Education
Dissemination of Pedagogical Leadership of Academic Staff in Higher Education Institutions to Enhance Graduate Work Readiness and Transition to Work (PLASHE-WIL)
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.
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:
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:
- 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.
- 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.
- 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.
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.
Education
School Stakeholders’ Exhibition: Graduate Students partner with schools to simplify the new Competence Based Curriculum
Makerere University, on Thursday 26th March 2026, hosted the School Stakeholders’ Exhibition, bringing together learners, teachers, researchers, and education policymakers to demonstrate how Uganda’s Competence Based Curriculum (CBC) can be implemented through experiential learning and real-life situations.
The Exhibition was championed by graduate students from the College of Education and External Studies (CEES) and the College of Humanities and Social Sciences (CHUSS) guided by Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University.
With Dr. Anne Ampaire’s close supervision, the graduate students studying the Master of Early Childhood Education, Postgraduate Diploma in Education, and the Master of Education-Educational Psychology, teamed up with various schools and learners, to showcase the possibilities of taking classroom content into real-life situations.
For instance, at the pre-primary level, students in kindergaten and nursery schools (Two to Eight years) participated in the Early Childhood Development (ECD) sessions guided by their teachers, and graduate students pursuing the Master of Early Childhood Education at Makerere University.
Themed, School Stakeholders’ Responsibilities in Shaping Minds for Productive Life, the exhibition attracted pre-primary, primary and secondary school learners, university students, educators and stakeholders in the education sector.
The following university officials graced the School Stakeholders’ Exhibition: The Principal of CEES-Prof. Anthony Mugagga, the Dean, School of Psychology-Dr. Martin Baluku, and the Head of the Department of Educational, Social and Organisational Psychology-Dr. Richard Balikoowa, Dr. Naomi Namanya-School of Psychology, and Ms. Ritah Namisango-Public Relations and Communication Specialist, who moderated the proceedings.
Education is no longer confined within classroom walls
Dr. Anne Ampaire, a Lecturer of Educational Psychology, welcomed the participants to the Exhibition, an initiative designed to connect theory with practice through stakeholder collaboration.
“Why is it important for Makerere University academic staff and students, to engage with headteachers, teachers, administrators, and learners from pre-primary, primary, and secondary levels? The answer lies in collaboration and shared responsibility, to effectively implement the Competence Based Curriculum,” she emphasised.
Dr. Ampaire explained that the Competence Based Curriculum represents a major shift in education delivery. “Education today is no longer confined to classrooms, not even the transmission of knowledge from teacher to the learners is adequate. The new Competence Based Curriculum focuses on developing competencies that prepare learners for a rapidly changing world,” she stated.
She highlighted the key competencies promoted under Competence Based Curriculum (CBC), including critical thinking, creativity, communication, and problem-solving. “With CBC, the learner is at the centre of this transformation, actively engaged in a learner-centred learning environment,” she added.
CBC grounded in psychology and experiential learning
Dr. Ampaire explained that the exhibition is rooted in educational psychology and field-based research conducted by Makerere University graduate students. “This work is grounded in early childhood education, psychology of learning, human development, and instructional science,” she said.
According to Dr. Ampaire, the School Stakeholders’ Exhibition re-affirms that learning is shaped by the environment and interaction. “The environment continuously shapes learning,” she stressed.
She emphasised that modern education is collaborative. “What I know, what you know, and what others know-when combined-form a stronger system. That is the direction education is taking,” she said.
Dr. Ampaire challenged traditional teaching models. “Gone are the days of teacher-centred learning where the teacher is the sole authority. Today’s learning model recognises that none of us knows it all,” she said.
Roleplays, drama, and cultural performances
A major highlight of the exhibition was a series of interactive performances by learners from different schools, who used drama, storytelling, and traditional dances to demonstrate CBC principles in action.
Pre-primary and primary learners guided by teachers and graduate students, staged roleplays reflecting everyday life situations, including family interactions, classroom discipline, peer pressure, and decision-making. The performances illustrated both positive and negative behaviours, with learners demonstrating how better choices could be made in real-life situations.
In one roleplay, a home setting illustrated the importance of parental attention and emotional bonding, showing how children respond better when given quality time and encouragement.
Another skit focused on classroom discipline, where learners acted out cases of dishonesty and conflict, later resolving them through dialogue, counselling, and cooperation between teachers and parents.
A nutrition-based performance demonstrated how diet affects learning outcomes, contrasting healthy meals such as fruits, eggs, and yoghurt with unhealthy options such as soda and processed snacks.
The exhibition also featured vibrant traditional dances performed by learners to cultural songs. The performances showcased unity in diversity and reinforced messages of identity, discipline, and teamwork.
We must be our brother’s keeper
Dr. Richard Balikoowa, the Head, Department of Educational, Social and Organisational Psychology, emphasised the importance of positive psychology in child development. “Human beings are dynamic and grow through stages of confusion, chaos, compromise, and change,” he said.
