Connect with us

Education

Dissemination of Pedagogical Leadership of Academic Staff in Higher Education Institutions to Enhance Graduate Work Readiness and Transition to Work (PLASHE-WIL)

Published

on

By Nuwagaba John

On Thursday 3th December, 2020, a project titled Pedagogical Leadership of Academic Staff in Higher Education Institutions to Enhance Graduate Work Readiness and Transition to Work (PLASHE-WIL) held a Dissemination Event at Makerere University. The Principal Investigator (PI) of the PLASHE-WIL project is Dr. Ronald Bisaso, Associate Professor and Dean, East African School of Higher Education Studies and Development (EASHESD), College of Education and External Studies (CEES). The project team members include: Dr. Rovincer Najjuma, Co-PI and Senior Lecturer, Department of Foundations and Curriculum Studies, Dr. Florence Nakamanya, Lecturer, EASHESD, Assoc. Prof. Proscovia Namubiru Ssentamu, Uganda Management Institute (UMI), Dr. Pius C. Achanga, Director, Quality Assurance and Accreditation at the National Council for Higher Education (NCHE), and Dr. Hamis Mugendawala, Head, Policy Research and Innovation, National Planning Authority (NPA).  Other expert members are: Professor Christopher B. Mugimu, Foundations and Curriculum Studies, Dr. Joseph Kimoga, Assoc. Professor, EASHESD and Dr. David Onen, Senior Lecturer, EASHESD in CEES.  The event started with a prayer led by Dr. Rovincer Najjuma. Dr. Florence Nakamanya who was the moderator welcomed members to the dissemination and gave a preamble of the PLASHE-WIL project.

The event was graced by distinguished stakeholders who attended both physically and virtually. These included; the Guest of Honour – Professor Mary J.N. Okwakol, the Executive Director, National Council for Higher Education (NCHE), Dr. Umar Kakumba, the Deputy Vice Chancellor (Academic Affairs), Prof. Fred Masagazi Masaazi, the Principal CEES, Dr. Vincent Ssembatya, Director, Directorate of Quality Assurance, Makerere University, Dr. Robinah Kulabako, Member of the Grants Management Committee (GMC) Makerere University Research and Innovations Fund (Mak-RIF) and Dr. David Kabugo, Coordinator, Centre for Teaching and Learning Support, CEES. A range of stakeholders from the Inter-University Council of East Africa (IUCEA), the Uganda National Council for Science and Technology (UNCST), the Ministry of Education and Sports (MoES), the Uganda Small Scale Industries Association (USSIA), NCHE, the Directorate of Human Resources (DHR), Makerere University student representatives, academic leaders and staff from different universities attended the dissemination.

Principal CEES, Prof. Fred Masagazi Masaazi

Prof. Fred Masagazi Masaazi in his remarks, welcomed the stakeholders. He congratulated the team led by Dr. Ronald Bisaso for ensuring that the School is continually productive.  He noted that dissemination was a form of accountability and portrays transparency. He applauded the PLASHE-WIL Project Team for entrenching stakeholder engagement in the conception, team composition, conducting the study and the dissemination that attracted higher education experts, students, the private sector, media, student leaders, and academic staff. He informed stakeholders that CEES was committed to more such engagements in the areas of higher education, secondary education, adult education among others. He thanked the Government of Uganda through Mak-RIF for the financial support and guidance in research output reporting.

