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

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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

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University of Zululand Explores collaboration in decolonization of curriculum and teaching of Kiswahili and isiZulu languages

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The delegation from the University of Zululand poses for a group photo with CEES staff after the 29th April 2025 meeting. University of Zululand delegation visits College of Education and External Studies (CEES, Explores collaboration on decolonization of the curriculum and teaching of Kiswahili and isiZulu, 29th April 2025, Makerere University, Kampala Uganda, East Africa.

On 29th April 2025, a delegation from the University of Zululand, South Africa led by the Deputy Vice Chancellor (Engagement and Transformation), Prof. Byron A. Brown visited the College of Education and External Studies (CEES) at Makerere University to discuss collaboration opportunities specific to decolonization of the curriculum in African universities, teaching pedagogies and re-positioning of African languages in education institutions.

The term decolonization of education is a central theme within the African Union’s agenda 2063, which envisions a united and self-reliant Africa. This agenda emphasizes the need for an education system that reflects African values, knowledge systems, and cultural identities, further supporting the ongoing push for integrating indigenous knowledge into formal education.

Underscoring the value of collaboration between Makerere University and the University of Zululand, Prof. Brown stated that both institutions will be in position to promote African values and knowledge, promote local languages and develop a socially responsive decolonized pedagogy.

Prof. Byron A. Brown. University of Zululand delegation visits College of Education and External Studies (CEES, Explores collaboration on decolonization of the curriculum and teaching of Kiswahili and isiZulu, 29th April 2025, Makerere University, Kampala Uganda, East Africa.
Prof. Byron A. Brown.

It is envisaged that Makerere University’s rich history and impact on the African continent will significantly enrich the University of Zululand’s project aimed at building authentic African universities.

In the morning hours, the delegation from the University of Zululand held a strategic meeting with the Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe and some members of Makerere University Management.  Quoting the proceedings of the meeting, Prof. Brown was pleased to note that Makerere University has ten (10) Colleges and a significant number of Schools and Departments, which will play a central role in the collaboration.

At the core of this interaction was the language question, which is central in the decolonization agenda with several researched opinions and respected voices at the national and global levels advocating for re-positioning of local or African languages.

Consequently, at the College of Education and External Studies, the delegation interacted with staff from the Kiswahili Section under the Department of Humanities and Language Education where issues of knowledge decolonization and exchanges were central.

Collaboration meeting in session. University of Zululand delegation visits College of Education and External Studies (CEES, Explores collaboration on decolonization of the curriculum and teaching of Kiswahili and isiZulu, 29th April 2025, Makerere University, Kampala Uganda, East Africa.
Collaboration meeting in session.

During the interaction, Prof. Brown highlighted that the University of Zululand is committed to the implementation of the theme that focuses on strong institutions, education and social justice.

Stating the main purpose for visiting the Kiswahili section, Dr. Bongephiwe Muyeni Gladness, a Lecturer at the Department of African Languages and Culture, University of Zululand highlighted that they are interested in introducing Kiswahili as one of the African languages at the University of Zululand.

“We have some interventions such as taking Kiswahili to Zululand, working on the online teaching and internationalization program. We are promoting research in African languages. We have students that are doing research in isiZulu,” she said.

Dr Bongephiwe Myeni. University of Zululand delegation visits College of Education and External Studies (CEES, Explores collaboration on decolonization of the curriculum and teaching of Kiswahili and isiZulu, 29th April 2025, Makerere University, Kampala Uganda, East Africa.
Dr Bongephiwe Myeni.

Dr. Bongephiwe reiterated that their objective is to create collaborations with African Universities. Highlighting that Kenyatta University and Moi University in Kenya were onboard, they visited Makerere University to interact with the University Management and faculty on matters pertaining to decolonization of the curriculum and academic exchange.

Building on the commitment that the delegation from the University of Zululand had received from the Vice Chancellor and the University Management, Dr. Caesar Jjingo, a Lecturer specializing in Kiswahili language pedagogies and materials development highlighted the readiness of the teaching staff to participate in the collaboration aimed at promoting the Kiswahili and uniZulu languages.

