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.
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Inclusive education: Using assistive technologies to manage the learning needs of students with visual impairments at Makerere and Kyambogo Universities
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.
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.
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.
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.”
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.
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.
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.
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.
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. 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.
Several students from the College of Education and External Studies (CEES) at Makerere University have showcased different innovations that can be used to train learners in the new competence-based curriculum that has been rolled out across different levels of learning.
These student innovations were presented during the CEES Open Day and Skills Expo held on Friday 14th March 2025 at Makerere University Yusuf Lule Central Teaching Facility Auditorium under the theme: “Empowering Future Educators Through Skills and Innovation for National Prosperity.”
The CEES Open Day and Skills Expo 2025 comes at a time when the Government of Uganda through the Ministry of Education and Sports in partnership with the National Curriculum Development Centre is implementing the new competence- based curriculum. This strategic direction requires both the teachers and the students to embrace the teaching and learning approaches for effective delivery and implementation.
Featuring student presentations and innovations as well as a panel discussion focusing on strategies for adopting the new curriculum, the student-driven event organized by CEES student leaders with the support of the College leadership aimed at equipping education students with practical skills to prepare them for their roles as future educators.
The Vice Chancellor, Prof. Barnabas Nawangwe commended the students and staff for prioritizing innovations and presentations on the new competence-based curriculum. In a speech read by Prof. Robert Wamala, the Acting Director of Research, Innovations and Partnerships, the Vice Chancellor noted that the College of Education and External Studies is mandated to train students who will implement the new competence-based curriculum at the lower secondary, upper secondary and at institutions of higher learning.
“The new competence-based curriculum focuses on equipping learners with practical skills. The College has undertaken strategies to train and produce teachers who can effectively teach students and actively engage them in practical sessions. Makerere University is committed to providing innovative teaching, learning and community engagement. This Open Day and Skills Expo aligns perfectly with our vision of producing graduates who are not only knowledgeable, but also fit for purpose in the evolving job market,” he said.
He added: “I must emphasize that there are changing demands in education that go beyond theoretical instructions and indeed require practical and hands-on experiences. I believe that this skills expo serves as a bridge between academia, industry and other key stakeholders. It will help students showcase skills and innovations like we have seen, and explore entrepreneurship and self-employment.”
The Vice Chancellor encouraged students to seize this opportunity to develop more innovations that go beyond simplifying education, to blending an entrepreneurship ideology to create jobs in an economy that is increasingly evolving.
“To our students, this is your chance to demonstrate your capabilities, learn from others, but also take both steps towards building your future careers. It is possible that you can look at yourself as a teacher, but allow me to remind you that you can as well look at yourself as an entrepreneur, innovator and business person. So, size this opportunity to diversify your skills and make meaningful connections,” he guided.
On behalf of Prof. Anthony Mugagga, the Principal of the College of Education and External Studies, Dr. Muhammad Kiggundu described the event as a clear demonstration of Makerere University‘s commitment to preparing students for the new competence-based curriculum.
“We are delighted that our students have organized this event in an effort to transition to a skills-based curriculum. Our students represent a group that embraces innovative teaching and learning approaches, and are ready to continue learning and sharing,” he said.
“The College of Education and External Studies is working with the National Curriculum Development Centre to ensure the effective delivery of the competence-based curriculum at the Secondary School and University levels.
He acknowledged the National Curriculum Development Centre for being an instrumental partner who has organized several workshops that have equipped the staff at the College of Education and External Studies with the 21st century skills required to deliver the new competence based curriculum.
Mr. Wilson Ssabavuma who represented the Executive Director of the National Curriculum Development Centre (NCDC) commended the College of Education and External Studies for undertaking an innovative approach to transform the service teaching force into a competent labour force.
“I take this opportunity to thank the College of Education and External Studies for inviting the National Curriculum Development Centre to witness the steps and strategies undertaken to transform the service teaching force into a competent labour force positioned and ready to deliver the competence-based curriculum,” he said.
“You will agree with me that most of us gathered here are products of the old curriculum. Since the introduction of secondary education in Uganda, it is the first time, we are having major reforms in education following the realisation that we cannot dodge the way of change that is taking place all over the world. We must definitely transform our education to ensure that we remain relevant to the national, regional and global economies,” he stated.
He highlighted that the different stakeholders noted that the only way to produce a competent work force would be through changing the education sector to meet the market demands and the 21st century trends.
“In 2011, we started to revise the old curriculum. In 2020, we rolled out the competence-based curriculum at the Ordinary level. This year, we have done the same to the Advanced level curriculum,” Mr. Ssabavuma added.
He disclosed that when the NCDC rolled out the new curriculum, it became problematic not only to students, but also to the teachers at the different levels. To address this challenge, mindset change approaches and a number of initiatives including capacity building workshops were implemented to onboard the different stakeholders.
“Teacher educators have to be responsive to the ongoing changes in the local, regional and global trends so that we train human resources that is suited to the task. I am happy to note that the staff and students at the College of Education and External Studies have embraced the competence-based curriculum. I am particularly pleased to see that you have come up with home grown innovations. This attempt is very useful and we commend you for that initiative,” he said.
Ms Anyango Oliver, one such innovator, built an innovation that explains the different types of unemployment. Her innovation describes what unemployment is, and different types of un employment including structure and cyclical unemployment.
Her innovation further identifies the causes of these types of unemployment, effects of unemployment to individuals and the society, and suggest solutions to these kinds of unemployment.
Ms Anyango believes such a model of looking at employment, if adapted, can be solution-based because it identifies the problem, its causes, and also outlines possible solutions.
Mr. Richard Nizeyimana, a Student Leader at CEES thanked students for actively participating in Open Day and Skills Expo. He emphasized that the Expo provided a platform to students to exhibit the innovations in line with the competence-based curriculum. “We have used local materials to make teaching aids that can explain concepts for students. We are solving the problem of teachers going out there in the field and teaching their students’ things that are only based on theory. We want to be on point and effectively deliver the new competence-based curriculum to students both at O and A-level,” he stated.
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