In her remarks, the Guest of Honour, Professor Mary J.N. Okwakol noted that the involvement of NCHE as a strategic partner in the implementation of the PLASHE-WIL project was anchored on the need to promote the Teaching Excellence Agenda in the Uganda Higher Education system. Realisation of such an important milestone would be through strengthening pedagogical competences of academic staff in the Higher Education sub-sector. Prof. Okwakol further observed that, the key deliverable in this project was a Pedagogical Leadership Programme for training academic staff in universities in Uganda because the Higher Education sub-sector needs pedagogical competent academic staff! The Executive Director, NCHE was equally delighted by the involvement of several partners including Makerere University, the National Council for Higher Education (NCHE) and the National Planning Authority (NPA). She noted that, the fact that the findings of the PLASHE-WIL project were based on perspectives of students, academic staff (mainly early career academics), employers, pedagogical leadership facilitators and curriculum leaders, the partnership availedfavourable conditions for uptake of research findings and presented opportunity for policy options which has been a missing link in many innovative endeavours. Prof. Okwakol informed the stakeholders that NCHE sees great potential for creating a critical mass of professional pedagogical leaders in Uganda’s Higher Education system who are not only competent in didactics but also able to integrate graduate work readiness and transition to work skills in teaching and learning processes. She congratulated the PI – Dr. Ronald Bisaso and Team for the great job done. She challenged the team to ensure that they empower lecturers into both good teaching and research in addition to ensuring gender inclusive interventions. She thanked the Government of Uganda through Mak-RIF for funding research on a topical issue and indeed an issue of concern. She officially opened the Dissemination Event.

Dr. Ronald Bisaso, the PI in his presentation recognized the generosity of the Government of the Republic of Uganda through Mak-RIF that funded the PLASHE-WIL Project.  He gave the PLASHE-WIL Project overview by noting that there is a graduate employability skill deficiency where 63% of Uganda graduates are unemployable, according to the employers, and that the existing pre-labour market education or training is inadequate (IUCEA, 2014 p.54-55). He observed that the ‘covenant between education and employment is broken’ and the ‘lack of linkage between the training institutions and potential employers’ was articulated in the outgoing National Development Plan II (2015/16-2019/2020, p.39).

To further illuminate the challenge, the PI historicized Higher Education Pedagogy in Makerere University noting that, Pedagogical Skills training was initiated in 1979 because “university lecturers lacked teaching skills and, as a result, some of them were doing a really bad job.” (Ssebuwufu, 2017 p.478). This culminated into the establishment of the Department of Higher Education at Makerere University (now the East African School of Higher Education Studies and Development).  One of the downsides of developing pedagogical capacities of academic staff was the dependence on initiatives funded by development partners e.g. the European Union, Carnegie etc. with ramifications for sustainability. However, in July 2018, Makerere University invested her own resources in pedagogical skills training for Assistant Lecturers (Early Career Academics). This was coordinated by the Directorate of Human Resources and the College of Education and External Studies (through the East African School of Higher Education Studies and Development, the School of Education, and the Centre for Teaching and Learning Support). This was consistent with guidance of the Makerere University Visitation Committee, 2016. The PI further noted that, over 200 assistant lecturers from8 Colleges were trained in learner-centred pedagogy (Makerere University Strategic Plan 2020-2030 p.23). However, there was need to improve on the training programme by embedding Work-Integrated Learning (WIL) philosophies and pedagogy to complement the programme who focus was on the technical competences of writing learning outcomes, delivery methods, integration of technology, assessment, and teaching large classes. This culminated into the PLASHE-WIL Challenge as presented by the PI and Co-PI, Dr. Rovincer Najjuma.

PLASHE-WIL Project Challenge:

PLASHE-WIL Co PI-Dr. Rovincer Najjuma

The increasing numbers of students that graduate every year in a variety of disciplines amidst rising graduate unemployment and employability skill deficiency is both a risk and potential for the country. Embedding graduate work readiness and transition to work strategies in University curricular and pedagogy is one of the employability development strategies that can potentially address rising graduate unemployment. Owing to the complexity and multi-dimensional nature of the challenge, the East African School of Higher Education Studies and Development (EASHESD) in the College of Education and External Studies, Makerere University in partnership with the National Council for Higher Education (NCHE) and technical support from the National Planning Authority (NPA), sought to engage with stakeholders including; employers, students, academic staff, pedagogical leadership facilitators and programme leaders to collaboratively develop a Pedagogical Leadership Programme for academic staff to enhance graduate work readiness and transition to work. 

