November, 4^th 2025: Makerere University through the College of Education and External Studies, has been offering the Postgraduate Diploma in Education (PGDE) following the face-to-face delivery model.

In addition, to the physically taught Postgraduate Diploma in Education, the College of Education and External Studies, embarked on a process of curriculum development, for the online delivery model (PGDE-online).

This strategic option presents learners with a choice to either enroll for the physically taught (face to face) or the online Postgraduate Diploma in Education.

The introduction of the online mode of delivery for the Postgraduate Diploma in Education was informed by wide consultations, which revealed that many working adults including teachers, and distant learners, who wished to study the programme, were unable to attend. Engagements with such prospective applicants, called for the online delivery option.

To address this challenge, in March 2024, the College of Education and External Studies, embarked on developing the curriculum for the online option. The PGDE (online track) will be delivered on the Makerere University eLearning Environment (MUELE).

According to staff at the College of Education and External Studies, the online delivery model will enable learners to study remotely while acquiring modern pedagogical and digital skills essential for the 21^st century education.

College hosts Stakeholders’ workshop to enrich curricula for the online delivery option:

On 4^th November 2025, the College of Education and External Studies hosted a stakeholders’ workshop to enrich the curriculum document.

The workshop brought on board various stakeholders, including representatives from the Ministry of Education and Sports (MoES), the National Curriculum Development Centre (NCDC), the Department of the Academic Registrar, Directorate of Graduate Training, former students of the College who studied the Postgraduate Diploma in Education (face-to-face), staff from other units within Makerere University, and representatives from other education institutions including Ndejje University, Uganda Christian University-Mukono, and Uganda Martyrs’ University-Nkozi.

Remarks by the Head of Department:

Welcoming the participants, Dr. Genza Gyaviira Musoke, the Head of the Department of Foundations and Curriculum Studies thanked the stakeholders for accepting to dedicate time, to participate in the workshop. He called upon the stakeholders to suggest strategies aimed at ensuring that the PGDE delivered though the face-to-face model blends and complements the proposed online track.

College Principal emphasizes digital pedagogies:

The Principal, notified the stakeholders, that the College of Education and External Studies through the Institute of Open, Distance and e-Learning (IODeL), is credited for the operationalization of the Makerere University e-Learning platform (MUELE), which enabled online teaching and learning during the CoVID-19 pandemic.

Impressed by this milestone, the Vice Chancellor-Professor Barnabas Nawangwe, tasked the College of Education and External Studies, to come up with innovative teaching and learning pedagogies.

On this note, Professor Mugagga applauded the Department of Foundation and Curriculum Studies and the School of Education, for responding to the call from the Vice Chancellor, which has led to the development of the curriculum for the online delivery of the Postgraduate Diploma in Education (PGDE-online).

Emphasizing the trends in the education sector, he highlighted the technological demands presented by the Competence based curriculum (CBC), the National Teacher Policy of 2019, the Ministry of Education and Sports requirements for all teachers to be degree holders, and the need to embrace artificial intelligence (AI). He stressed that these reforms require teachers who are grounded in digital/online pedagogies, to nurture, teach and mentor, the next generation of students and teachers.

Presentation from the Director of Open, Distance and e-Learning:

Professor Paul Birevu Muyinda, underscored that the development of the online delivery of programs fits within the digital strategy for Uganda, launched by the Ministry of Education and Sports (MoES) in August 2024.

In line with the Ministry’s vision of increasing access to education, through the online delivery of the Postgraduate Diploma in Education, Makerere University is extending access to quality education services.

Professor Muyinda noted that the online delivery option, is aligned to the digital transformation agenda of the University, which is stipulated in the University’s Strategic Plan.

He acknowledged the Chairperson of the Committee, Dr. Harriet Najjemba, and her team for the valuable work, which has led to the draft curriculum, that the stakeholders had convened to discuss.

Opening the Stakeholders’ Workshop:

The Deputy Vice Chancellor (Academic Affairs), Professor Sarah Ssali, represented by Dr. Julius Kikooma, the Director of Graduate Training, commended the College of Education and External Studies, for the timely intervention, that will enable students to access quality education online. Noting that the evolution of academic programmes is within her mandate, Professor Ssali thanked the College for bringing on board various stakeholders, to provide valuable ideas.

Presentation of the proposed curriculum for the PGDE (online):

Presenting the proposed curriculum, Dr. Alfred Buluma from the School of Education highlighted the comprehensive design, online teaching and learning infrastructure for programme delivery, programme objectives and outcomes, core course units and electives, employment prospects, as well as, the availability of competent and technologically grounded staff to deliver the programme.

Dr. Buluma explained that the Postgraduate Diploma in Education (online) shall be a blended programme, heavily online, and with limited face-to-face interactions. He emphasized that Makerere University possesses adequate resources and infrastructure to support the program.

He acknowledged the involvement of staff from multiple departments: Humanities and Higher Education, Science and Technical Education, and Foundations and Curriculum Studies, alongside e-learning support staff.

