as those being taught), but also being empowered as learners to teach using the online delivery.
- There is need for retooling courses for both the teachers and learners as well as engagements on using artificial intelligence (AI) ethically.
Way forward:
Dr. Genza Gyaviira Musoke, highlighted that the input from stakeholders would be incorporated into the proposed curriculum. He briefed the participants that the proposed curriculum would be presented to the School of Education Academic Board, the College of Education and External Studies Academic Board, the University Senate and Council, and to the National Council for Higher Education.
On 5th November 2025, the Principal of the College of Education and External Studies, Professor Anthony Muwagga Mugagga, hosted an inception meeting to discuss the modalities of setting up a daycare facility anchored within the Early Childhood Care Education strategy and the Competence Based Education trends.
Early Childhood Care and Development is the foundation of the education sector. Therefore, initiatives such as the daycare facility, are testimony to Makerere University’s commitment to the implementation of programmes aimed at strengthening early childhood care education. The facility will also serve as a demonstration centre for students and staff engaged in Early Childhood Care Education programmes.
The daycare facility to be hosted at the College of Education and External Studies will be enriched by best practices from Uganda, Norway and Ethiopia
The inception meeting brought onboard Early Childhood Care Education specialists from both the College of Education and External Studies and the Partnership for Change in Norway, staff from Makerere University Gender Mainstreaming Directorate, and the Office of the Dean of Students.
The Partnership for Change is a Norwegian Organization that supports aspiring countries to develop a thriving Early Childhood Care and Education (ECCE) sector and women’s economic empowerment in several countries. The delegates from Partnership for Change in Norway included: Oscar Haugejorden, Birikit Terefe, and Nasanet Hailemariam.
Welcoming the delegation from Norway and the respective internal stakeholders, the Principal expressed the readiness of the College of Education and External Studies (CEES) to host the daycare facility that will be utilized by both staff and students.
Professor Mugagga flanked by Dr. Peter Ssenkusu, both specialists in early childhood care education, highlighted that the College conducts a Bachelor’s degree, Masters’ degree, and PhD in early childhood care education and development. The CEES leadership reported that there is an increasing demand for early childhood care education programmes at Makerere University.
“Whereas Makerere University through the College of Education and External Studies had expected applicants from Diploma Holders, the realities proved that students who had completed the Advanced level of education (Senior Six) were interested in the academic programmes, and consequently applied,” said Professor Mugagga. He disclosed that the first advert to the (Bachelor of Early Childhood Development) attracted 500 applicants from Advanced level, Makerere University could only admit 110. He stated that the second advert, attracted 1,000 applicants, but they could take on, only 120.
Commenting on the gender (female to male) enrollment into Early Childhood Care Education (ECCE) at Makerere University, he said: “I am delighted to note that this year, Makerere University admitted 30 male students into the ECCE academic programme. This is an interesting trend that the boy child is also joining the ECCE programmes, that initially had attracted mostly female students.”
Partnership for Change underscores working with local partners and experts
Appreciating the warm reception at the College of Education and External Studies, the delegation expressed readiness to partner with Makerere University to contribute to the advancement of Early Childhood Education in Uganda. “Through this inception meeting at the College of Education and External Studies, history is being made. Makerere University and the Partnership for Change will contribute to strengthening of the early childhood care education sector in Uganda and beyond.”
The Head of the Delegation, Oscar Haugejorden, underscored the value of partnerships at all levels of their work and operation. “Partnerships are very important to us. We do not work alone. We work with local partners,” emphasized Oscar Haugejorden, the Managing Director, Partnership for Change.
In pursuit of this partnership, the delegation expressed readiness to work with the leadership at Makerere University-the Vice Chancellor, Deputy Vice Chancellors, Dean of Students, Gender Mainstreaming Directorate, the College of Education and External Studies, and the government of Uganda through the Ministry of Gender, Labour and Social Development.