PLASHE-WIL Project Aim:

This project aimed to develop the capacity of academic staff in Pedagogical Leadership and Work-Integrated Learning to enhance graduate work readiness and transition to work competence development. 

Methodology:

The research adopted the design research methodology. Design research combines research, design, and practice. The methodology of this research and innovation project was implemented through a multi-stakeholder partnership. First, a scoping review was done. Second, a consultative stakeholders’ meeting was held to initiate engagement and dialogue on how to enhance graduate work readiness and transition to work through strengthening pedagogical leadership of academic staff in Higher Education Institutions. Third, empirical evidence was collected from 73 employers, 146 academic staff, and 548 final year students stratified in four fields of engineering, agriculture, education and development studies. Fourth, practitioner engagement in interviews and expert meetings. 

Summary of the findings:

Objective One: Employer requirements and expectations

The employers expect graduates to follow workplace principles/rules, possess work readiness skills (e.g. problem-solving, thinking critically, develop professionalism etc.). In addition, graduates are expected to have transition to work skills (e.g. identify personal skills and how they can be deployed). The employers identified Work-Integrated Learning opportunities such as exposure to relevant work setting, understanding workplace cultures as essential for graduates.

Objective Two: Graduate attributes and aspirations

Final year candidates’ degree experience had developed their pre-professional identity attributes (e.g. matching university to the workplace), work readiness attributes (e.g.  developing social responsibility and accountability like behaving in line with company values) among others.

Objective Three: Academic Staff Competence Profiling

The academic staff were confident that they teach and assess foundational knowledge (theories and principles) and work readiness skills (e.g. team work, professionalism). However, they were less confident that they taught problem-solving yet they were confident that they assessed it.

Objective Four: Pedagogical Leadership Perspectives

Most of the existing pedagogical leadership training focuses on alignment. Pedagogical leaders identified competences academic staff should possess include; team work, co-facilitation, managing industry partnership, case-based teaching philosophies (industry-based learning, scenarios, e-case studies, industry-based cases, projects).

Objective Five: Curriculum Mapping Perspectives

The key focus is on foundational knowledge. There is need for strengthened partnerships between stakeholders (cross-sector, intra-sector, alumni, professional bodies, employers and internship providers. Programme reviews and enhancements should include work readiness and transition to work skill-sets to enact graduate work readiness and transition to work. Programme reviews and enhancements should include work readiness and transition to work skill-sets.

On the basis of the multi-dimensional findings, the Key Deliverables are:

  1. A proposed Post Graduate Diploma in Higher Education Pedagogy that embeds Work-Integrated Learning has been piloted among stakeholders drawn from public and private universities and line agencies. The post graduate curriculum includes; a practicum, educational research, Work-Integrated-Learning, higher education dynamics among others.
  2. A PLASHE-WIL framework that illuminates how WIL would create a springboard between the university and other stakeholders to enhance work readiness and transition to work.
  3. PLASHE-WIL reports on pedagogical leadership and work-integrated learning

Responding to the findings of the PLASHE-WIL Project, Dr. Vincent Ssembatya was delighted that the promises made in February 2020 at the stakeholders’ inception meeting at NCHE were being met. He expressed the need for the National Planning Authority to articulate the aspirations of the country and have engagement with the PLASHE-WIL Project Team. He implored the team to think through scaling in space and disciplines whereby the interventions can as well be relevant to the other disciplines without necessarily collecting data on them. Dr. Ssembatya reflected on the imperative to produce employable graduates who are lifelong learners with capacity to disintegrate theories, renew knowledge and invent. This called for pedagogical reskilling of academic staff through a research-informed programme which was the key deliverable of the PLASHE-WIL Project.