 “It was an insightful engagement with the delegation in relation to pedagogy, research collaboration and language students’ exchanges purposely to advance the teaching of Kiswahili and isiZulu languages at the University of Zululand and Makerere University, respectively,” said Dr. Jjingo.

Dr. Caesar Jjingo. University of Zululand delegation visits College of Education and External Studies (CEES, Explores collaboration on decolonization of the curriculum and teaching of Kiswahili and isiZulu, 29th April 2025, Makerere University, Kampala Uganda, East Africa.
Dr. Caesar Jjingo.

With the short term, medium and long term strategies being undertaken by the College of Education and External Studies to decolonize education in East Africa, the coming on board of the University of Zululand from South Africa expands the spectrum to the African continent.

On 9th and 10th April 2025, the College of Education and External Studies at Makerere University hosted the 3rd East African Teacher Education Symposium under the theme, “Curriculum Development and Decolonization of Education in East Africa.” 

Supported by the Norwegian Agency for Development Cooperation (Norad), the Capacity Building for Research-Based Teacher Education (CABUTE) project with its partner institutions namely Makerere University, Kyambogo University, University of Bergen in Norway, Western Norway University of Life Sciences and the Uganda National Institute for Teacher Education (UNITE) played a pivotal role in making the decolonization of education a topical issue.

During the symposium, experts called for the integration of indigenous knowledge into Uganda’s education system to make learning more relevant, practical, culturally aligned with the communities.

The Keynote Speaker, Prof. Proscovia Namubiru, the Acting Vice Chancellor at UNITE highlighted that much of Africa’s indigenous knowledge was suppressed during the colonial period. She noted that the pre-colonial African knowledge in various fields-was often deemed “satanic” or primitive by missionaries and colonial leaders. This view led to the promotion of Western educational models, which largely ignored and erased the indigenous practices.

Prof. Namubiru advocated for a holistic multi-disciplinary approach that values indigenous practices alongside formal education. “Education institutions must form strong, respectful relationships with communities to ensure that indigenous knowledge is shared appropriately,” she said.

Tackling the key factor of language, Prof. Namubiru decried the practice of suppressing the local languages or African languages, and promoting the foreign languages.

She observed that even when the colonialists left, schools and universities in Uganda have continued to promote foreign languages to the detriment of African languages. She reminded the audience about the practices in different schools where learners are punished for speaking vernacular. According to Prof. Namubiru, referring to local languages as “vernacular” was aimed at making them inferior.

Acknowledging that decolonization of the curriculum should bring on board everyone, a step that involves starting with liberating the mind of each individual, Prof. Namubiru urged the participants to start with the small steps for instance stopping the punishments for speaking “Vernacular” and popularizing the usage of the local or African languages.

Ritah Namisango
Ritah Namisango

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Makerere University’s Role in the Fourth Industrial Revolution: A Novel Pedagogical Approach

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Eutychus Ngotho Gichuru is a Doctoral Student at East African School of Higher Education Studies and Development, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.

By Eutychus Ngotho Gichuru

Fourth Industrial Revolution (4IR) is revolutionizing the world economy by connecting the physical, digital, and biological worlds through technologies like artificial intelligence (AI), robotics, Internet of Things (IoT), and blockchain. For a developing nation like Uganda with long-standing problems like youth unemployment and poverty, the 4IR presents a chance to bypass development phases and achieve growth that includes all segments of society. This is attainable only if education is revolutionized, particularly in the universities.

Makerere University, which is Uganda’s national university, is well poised to drive the process. If Makerere deploys a novel pedagogy model Transdisciplinary Experiential Learning Ecosystems (TELE), it will produce 4IR leaders, innovate, and tackle local issues. TELE, which is focused on transdisciplinary collaborations, experiential learning, and exosystemic relationships, can be a key enabler of Makerere and Uganda’s 4IR readiness.