He urged educators to focus on constructive discipline approaches. “We should strengthen desired behaviour through positive reinforcement and carefully guide correction without harming the child’s wellbeing,” he said.
Identify formation and long-term development
The Dean of the School of Psychology, Dr. Martin M. Baluku, emphasised identity formation and long-term development. He stressed the role of both teachers and learners in shaping future outcomes. “As teachers, we have a responsibility to shape minds and identities. At the same time, learners must actively shape themselves,” he said.
He called upon students to remain focused on their aspirations. “If you want to join Makerere University in future, you must work hard and take your studies seriously,” he said.
CBC is a bold and necessary reform
Dr. Ampaire described the Competence Based Curriculum (CBC) as a major transformation in Uganda’s education system. “CBC is a bold and necessary step. Education is no longer confined within classroom walls. Learning is everywhere. We should prioritize project-based learning and contextual education. A banana plantation is a laboratory. A craft workshop is a laboratory. Learners must connect classroom knowledge to real-life experiences,” she said.
Schools must embrace practical learning
The Principal of CEES, Prof. Anthony Mugagga, praised the initiative and urged schools to fully adopt CBC approaches. “Many schools are still struggling with how to implement the Competence Based Curriculum,” he stated.
He emphasised that learning must be practical and reflective of real life. “When a child observes behaviour, they may internalise it. That is why learning experiences must be carefully guided,” he said.
Prof. Mugagga urged learners to value time and education. “When faced with challenges at school and you feel like giving up, remember those other Ugandans who wish to be at school, but they are not able, due to lack of school fees,” he advised.
“Being at school is a golden opportunity that you need to utilize to become a better person. I encourage you to be hard-working, focused,disciplined and resilient as you pursue your studies,” he added.
Sharing his experience, Prof. Mugagga disclosed that he was once a student, who faced challenges, but he did not give up.
Prof. Mugagga informed the participants that he was a seminarian, and when his chances of becoming a priest did not materialize, he focused on other career paths within the education sector, rising up to the rank of Professor at Makerere University, and with ability to stand in front of the learners, to share words of wisdom and inspiration.
Stakeholders encouraged to support learner centred education
The exhibition concluded with a strong call for collaboration among parents, teachers, policymakers, and communities to support learner-centred education. Stakeholders agreed that the Competence Based Curriculum can only succeed if all actors work together to create supportive, practical, and inclusive learning environments that prepare learners for real-life challenges.
Schools that participated in the exhibition
Some of the schools that participated in the exhibition include: Mengo Senior Secondary School, Mirembe G. Vocational Training Centre-Zana, Garfield Nursery and Primary School-Gayaza, Tephies Kindergarten School Nagalabi-Budo, Raayat Islamic Primary School.
Education
DACE Launches Research Seminar Series to Strengthen Co-Authorship and Scholarly Engagement
The Department of Adult and Community Education (DACE), under the School of Distance and Lifelong Learning at the College of Education and External Studies (CEES), Makerere University, has launched a bi-weekly research seminar series aimed at strengthening scholarly engagement and promoting co-authorship among staff and students.
The initiative forms part of the Department’s broader strategy to develop and operationalise its research agenda, with the goal of repositioning Adult and Community Education within national and global academic discourse.
According to the Head of Department and staff members, limited public understanding of Adult and Community Education continues to constrain its visibility and impact, particularly in relation to its contribution to lifelong learning, community transformation, and national development. The research seminar series is therefore intended to enhance knowledge production, increase publications, and promote evidence-based engagement in the field.
The seminars, held every Tuesday, are coordinated by Dr. Karembe Ahimbibisibwe and Dr. Kellen Aganyira, following their nomination by the Departmental Academic Board.
The inaugural session, held on Tuesday, 24th March 2026, focused on the theme: “Understanding Co-Authorship in Academic Practice.”
The seminar brought together academic staff, PhD students, and recent graduates of the Master of Adult and Community Education (MACE) programme to reflect on collaborative research and scholarly writing.
Participants engaged with key aspects of co-authorship, including contribution, collaboration processes, and the role of joint writing in enhancing academic productivity and mentorship.
“Co-authorship is not just about writing together—it is about building shared thinking, mentorship, and a collective scholarly identity,” noted one of the facilitators during the session.
As part of the seminar, participants were required to prepare structured abstracts outlining their research focus, theoretical grounding, methodology, and anticipated contribution to scholarship or policy. The session included presentations of draft ideas, followed by peer feedback.
This practical approach enabled participants to move beyond conceptual discussions and actively engage in the process of developing publishable work.
A participant described the experience as transformative. “The seminar has helped me refine my research idea and think more clearly about collaboration. The feedback from colleagues is both constructive and motivating.”
The Department has prioritised inclusive participation by involving graduate students and recent alumni, with plans to expand the initiative to all postgraduate learners in order to strengthen research capacity across academic levels.
Speaking during the seminar, the Acting Head of Department, Dr. Joseph Watuleke, commended staff and students for embracing the initiative and called for sustained commitment to building a research culture. “This seminar series represents a deliberate step toward strengthening our research culture and increasing our contribution to knowledge and development,” said Dr. Watuleke.