Dr. Pius C. Achanga reflected on the possibilities for scaling-up and policy options emanating from the PLASHE-WIL Project findings and congratulated the team. He noted that the deliverables would provide an avenue where lecturers meet the students and engage in disruptive processes. He noted that whereas there has been overemphasis on basic knowledge offered by universities, it was time to reflect concretely on the returns. He made reference to the Mandate of NCHE as enshrined in the Act, section 5(h) within which NCHE agreed to work with Makerere University and others in the implementation of PLASHE-WIL Project. He implored the project team to work with other tertiary institutions to operationalize the project when there is continuation of funding. He also appreciated the contribution of the National Planning Authority.

Dr. Hamis Mugendawala informed the stakeholders that NPA took pleasure to be part of the partnership.  He noted that the project was responding to a terrain that was so scaring for the country.  This was because of the permanent divorce between education and employment where supply was not speaking to demand.  He highlighted the increasing shift in focus from qualification to skills-based employer demands. With regard to PLASHE-WIL, the need for enhancement of the competences of the academy was evident. He noted ‘if the academy does not possess the graduate work readiness and transition to work skills then they cannot deliver them to the students’ amidst the shifting demands of the labour market and industry.  Moreover, there was need to modularize the proposed pedagogical training curriculum and embrace multiple modes of flexible delivery.  He noted that the University should simulate the industry environment as it trains graduates. Dr. Mugendawala informed the stakeholders that the National Development Plan III was in agreement with some of the findings. He requested Makerere University through the DVC-AA to consider inviting industry to Makerere University to ensure that they closely innovate, incubate ideas and embark on production.  He concluded that ‘young people should be trained to work with people and to work with machines’ and that the National Planning Authority was willing to further the collaboration on the PLASHE-WIL Project.

Dr. Robinah Kulabako, Member of the Mak-RIF Grants Management Committee (GMC) in her speech thanked the participants for attending the dissemination event. She recognized the DVCAA, Makerere University among other dignitaries. She thanked Professor William Bazeyo for steering the GMC and informed members that she was representing him at the dissemination event.  Dr. Kulabako informed the stakeholders that Mak-RIF received 30billion and an additional 15billion to fund multidisciplinary projects from the Government of Uganda.  PLASHE-WIL was one of the 500 multidisciplinary projects funded and she was optimistic that it will surely contribute to the development of the nation and specifically the higher education sector. Dr. Kulabako thanked the Principal Investigator – Dr. Ronald Bisaso and Team for smartly identifying the problem and conceptually thinking through the solution. She urged the team to ensure that the deliverable – the PLASHE-WIL programme is fast-tracked and rolled out. Dr. Kulabako concluded by promising that Mak-RIF will collaboratively engage and leverage additional resources so that projects such as PLASHE-WIL continue to make a positive contribution to the communities we live in.  In a special way, she thanked and noted that the Government of Uganda was willing to continue funding research in Makerere University through Mak-RIF as long we deliver on the promises of innovative deliverables as we work with the respective partners.

The First Deputy Vice Chancellor (Academic Affairs) of Makerere University, Dr. Umar Kakumba

At the Official Closing of the Dissemination Event, Dr. Umar Kakumba, the Deputy Vice-Chancellor (Academic Affairs) was grateful for the value addition by the PLASHE-WIL Project Team led by Dr. Ronald Bisaso. He noted that it was a great team. He informed the stakeholders that his involvement at the inception stakeholders’ meeting held in February 2020 at the National Council for Higher Education (NCHE) was because of the innovativeness of the concept. It was on that basis that he graciously deemed it appropriate to officiate at the dissemination event. Dr. Kakumba thanked the National Council for Higher Education for the support extended to the PLASHE-WIL Project and the contribution of the National Planning Authority. He observed that the uniqueness of the PLASHE-WIL Project was the engagement with different actors and other tertiary institutions. He further noted that the deliverables were laudable observing that the starting point for a competitive graduate should be a good curriculum, delivered by competent teachers continually be capacitated through trainings like the proposed PLASHE-WIL programme.  The DVC-AA further requested the PLASHE-WIL Project Team to generate a brief to inform the review of the policy on internship/field attachment/Work-Integrated Learning.  Finally, on behalf of University Management, Dr. Kakumba thanked the Government of Uganda for all the support which has kept staff engaged in writing grants, contacting respondents and disseminating findings among other activities and in process contributing to research productivity and progressive engagement. He thanked Professor William Bazeyo for steering the Grants Management Committee (GMC) and Mak-RIF. He also thanked Dr. RobinahKulabako for her contribution to the GMC and the remarks.  He officially closed the Dissemination Event noting that this was the first phase of dissemination because he looked forward to more disseminations of the PLASHE-WIL Project deliverables.