Established in 1922, Makerere University has shaped leaders who have carved out the East African future. Its traditional pedagogy framework, which is grounded in silo disciplines, rote memorization, and theory-led priority, has no match to the 4IR demands. Based on the World Economic Forum, 65% of the school children today will find themselves in careers not yet thought of and which require skills such as thinking, adaptability, and being technology literate.

In Uganda, where youth are now unemployed at approximately 13% and even underemployed, the universities must prepare the graduates with the ability to be job creators as well as job seekers. 4IR’s emphasis on networked systems, such as AI and environment, climate, and policy integration, requires a different brain. TELE offers Makerere the chance to reinvent learning so that it can leverage responsiveness to 4IR as well as Uganda’s socio-economic context.

What then is TELE? Transdisciplinary Experiential Learning Ecosystems brings together three ideas: transdisciplinary learning, experiential education, and ecosystem thinking. As opposed to multidisciplinary practices that cross between disciplines, transdisciplinary extends further to build new systems of knowledge. Experiential learning emphasizes problem-solving through practice in the real world, and ecosystem thinking facilitates interdisciplinary engagement among students, lecturers, industry, communities, and government.

TELE envisions Makerere as a vibrant node where learning overflows from lecture halls into industry and society. It is grounded on 4IR-appropriate competencies, creativity, cooperation, and agility but situates education within the Ugandan situation to make it locally responsive yet globally competitive.

The TELE system is novel yet realistic. It involves building nodes transdisciplinary in nature, both physical and virtual, where scholars from every department, engineering, social sciences, medicine, arts, join in solving issues confronting the real world. As an example, a “Smart Agriculture” lab would require students to design IoT-based irrigation, soil testing, and business plans for community ownership.

Experiential learning project work would engage students in semester-long projects, e.g., urban flooding solutions in Kampala or health access in rural areas, using 4IR technologies like AI or blockchain. Ecosystem partnerships with industry (e.g., MTN Uganda), government (e.g., Ministry of ICT), and societies would collaborate to coproduce curricula and fund projects jointly. Access to 4IR tools and far-distanced collaboration would be eased by digital solutions, with restructured assessment based on portfolios instead of traditional exams.

The future potential of TELE is to empower students with capabilities to be participants in the dynamic, networked society of 4IR. 4IR dissects industry silos, therefore a programmer writing software has to learn about user psychology, a doctor must learn AI diagnostics, and a policymaker has to balance data privacy. TELE teaches transdisciplinary learning where the students learn how to address system issues.

As an example, a TELE “Digital Financial Inclusion” project would get economics, computer science, and sociology students to co-create a block chain-based microfinance platform for rural women. This creates technical skills alongside empathy and systems thinking, both of which are critical in 4IR leadership. Unpacking disciplinary silos, TELE makes graduates adaptable as well as able to innovate in Uganda’s economy.

TELE also bridges the skills gap in Uganda, one of the persistent criticisms against its education system. Its graduates lack practical skills, making them less employable. TELE’s hands-on track sidesteps this by bringing students face-to-face with getting to do actual projects. A “Renewable Energy Access” lab, for example, could involve students to design microgrids powered by the sun in off-grid villages where they have to learn about IoT sensors, negotiate with village leaders, and pitch to investors.

These exercises produce graduates with the ability to apply 4IR technologies into practice, from creating AI-powered agriculture machinery to streamlining Kampala garbage management. By linking learning with the market needs, TELE enhances employability and entrepreneurship, the key driver of Uganda’s youth employment.

TELE also positions Makerere as an innovation and entrepreneurship hub powered by 4IR. Africa is blessed with a youth bulge, which is an entrepreneurial talent treasure trove, and the 4IR is driven by innovation. TELE embeds entrepreneurship in the curriculum through ecosystem relationships that expose the students to money, mentors, and markets.

An example of a “Smart Waste Management” initiative would involve a business owned by a student using AI to reduce the cost of garbage collection in Kampala, with the backing of entities such as Safe Boda or the Kampala Capital City Authority. By transforming its culture of innovation, Makerere can unleash an 4IR-drive tsunami of startups that will drive economic growth and make Uganda one of the top technological countries in Africa.