Dr. Watuleke noted that the initiative aligns with the strategic direction of the Principal, CEES, Prof. Anthony Muwagga Mugagga, who has consistently emphasized the importance of research in repositioning academic units within the University.
“The Principal has continually guided us to reclaim our intellectual space and strengthen our contribution to Adult and Community Education. This initiative is part of that broader vision of enhancing research visibility and academic leadership.”
The Department envisions the seminar series as a platform for fostering collaborative research, increasing scholarly publications, and building a vibrant academic community within the College of Education and External Studies (CEES).
Education
Makerere University Charts New Future with the unveiling of the Open, Distance and E‑Learning Building and Strategic Plan
By Harriet Musinguzi, CEDAT
Makerere University has embarked on a transformative journey in higher education with the official launch of its Open, Distance and E‑Learning (ODeL) Strategic Plan and the laying of the foundation stone for a new ODeL facility at the College of Engineering, Design, Art and Technology (CEDAT). The event, attended by dignitaries, university leaders, and international partners, marked a milestone in Uganda’s quest to harness digital technology for accessible, innovative, and inclusive education.
Presiding over the ceremony, Ms. Jihee Ahn, Country Director of the Korea International Cooperation Agency (KOICA), underscored the spirit of collaboration that has defined the project. She praised the collective efforts of Korean partners, Makerere’s project management team, and the construction and consulting teams.
Quoting an African proverb, she reminded the audience that “a single stick cannot make fire”, emphasizing that the success of the initiative lies in shared purpose and unity. Drawing from Korean wisdom, she added, “a journey of a thousand miles begins with a single step,” noting that this launch is the first step toward positioning Makerere as a leader in open and distance education across Africa.
“This new building will not be just a physical structure but a driving force that advances our shared vision,” Ms. Ahn said. “KOICA looks forward to continued cooperation with Makerere University and all partners as we move forward together.” she added.
Representing the University Council Chairperson Dr. Lorna Magara, Dr. Silas Ngabirano highlighted the broader significance of the ODeL project. He described it as a turning point in bridging the gap between traditional teaching methods and modern learning needs. “This project is more than just providing technology,” he said. “It’s about enhancing capacity for our students, faculty, and staff. It’s about making education more accessible and affordable, fostering innovation, creativity, and lifelong learning.” He urged staff and students to embrace the opportunities offered by online distance learning, reaffirming the Council’s commitment to supporting initiatives that expand access to higher education.
The Vice Chancellor, Prof. Barnabas Nawangwe, represented by Deputy Vice Chancellor for Academic Affairs Prof. Sarah Ssali, emphasized that e‑learning is a central pillar in Makerere’s Strategic Plan (2026–2030). She noted that the initiative aligns with Uganda’s National Development Plan IV, which prioritizes digital transformation by 2030.
“ODeL provides opportunities for students inside and outside Uganda to engage in learning, access cutting-edge research, and participate in innovation and entrepreneurship,” he said. “Now that ODeL is getting a home, there is no excuse for not delivering.”
Prof. Nawangwe expressed gratitude to KOICA and the people of Korea for the US$12.2 milliongrant, describing it as a testament to Makerere’s reputation as a center of academic excellence and innovation. He also acknowledged the support of Uganda’s Ministry of Education and Sports and the Ministry of Finance, Planning and Economic Development.
The Principal Investigator, Prof. Henry Alinaitwe, outlined three core components of the project: the development of the ODeL Masterplan, the enhancement of e‑learning infrastructure through a state‑of‑the‑art facility and modern equipment, and capacity building to equip staff with the skills needed to create high‑quality digital content. He explained that the construction, valued at USD 3.7 million, is being undertaken by SMS Construction Ltd, with designs developed by ArchForum Consultants Ltd, and is scheduled for completion by September 29, 2027.
Prof. Henry Alinaitwe explained that the ODeL Masterplan was developed through a highly consultative process, engaging numerous Makerere University staff and working closely with project consultants to ensure inclusivity and relevance. He expressed deep appreciation to the implementing partners, the Korea National Open University (KNOU) and the Korea Institute ofDevelopment Strategy (KDS) for their invaluable support in making the initiative a success.
Prof. Alinaitwe also commended the Makerere University Council for approving the allocation of space and committing to maintain the building and systems once operational. He recognized the dedication of the project implementation team, which includes Dr. Venny Nakazibwe(Co‑PI), Prof. Paul Muyinda, Dr. Godfrey Mayende, Mr. Samuel Mugabi, Mr. Alex Mwebaze, Dr. Kenneth Ssemwogerere, and Dr. Lydia Mazzi Ndandiko, for their tireless efforts in managing the project. He further acknowledged KOICA Country Director Ms. Jihee Ahn for expanding the scope of the project beyond the College of Engineering, Design, Art and Technology (CEDAT) to encompass
Written by Musinguzi Harriet, Principal Communication Officer, College of Engineering, Design, Art and Technology.
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