Mark Wamai

Education

UNESCO CFIT III, Transforming Higher Education through Innovation and Competence-Based Skills

Published

on

The Vice Chancellor-Prof. Barnabas Nawangwe (Centre) joins CFIT III National Workshop participants for a group photo on 29th July 2025. People's Republic of China funding to United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake China Funds In Trust (CFIT) project, CFIT III National Workshop, 29th July 2025, College of Engineering, Design, Art and Technology (CEDAT) Conference Hall, Makerere University, Kampala Uganda, East Africa.

Makerere University hosted an insightful and educational national workshop at the College of Engineering, Design, Art and Technology (CEDAT) conference hall on July 29, 2025 aimed at citing ways how Higher Education can be improved into innovation and research-led learning as well as how education can be changed from the traditional learning to competence-based learning. The workshop was based on the theme, “Reimagining Higher Education for a Skills-Based, Innovation-Led Economy”.

The event commenced with a tour of exhibitions which featured innovations like, skin care products (With love) body jelly created by Raphaelina Okoth a student from Mbarara University of Science and Technology, designed to provide effective hydration for different skin types, and an AI powered medical diagnosis system (Integrated healthcare system) designed to reduce waiting times in health care settings, featuring emergency management capabilities and patient doctor communication tools developed by Hargreave Aturinzire a student from the College of Computing and Information Sciences (CoCIS). Other innovations included Mobile App similar to Uber that helps users find trustworthy mechanics in case a car breaks down in an emergency, reducing delays and inconveniences through features like voice support and photo uploads, developed by students based at the Makerere University Innovation Pod (Mak UniPod).  Developed by Bill Canton Ojoke and Nanzala Joyce. M both students from CEDAT, a water quality testing prototype for fish farmers that automatically monitors parameters like temperature, PH, and ammonia levels sending SMS alerts when issues are detected was also showcased. Also exhibited was an automated precision irrigation system designed to solve issues of over and under irrigation problems, developed by students from College of Health Sciences (CHS) and College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB) among others.

A tour of exhibitions-Left to Right: MUST Student-Raphaelina Okoth, Prof. Dorothy Okello, Dr. Abubaker Waswa, Prof. Barnabas Nawangwe, Mr. Timothy Ssejjoba and Prof. Robert Wamala. People's Republic of China funding to United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake China Funds In Trust (CFIT) project, CFIT III National Workshop, 29th July 2025, College of Engineering, Design, Art and Technology (CEDAT) Conference Hall, Makerere University, Kampala Uganda, East Africa.
A tour of exhibitions-Left to Right: MUST Student-Raphaelina Okoth, Prof. Dorothy Okello, Dr. Abubaker Waswa, Prof. Barnabas Nawangwe, Mr. Timothy Ssejjoba and Prof. Robert Wamala.

Speaking at the event, the Vice Chancellor, Prof. Barnabas Nawangwe, expressed his appreciation to the citizens and Government of the People’s Republic of China who made the funds available to the United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake the important assignment, the China Funds In Trust (CFIT) project. He further thanked the government of Uganda for supporting innovations and technology taking place at different universities.

“I am really encouraged that they are still some Ugandans who receive other people’s money and put it to good use; they are people with integrity which helps our country to move forward,” said Prof. Nawangwe.