TELE’s localized focus is in that Makerere‘s 4IR contribution draws on Uganda’s circumstances, that is, its agrarian economy, youthfulness, and infrastructural shortcomings. Although as universal as the 4IR, solutions need to be context-specific. A “Precision Agriculture” cluster can design cheap, AI-led innovations for smallholder farmers that address food insecurity and capitalize on technologies from across the world.

Localization also renders Makerere internationally recognized as a leader in implementing the 4IR within African settings. Apart from that, TELE’s digital platform is also leveling the playing field for learning by utilizing web-based modules and virtual labs to reach rural students or students unable to access conventional schooling, as per the 4IR slogan of inclusivity.

Initiating TELE requires visionary and risk-taking leaders. Makerere can begin with a pilot, with two transdisciplinary institutions e.g., “Smart Cities” and “Digital Health” with 50 students each, backed by faculty staff and industry players. Curriculum would include TELE projects, accrediting short courses and experiential learning in 4IR skills such as coding or AI ethics. Partnership with Google Africa would offer finance and skills, with support from digital infrastructure such as a virtual 4IR Lab enabling virtual learning. Next, Makerere would move to the phase where there would be replicated centers, the faculty trained in transdisciplinary practice, and cutting-edge policy reform to embrace TELE-based evaluations as a vehicle for inducing long-term sustainability.

Makerere University stands at a crossroads. The 4IR requires a new kind of graduate who is flexible, creative, and can handle complex systems. With the adoption of Transdisciplinary Experiential Learning Ecosystems, Makerere can re-engineer its pedagogy to meet these needs in order to prepare graduates to drive Uganda’s 4IR. TELE focus on transdisciplinary collaboration, experiential learning, and ecosystem partnerships aligns with bridging the skills gap, encouraging entrepreneurship, and domesticating foreign technologies. While Uganda seeks to capitalize on the 4IR to achieve inclusive growth, Makerere‘s embrace of TELE can also position it as a beacon for innovation inspiration in Africa, whose destiny to learn maps the course into progress and prosperity.

Eutychus Ngotho Gichuru is a Doctoral Student at College of Education and External Studies, at Makerere University.

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Inclusive education: Using assistive technologies to manage the learning needs of students with visual impairments at Makerere and Kyambogo Universities

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The ATEVIL Project Research team. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.

Over 80 academic staff at Makerere University and Kyambogo University have been trained under a five-year project designed to enhance the teaching and learning of visually impaired students in Uganda, through the use of assistive technologies. In addition, 100 university students with visual impairments have also been trained and supported. An online course titled, “Supporting Learning of Students with Visual Impairment” was developed. There is increased awareness and understanding at Universities of the needs of learners with visual impairments.

With this support, the College of Education and External Studies at Makerere University secured some specialized equipment and assistive technologies for research as well as facilitating usage and access to these devices by students with visual impairments.

Inclusive education is based on the premise that all children, regardless of their social, cultural, physical and mental (UNESCO, 2009) conditions should learn together (UNESCO, 2014). As a philosophy, inclusion urges training institutions to welcome, value everyone, and minimize barriers to accessing quality education and ensuring effective participation in learning experiences by all learners (Morina, 2017).

Globally, ICT is increasingly being used to improve the learning and independence of students with visual impairments (Gill, Sharma & Gupta 2017).

The project team consisting of staff from Makerere University College of Education and External Studies, Kyambogo University, National Council for Higher Education and Uganda National Association of the Blind noted that the preparedness of public universities in Uganda to provide education to students with visual impairments was still wanting. The research team noted that available studies indicated evidence of discrimination, an unsupportive teaching and learning environment, negative attitudes, inappropriate infrastructure and unprepared academic staff.

Group Photo-Participants at the ATEVIL project dissemination workshop. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Group Photo-Participants at the ATEVIL project dissemination workshop.