The delegation committed to following standards and regulations that govern daycare centres and working with nationals who are experts in the different fields/disciplines such as certified local engineers.
The discussion revealed that the success of the Partnership for Change Early Childhood Care Education programmes is built on experience, trust, stakeholder engagements, involvement of the local partners and experts, and a great deal of advocacy.
The daycare facility to be hosted at the College of Education and External Studies will be enriched by best practices from Uganda, Norway and Ethiopia.
Success stories of ECCE in Ethiopia
In Ethiopia, The Partnership for Change, promotes social and economic development, with a focus on childcare and healthcare.
The delegation informed the Makerere University officials about the success of the ECCE programme built on partnerships with the government, schools, stakeholder engagements and involvement of citizens in Ethiopia. “Through partnerships and advocacy, Early Childhood Care Education has been institutionalized in Ethiopia. In addition, the government established 750 daycare centres.”
According to the Partnership for Change team, the government and citizens of Ethiopia, understood and appreciated the cardinal duty to nurture and care for the young ones, as parents joined the workforce. “Early childhood care education, and daycare centres, contributed to the economic transformation of Ethiopia. Parents could concentrate on their work or service to the nation without worrying about their babies or children. Parents entrusted their babies/children to the professional teams in parenting and early childhood care education, who are managing the daycare facilities.”
Gender Mainstreaming Directorate inspired by positive attitude towards ECCE
Dr. Euzobia Mugisha Baine, the Chief of Gender Mainstreaming at Makerere University, articulated that prioritization of early childhood care education, and its essential components such as daycare centres, would significantly contribute to the transformation of the education sector.
Providing the Ugandan context, Dr. Mugisha Baine, noted that for decades, early childhood care education, had been left to the private sector. Reflecting on the last five years, she observed that the government, universities and a number of stakeholders, have developed keen interest in the early childhood care education field including its operationalization, management, and its delivery. Dr. Mugisha Baine, is optimistic that with the change in attitude, early childhood care education will continue to grow, evolve and impact the learners, teachers and providers. She reiterated the need for Universities to have fully fledged daycare facilities. She expressed her readiness to learn new knowledge and skills as the daycare facility is rolled out at the College of Education and External Studies.
Office of the Dean of Students commends the timely intervention
The Dean of Students-Dr. Winifred Kabumbuli, represented by the Warden of Mary Stuart Hall, Ms. Norah Nalubowa, commended the ongoing efforts to refurbish and remodel a daycare facility at the College of Education and External Studies.
Ms. Nalubowa notified the meeting that during the examination period, some students who come with their babies and/or children, have been experiencing challenges, because they could not enter with them in the examination venues.
Drawing from the aforementioned experiences, Ms. Nalubowa explained that the daycare facility is a timely intervention, that will enable such students, to entrust their babies and/or children to the professional team managing the facility.
Way Forward
The proceedings of the inception meeting at the College of Education and External Studies were a precursor to other stakeholder engagements on integration of early childhood care education facilities into the education sector. The team is scheduled to meet officials in the Ministry of Gender, Labour and Social Development in Uganda. Specific to Makerere University, the team is expected to meet the Vice Chancellor-Professor Barnabas Nawangwe, and the Deputy Vice Chancellor (Academic Affairs)-Professor Sarah Ssali, on Friday 7th November 2025.
Participants
The following Makerere University staff members participated in the inception meeting: Ms. Norah Nalubowa-representing the Dean of Students, CEES staff including – Professor Anthony Muwagga Mugagga, Dr. Peter Ssenkusu, Ms. Ritah Namisango, Mr. Emmanuel Lubega, Mr. Moses Kibirango, and Gender Mainstreaming Staff including – Dr. Euzobia Mugisha Baine, Ms. Susan Mbabazi, Mr. Eric Tumwesigye, Ms. Lillian Tukahirwa and Ms. Cynthia Komakech Ayaa.
Writer: Ritah Namisango, is a Principal Communication Officer at Makerere University
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