He made mention of the success of other countries like South Korea and China in innovation and the need for Uganda to follow suit as this will boost the economy of the country, and demonstrate the importance of promoting innovation and research.

Left to Right: Mrs. Nasaba Rosemary, Prof. Nixon Kamukama, Prof. Dorothy Okello, Mr. Timothy Ssejjoba and Prof. Barnabas Nawangwe during one of the sessions. People's Republic of China funding to United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake China Funds In Trust (CFIT) project, CFIT III National Workshop, 29th July 2025, College of Engineering, Design, Art and Technology (CEDAT) Conference Hall, Makerere University, Kampala Uganda, East Africa.
Left to Right: Mrs. Nasaba Rosemary, Prof. Nixon Kamukama, Prof. Dorothy Okello, Mr. Timothy Ssejjoba and Prof. Barnabas Nawangwe during one of the sessions.

He emphasized the importance of creating jobs for the growing youth population to stabilize the state of Uganda, a task that is upon Ugandans themselves and not anybody else from any country, “The bulk of industrialization in Uganda must be by Ugandans and particularly the young people who have had the opportunity to get higher education, especially in innovation and research related fields,” he said. “History will judge us harshly if we don’t do anything to create jobs for our people,” he argued.  

The Vice Chancellor discussed the challenge of low enrollment in higher education in Uganda and the need to produce more engineers and technologists. “We need to put our efforts together in order to have a reasonable impact,” he said.

Prof. Nawangwe called for collaboration among universities to have a significant impact on industrialization and job creation. He highlighted the role of Mak UniPod in producing companies and creating jobs. “I believe that through the training our students and staff undergo at the UniPod, we are going to begin churning out companies”, said Prof. Nawangwe.

Prof. Barnabas Nawangwe (Right) makes his remarks as Prof. Dorothy Okello (Left) and Mr. Timothy Ssejjoba (Centre) listen in. People's Republic of China funding to United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake China Funds In Trust (CFIT) project, CFIT III National Workshop, 29th July 2025, College of Engineering, Design, Art and Technology (CEDAT) Conference Hall, Makerere University, Kampala Uganda, East Africa.
Prof. Barnabas Nawangwe (Right) makes his remarks as Prof. Dorothy Okello (Left) and Mr. Timothy Ssejjoba (Centre) listen in.

He sounded a wakeup call on the importance of using current resources to make an impact and the potential risks of relying on external aid. “This is not going to be there all the time as the funders can wake up in the morning and freeze all the funds”, said the Vice Chancellor. He said this in relation to the United States of America’s act of withdrawing their funding from UNESCO. “This should be a very good lesson,” he commented.

Deputy Chancellor in charge of Academic Affairs at Mbarara University of Science and Technology (MUST), Prof. Nixon Kamukama highlighted the success of the project, mentioning that six African countries participated, with Mbarara University and Makerere University being chosen from Uganda.

“Traditional lecture methods are being replaced with hands-on, student-centered training, the emphasis is on practical skills, with more time spent in the field rather than lecture halls”, he stated.

He further explained the training of lecturers under the CFIT project, with two cohorts completing the training and receiving certificates. This is in line with skilling and preparing for the students doing the new curriculum who are coming on board. “And it is our policy that as a lecturer, if you don’t have a certificate when it comes to 2027, it will be hard for you to appear on the timetable, because you will have no skills”, said Prof. Nixon.

Prof. Nixon Kamukama (Left) addresses participants as Prof. Barnabas Nawangwe (Right) listens in. People's Republic of China funding to United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake China Funds In Trust (CFIT) project, CFIT III National Workshop, 29th July 2025, College of Engineering, Design, Art and Technology (CEDAT) Conference Hall, Makerere University, Kampala Uganda, East Africa.
Prof. Nixon Kamukama (Left) addresses participants as Prof. Barnabas Nawangwe (Right) listens in.

However, he discussed the challenges of matching traditional lecturers with students trained in competence-based education. “It would be very difficult to match the traditional lecturer and the student who has trained differently”, he said.