With funding from the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), a research project titled, Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) was designed to address the challenge of limited awareness and capacity by public universities to support the teaching of students with visual impairments.

Since 2020, the research team has been implementing the ATEVIL project aimed at supporting students with visual impairment by strengthening educators’ capacities and enhancing educational accessibility.

At the stakeholder’s dissemination workshop held on 12th March 2025 to assess the five-year application of the ATEVIL project, the participants unanimously agreed that assistive technologies are key in helping the visually impaired students close the learning gaps.

The research team consists of the following members:  Dr. Leah Sikoyo, Associate Professor Betty Ezati, Dr. Dianah Nampijja, Dr. Michael Walimbwa, Associate Professor Joyce Ayikoru, Mr. Daniel Okot, Dr. Godfrey Onyait and Mr. Ronald Luyima.

Dr. Leah Sikoyo, the Principal Investigator of ATEVIL Project 

Presenting the situation analysis, Dr. Leah Sikoyo, the Principal Investigator-ATEVIL project indicated that the number of learners with visual impairments enrolling for university education has been increasing amidst limited capacity by teacher educators to effectively manage their learning needs.

Dr. Sikoyo attributed the rise in the number of students with visual impairments accessing university education to the awareness and sensitization efforts by the Government of Uganda, Ministry of Education and Sports, parents, the Uganda National Association of the Blind and other stakeholders.

Dr. Leah Sikoyo. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Dr. Leah Sikoyo.

She disclosed that although at Makerere University, most of the students with visual impairments enroll for academic programmes in the humanities, social sciences, education, law and business, at the global level, where assistive technologies are accessible, they empower the learners with visual impairments to study a wide range of courses in the sciences, medicine, engineering and among others.

Using a very common scenario, Dr. Sikoyo who is an academic member of staff at Makerere University-College of Education and External Studies, mentioned a critical issue in the existing educational framework. She pointed out that most of the teaching staff unconsciously use this statement when teaching, and I quote: “Dear students, do you see this?” This inherent bias towards sighted students results in significant barriers for those with visual impairments. The lack of awareness and training among educators has led to inadequate support mechanisms, leaving students with visual impairments feeling isolated and ignored, especially during crucial assessment periods. She added that in some situations, academic staff would establish that some students have visual impairments during tests or towards the examinations period.

In response to these challenges, the ATEVIL project integrates assistive technologies to foster an inclusive learning environment.  “Technology enables flexibility. It provides possibilities to adapt to the learning environment.  Students can work not just with ease, but also with independence,” stated Dr. Sikoyo. She stressed that this approach not only empowers students to access information independently, but also shifts the educational paradigm towards a more equitable system.

The ATEVIL project’s innovative strategies encompass not just hardware and software, but also methodologies that cater to different learning needs, enabling educators to create a supportive environment for all students. 

With the ATEVIL project success, its implications extend beyond the classroom, serving as a contact of hope for a more inclusive Uganda and fostering awareness and training among educators, the initiative hopes to maximize the potential of all students, regardless of their disabilities.  It is hoped that, by addressing the systemic challenges faced by visually impaired students, this initiative is not just changing lives; it is redefining the future of education in Uganda.

Remarks by Representative of MakRIF

Representing Prof. Fred Masagazi Masaazi, the Chairperson of the MakRIF Grants Committee, Dr. Zahara Nampewo, the Deputy Principal, School of Law at Makerere University stated that true vision goes beyond physical sight, and this project aims at helping visually impaired students to see with their minds.

College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Dr. Zahara Nampewo. Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Dr. Zahara Nampewo.

Dr. Nampewo commended the project team for their innovative approach towards inclusive learning for visually impaired students, noting that it has transformed the lives of learners and positively influenced government policy.

“In addition to learners with visual impairments, I implore the ATEVIL project team at Makerere University, Kyambogo University and National Council for Higher Education, to consider students with hearing and mental disabilities. I encourage you to expand the scope of this project to achieve even greater impact and actionable results,” said Dr. Nampewo, a Member of MakRIF Grants Management Committee.