He went on and said that there is a mismatch in training approaches, particularly affecting education students who struggle to find employment. Schools are finding it very difficult to employ Students who are doing education because they have not been taken through the competence-based curriculum”, he expressed.

He however encouraged the government to address employment issues by supporting competency-based education whereby a student can manage to start up a project and move on instead of looking for jobs.

Prof. Kamukama also emphasized the need for practical training. “You need farms that will engage all these students, 80% of the time should be spent in the field. We have to take lecture rooms to the industries or bring industries to the lecture rooms”, he stated.

He explained that traditional lecture methods are becoming obsolete, with a shift towards hands-on training. “Soon lecturers and professors are going to put aside their yellow notes and we move on”, he said.

He acknowledged the role of artificial intelligence in education with a focus on practical skills.

Mr. Timothy Ssejjoba contributes to the day's discussion. People's Republic of China funding to United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake China Funds In Trust (CFIT) project, CFIT III National Workshop, 29th July 2025, College of Engineering, Design, Art and Technology (CEDAT) Conference Hall, Makerere University, Kampala Uganda, East Africa.
Mr. Timothy Ssejjoba contributes to the day’s discussion.

Mr. Timothy Ssejjoba, the Commissioner University Education and Training in the Ministry of Education and Sports, expressed gratitude to UNESCO for their coordination efforts and securing funds from the People’s Republic of China.

In his remarks, he highlighted the focus on competence-based assessment systems to prepare students for employment. “I think this project is really leading higher technical education into employment”, he stated.

Mr. Ssejjoba introduced the concept of green skills and their importance in creating a sustainable world. “We need to ensure that whatever we do, we do it in a way that would enable the world to be here long after us”, he commented.

He further mentioned the upcoming training on green skills to ensure that the education system empowers learners to sustainably develop the world. In this he emphasized the need for the education system to support and embrace green skills development.

Mrs. Nasaba Rosemary represented UNESCO. People's Republic of China funding to United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake China Funds In Trust (CFIT) project, CFIT III National Workshop, 29th July 2025, College of Engineering, Design, Art and Technology (CEDAT) Conference Hall, Makerere University, Kampala Uganda, East Africa.
Mrs. Nasaba Rosemary represented UNESCO.

Mrs. Nasaba Rosemary a representative from UNESCO, congratulated Makerere University and MUST upon their competence based education initiatives. And on this note, she emphasized the importance of celebrating success and innovation in education.

She further mentioned the pride felt by UNESCO due to the universities’ achievements and hoped that the successful model will be replicated across all universities and schools in Uganda.

The UNESCO representative discussed the importance of hands on learning and practical experience in education. “We need people who have learned from experience, that’s why we are very proud that you are looking at competence and hands on approaches”, she stated.

Nancy Atwenda

Continue Reading

Education

Mak CEES wins Grant to Champion Competence-Based Education in Africa

Published

on

Left to Right: Dr. Alfred Buluma, Prof. Anthony Muwagga Mugagga (Principal), Associate Professor Josephine Esaete (Principal Investigator), and Dr. Michael Walimbwa in the Principal's Office on 24th July 2025. Team behind 1 million Euros grant to support the implementation of a research titled, Transitioning Higher Education Regulators and Universities to Competence Based Education in East and West Africa meeting Principal, College of Education and External Studies (CEES), 24th July 2025, Makerere University, Kampala Uganda, East Africa.

When one walks through the College of Education and External Studies at Makerere University, one definitely feels the positive energy and a growing desire to write a research grant.

The new motivation for scholars at the College of Education and External Studies to focus on writing and winning grants, stems from the good news that has been spreading like a wild fire – that a team of dedicated College staff, partnering with key entities, have won a grant worth one million EUROS (about UGX4 billion).

The grant is to support the implementation of a research titled, Transitioning Higher Education Regulators and Universities to Competence Based Education in East and West Africa.

Makerere University is the Lead partner in the implementation of the grant, courtesy of the following members of staff from the College of Education and External Studies who dared the long days and nights to write the proposal: Associate Prof. Josephine Esaete (Principal Investigator), Dr. Alfred Buluma (Co-Principal Investigator), Dr. Michael Walimbwa, Dr. Julius Shopi Mbulankende, and Ms Teddy Nassali.

The grant brings on board a consortium of nine (9) partners from Uganda, Ghana, Spain and Portugal. These include: Makerere University (Lead Partner), Mountains of the Moon University, University of Ghana, University of Education-Weniba, University of Barcelona, Pedagogical Institute of Portugal, National Council for Higher Education-Uganda, Ghana Tertiary Education Commission, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM).

On receipt of the good news, the College Principal, Prof. Anthony Muwagga Mugagga, congratulated his staff upon the remarkable milestone, which positions Makerere University and the College of Education and External Studies at the centre of transforming the education sector in Africa. Prof. Mugagga noted that winning such a grant was timely, as Uganda continues to take steps to implement competence-based learning at the primary, secondary and university levels of education.

Ritah Namisango
Ritah Namisango

Continue Reading

Education

Mak CEES Principal commends Prof. İbrahim Hakan Karataş for undertaking research in higher education

Published

on

Prof. İbrahim Hakan Karataş takes a selfie with his family at the Makerere University Main Gate. Photo: LinkedIn/İbrahim Hakan Karataş. Prof. İbrahim Hakan Karataş Visiting Scholar at Makerere University and Professor at İstanbul Medeniyet University, Turkey. Time at College of Education and External Studies and farewell on 24th July 2025, Kampala Uganda, East Africa.

On Thursday 24th July 2025, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga, commended Prof. İbrahim Hakan Karataş, an international Postdoctoral Research Fellow from Turkey, for his contribution to research and graduate training at Makerere University in particular, and Uganda at large.

Prof. Karataş has undertaken research on Uganda’s Higher Education considering its broader political, economic and academic context, in order to contribute to a comparative study aligned with Turkey-Africa vision and internationalization policies in higher education.

Prof. Karataş is a scholar and researcher. He holds a Bachelor of Arts and Master of Arts in Turkish language and literature. He earned his PhD in Educational Leadership in 2008. He is an academic, who has served in the capacity of Assistant Professor as well as Head of Educational Administration Department at the Medeniyet University in Istanbul, Turkey.

Prof. Karataş has worked with academic staff at School of Education including Dr. Charles Kyasanku and Dr. Alfred Buluma to write papers focusing on Uganda’s higher education sector. He has also engaged and involved graduate students in research and publication undertakings.

Posted at the School of Education effective 15th August 2024, Prof. Karataş completed his research fellowship at Makerere University on 24th July 2025.

Prof. Anthony Muwagga Mugagga presents a Mak Necktie to Prof. İbrahim Hakan Karataş on 24th July 2025. Prof. İbrahim Hakan Karataş Visiting Scholar at Makerere University and Professor at İstanbul Medeniyet University, Turkey. Time at College of Education and External Studies and farewell on 24th July 2025, Kampala Uganda, East Africa.
Prof. Anthony Muwagga Mugagga presents a Mak Necktie to Prof. İbrahim Hakan Karataş on 24th July 2025.

Bidding him farewell, Prof. Mugagga appreciated Prof. Karataş for choosing to work with staff in the College of Education and External Studies, and for his deliberate focus on research in higher education. Prof. Mugagga re-affirmed that Prof. Karataş’ research and findings will inform and enrich the higher education sector.

To ensure that Prof. Karataş continues to remember the institution, the College Principal presented to him, a Makerere University Necktie.  Prof. Mugagga noted that the souvenir would enable Prof. Karataş always rekindle the great memories about Makerere University and the College of Education and External Studies.

Ritah Namisango
Ritah Namisango

Continue Reading

Trending