Remarks from National Council for Higher Education

Participating in the stakeholder’s dissemination workshop, Dr. Olive Lunyolo, a Senior Education Officer at NCHE re-affirmed Government’s commitment to promoting inclusive learning across all educational institutions.

Dr. Dianah Nampijja presents impacts and outcomes

Dr. Nampijja said: “When we started this journey, it was a journey of not knowing things to do. As we have walked through, we have increased awareness on inclusive learning. We needed our students to be independent. We didn’t want to pity them. The goal is to equip the learners to thrive in competitive work environment.”

Dr. Dianah Nampijja and Dr. Leah Sikoyo. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Dr. Dianah Nampijja and Dr. Leah Sikoyo.

The ATEVIL project gathered insights into the lived experiences of students with visual impairments, ensuring that their needs were met comprehensively. According to Dr. Nampijja, the ATEVIL project presented possibilities. The project research implementation team focused on presenting possibilities to learners with visual impairments. “Assistive technologies are part of those artifacts that allow these possibilities,” she said.

She noted that by focusing on assistive technologies, the ATEVIL project made learning more accessible. “The initiative addressed gaps in the learning management systems, allowing students to navigate these platforms effectively,” she remarked.

Highlighting the importance of continuous professional development, Dr. Nampijja reported that through the ATEVIL project, 80 academic staff across Makerere and Kyambogo Universities were successfully trained in inclusive teaching strategies and assessment methods tailored for students with visual impairments.

Contribution from Makerere University Disability Support Unit

Ms Elizabeth Rwabu who manages the Makerere University Disability Support Unit mentioned that that she has been engaged with disability advocacy since childhood. “You should never allow the disability to define you. Accept your circumstances, but remember, you are not defined by them,” she advised.  According to Ms Rwabu, this is a notion that the true challenges are not solely in the impairments themselves, but in the societal barriers that inhibit full participation in daily life. She noted that, ‘Barrier plus impairment equals disability.’ She explained that by dismantling barriers, be it physical, social, or systemic, individuals can reclaim their agency.

Contribution from the Makerere University Dean of Students’ Office

Mr. Peter Mwanja from the Office of the Dean of Students at Makerere University guided as follows: “In addition to providing accommodation to students with disabilities, we need to ensure that they are actively included in all aspects of university life. This includes sports and extracurricular activities, which are vital for social integration.”

Feedback from participants at the Stakeholders Dissemination Workshop

During the plenary session, participants observed that the disability will be broken when you remove the barriers preventing access to what you are meant to do. They commended the ATEVIL project which aims at addressing these barriers head-on for providing practical solutions that are changing perceptions and outcomes within the community. 

Dr. Michael Walimbwa. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Dr. Michael Walimbwa.

The participants underscored the need for teachers and staff to receive training on disability awareness and inclusivity. They also noted that while some progress has been made, many university facilities are still lacking essential features such as ramps and accessible restrooms.

The stakeholders advocated for policies that support and empower students with visual impairments as well as increased support from the Ministry of Education and Sports in form of funding specific to the needs of students with visual impairments, specialized equipment and assistive technologies.

Testimonies from academic staff trained during the ATEVIL project

Dr. Zaid Sekito, Makerere University

Dr. Zaid Sekito, an academic staff member at Makerere University College of Humanities and Social Sciences and a beneficiary under the ATEVIL Project, reflected on his transformative two-year journey since joining the initiative. “I have learned how to deal with students with visual impairments. I am very sensitive when it comes to inclusion of learners with different abilities as well as on the choice of words and terminologies,” he shared.

Convinced that true empowerment requires equitable educational opportunities, Dr. Sekito advocated for a shift towards “multi-diversity universities” that embrace modern technologies to support diverse learners.

He highlighted the need to create more ambassadors advocating for comprehensive training for staff to address the special needs of our students effectively.

Dr. Jackie Adong, Makerere University 

Dr. Jackie Adong, an academic staff member at Makerere University College of Humanities and Social Sciences and a beneficiary of the ATEVIL Project shared her transformative journey in supporting students with visual impairments. She elaborated that being sensitive to the needs of students with visual impairments is a reminder of our responsibility as human beings to fellow human beings.  Dr. Adong highlighted the rights of students with visual impairments, emphasizing their entitlement to education, participation, and access to resources.

Dr. Jackie Adong, Department of Literature, CHUSS. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Dr. Jackie Adong, Department of Literature, CHUSS.

She has adapted to alternative teaching methods by posting class notes on WhatsApp and allowing students to utilize assistive technology for reading. “Now we are aware of them from the beginning of the class, during coursework and during exams,” she said, detailing how the Department of Literature at the College of Humanities and Social Sciences has created a supportive environment. Dr. Adong is committed to continuing these inclusive practices to ensure a brighter future for all students.

Dr. Asio Santamaria, Kyambogo University

Dr. Asio Santamaria, the head of the Department of Biological Sciences at Kyambogo University and a beneficiary of the ATEVIL Project, highlighted the significant impact of the initiative on her teaching approach and awareness of students with visual impairments.

Reflecting on her experience, she pointed out, “Observation has helped us recognize students who may appear physically fine, but require special attention.” Dr. Asio emphasized the need to accord extra time for coursework and exams to students with visual impairments. She credited the ATEVIL project for enhancing her knowledge of modern assistive technologies and inclusive teaching strategies.

Enock Kisekka, Kyambogo University

Enock Kiseka, an academic staff member at Kyambogo University and beneficiary of the ATEVIL Project, shared his transformative journey in supporting visually impaired students.  He disclosed that initially, he did not understand fully the challenges faced by students with visual impairments.

His perspective changed after participating in inclusive training. Kiseka emphasized the importance of intentionality, stating, “I became more aware of students with low vision and learned to provide appropriate support, such as extra time during assessments.”

His engagement with the Disability Support Centre led to collaborative efforts to create a more inclusive environment. “We have developed a strong relationship with the special needs faculty,” he added, underscoring the collective responsibility in enhancing accessibility.

Students’ Testimonies

Awilo Mariam, a student at Makerere University and beneficiary under the ATEVIL Project, shared her experience, stating, “Before the training, I struggled with using the Moodle portal, but now I can type my notes and exams confidently.”

She emphasized the power of empathy, urging, “Treat everyone simply; life can change in an instant.” Awilo expressed gratitude for the support from her lecturers, acknowledging their crucial role in her educational journey.

Paul Kakooza, a student at Makerere University and beneficiary under the ATEVIL Project, expressed profound gratitude for the initiative’s impact on students with visual impairments. According to Kakooza, the ATEVIL project has yielded results, empowering visually impaired students to navigate technology and advocate for their needs.

Kakooza also reported on the transformation in his ability to access information. “We are now able to navigate our phones and the Internet, which was once a challenge for many of us,” he mentioned. He pointed out the societal discrimination faced by visually impaired individuals, urging for greater awareness among educators about their needs. 

“We need to extend the ATEVIL project’s reach into the employment sector,” he urged, noting that many organizations underestimate the potential of visually impaired graduates. 

Namugenyi Rosemary, an alumnus of Makerere University alumnus and beneficiary of the ATEVIL Project shared her experience. Being a visually impaired student, Namugenyi faced challenges coping with traditional learning methods. She was liberated and empowered by the ATEVIL project, which helped her to navigate technology effectively.

Namugenyi recounted how she initially struggled with online course works and assignments, but eventually mastered it. “Through the training, I became a pioneer in using scanning technologies to transform hard copy notes into accessible formats.

Namugenyi explained that her newly acquired skills through the ATEVIL project have enabled her to gain trust among her peers, who often seek her guidance for research. She concluded with heartfelt gratitude for the project, stating, “I pray that it continues to support others who may not yet have access to these vital resources.”

Daniel Elaju, a recent graduate of Makerere University and beneficiary of the ATEVIL Project, who graduated with a First Class degree shared how the initiative aided his academic success and workplace readiness. “I faced numerous challenges at the university, especially finding accessible materials, but the ATEVIL project helped bridge that gap,” he remarked.

Daniel Elaju, an alumnus of Makerere University and one of the beneficiaries of assistive technologies. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Daniel Elaju, an alumnus of Makerere University and one of the beneficiaries of assistive technologies.

Elaju who works at Equity Bank said: “Using Jobs Access to With Speech (JAWS) Screen reader in computers which could enable the visually impaired students to use computers at ease, made a significant difference in his learning journey and career.”

He expressed gratitude for the training he received, which enabled him to outshine competitors during job interviews, notably at Equity Bank, where he secured a job. Elaju described his commitment to sharing knowledge with peers. “I mobilized my colleagues to ensure resources are accessible as well as helping them submit coursework.”

Noting that many employers were not aware of the capabilities of visually impaired individuals, Elaju urged the ATEVIL project and other stakeholders to continue with the advocacy and awareness at the different levels.

Trevor Twinomugisha Makuru, a second-year student at Kyambogo University and beneficiary of the ATEVIL Project, shared his impactful journey, emphasizing the project’s role in enhancing awareness among students with visual impairments. “Joining Kyambogo was challenging as a private student with low vision,” he noted, reflecting on the initial difficulties he faced.

He commended the ATEVIL project for providing him with the essential training in assistive technologies, which enabled him to become more independent in his studies. “We were inspired to revive the Kyambogo University Visually Impaired Students Association, where I currently serve as the President,” he stated, underlining their commitment to educating fellow students about these technologies.

Twinomugisha Makuru credited ATEVIL project’s influence towards his transformation. “Our trainings fostered a desire to advocate for inclusivity leading to workshops that educated others about visual impairments,” he reported.

He called for the expansion of such initiatives, advocating for inclusivity in spaces such as museums, where visually impaired students could also benefit from accessible learning experiences.

Latif Lugudo, an alumnus of Kyambogo University and beneficiary of the ATEVIL Project, shared his inspiring journey, emphasizing the project’s critical role in his academic and personal development.

Latif Lugudo, an alumnus of Kyambogo University and beneficiary of the ATEVIL Project. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Latif Lugudo, an alumnus of Kyambogo University and beneficiary of the ATEVIL Project.

As a person with albinism and vision impairment, Lugudo who works as an Inclusion facilitator at Heifer International underscored the importance of self-acceptance, stating, “You have to accept the impairment you have before moving forward.”

He described the challenges he faced in his academic journey, particularly in a demanding business studies academic program.  “At first, I experienced ridicule from classmates, which made adapting difficult,” he highlighted.

However, the trainings from the ATEVIL Project empowered him to engage more actively with faculty, leading to significant changes, including the installation of JAWS software on computers in the lab for visually impaired students.

Closing remarks by Prof. Betty Ezati

Wrapping up, the ATEVIL Project Stakeholders’ Dissemination Workshop, Dr. Betty Ezati, an Associate Professor at the College of Education and External Studies at Makerere University and a member of the research project team called upon stakeholders to strengthen collaboration to uplift learners with special needs in all educational settings.

Prof. Betty Ezati. College of Education and External Studies (CEES) Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) Project funded by Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), Research Dissemination, 12th March 2025, Kampala Uganda, East Africa.
Prof. Betty Ezati.

Prof. Ezati emphasized that supporting learners with visual impairments is a collective responsibility.  “For a long time, we have left learners with visual impairments to fend for themselves, but now it’s clear that we all have a role to play in making a positive difference in the lives of these students. There is need for targeted support and provision of assistive technologies,” she stressed.

Acknowledging the various stakeholders who participated in the dissemination workshop, Prof. Ezati appealed for continued support and training. “This project is meant to light the fire; we hope it will remain burning,” she stated.

Ritah Namisango
Ritah Namisango

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