Input from internal stakeholders:

Principal of the College:

Professor Anthony Muwagga Mugagga submitted that the proposed curriculum should embrace the ethical use of artificial intelligence (AI) in teaching and learning. He urged the participants to critically think about the delivery of experiments and practical classes online.

Reflecting on the remote areas in Uganda, where citizens do not have access to electricity and Internet, Professor Mugagga challenged the stakeholders, to bear in mind, the issue of inclusive education, and the possibility of delivery of online education, to teachers and students in such areas.

Directorate of Graduate Training:

Associate Professor Julius Kikooma, guided that the programme should strengthen the research capabilities of students/learners. He explained that the programme should provide a linkage to the research priorities stated in the Makerere University research agenda, as well as, the National Development Plan (NDPIV). As the team designs the curriculum, he encouraged them to study the University Senate guidelines document. He advised the team to include the knowledge areas, and learning outcomes. Citing the Graduate Students Handbook, Associate Professor Kikooma stressed the section on quality assurance that highlights the following competence areas: disciplinary knowledge, transferable skills, professional, and research competences.

Department of the Academic Registrar:

Stating its responsibility, the Senior Assistant Academic Registrar-Ms. Enid Kemari, who represented the Academic Registrar-Professor Buyinza Mukadasi, explained that the Department ensures that the proposed curriculum meets the standards set by the University and the National Council for Higher Education.

She referenced the Makerere University Policy on Open, Distance, and E-Learning, highlighting its main objective of increasing access to higher education through flexible learning modes. Ms. emphasized several key policy areas critical to the new online teacher education programme.

She commended the School of Education for aligning its program with national and institutional policies, noting that it will enable teachers, especially those already employed, to upgrade their qualifications without leaving their jobs. “It will contribute significantly to improving education quality in Uganda,” she said.

Plenary Session involving external stakeholders:

The plenary session provided the following recommendations.

• The online delivery should encompass the 21^st century education expectations and demands of a learner and teacher.
• In addition, to increasing access to quality education, the curriculum document under the section “justification of the programme” should state the new areas in the education field, and the changed context under which teachers are operating.
• It should emphasize using the Makerere University e-Learning Environment (MUELE) in both teaching and learning.
• The curriculum should focus on developing the skills of learners (not only as those being taught), but also being empowered as learners to teach using the online delivery.
• There is need for retooling courses for both the teachers and learners as well as engagements on using artificial intelligence (AI) ethically.

Way forward:

Dr. Genza Gyaviira Musoke, highlighted that the input from stakeholders would be incorporated into the proposed curriculum. He briefed the participants that the proposed curriculum would be presented to the School of Education Academic Board, the College of Education and External Studies Academic Board, the University Senate and Council, and to the National Council for Higher Education.

View on CEES

On 5^th November 2025, the Principal of the College of Education and External Studies, Professor Anthony Muwagga Mugagga, hosted an inception meeting to discuss the modalities of setting up a daycare facility anchored within the Early Childhood Care Education strategy and the Competence Based Education trends.

Early Childhood Care and Development is the foundation of the education sector. Therefore, initiatives such as the daycare facility, are testimony to Makerere University’s commitment to the implementation of programmes aimed at strengthening early childhood care education. The facility will also serve as a demonstration centre for students and staff engaged in Early Childhood Care Education programmes.

The daycare facility to be hosted at the College of Education and External Studies will be enriched by best practices from Uganda, Norway and Ethiopia

The inception meeting brought onboard Early Childhood Care Education specialists from both the College of Education and External Studies and the Partnership for Change in Norway, staff from Makerere University Gender Mainstreaming Directorate, and the Office of the Dean of Students.

The Partnership for Change is a Norwegian Organization that supports aspiring countries to develop a thriving Early Childhood Care and Education (ECCE) sector and women’s economic empowerment in several countries. The delegates from Partnership for Change in Norway included: Oscar Haugejorden, Birikit Terefe, and Nasanet Hailemariam.

Welcoming the delegation from Norway and the respective internal stakeholders, the Principal expressed the readiness of the College of Education and External Studies (CEES) to host the daycare facility that will be utilized by both staff and students.

Professor Mugagga flanked by Dr. Peter Ssenkusu, both specialists in early childhood care education, highlighted that the College conducts a Bachelor’s degree, Masters’ degree, and PhD in early childhood care education and development. The CEES leadership reported that there is an increasing demand for early childhood care education programmes at Makerere University.

“Whereas Makerere University through the College of Education and External Studies had expected applicants from Diploma Holders, the realities proved that students who had completed the Advanced level of education (Senior Six) were interested in the academic programmes, and consequently applied,” said Professor Mugagga.  He disclosed that the first advert to the (Bachelor of Early Childhood Development) attracted 500 applicants from Advanced level, Makerere University could only admit 110. He stated that the second advert, attracted 1,000 applicants, but they could take on, only 120.

Commenting on the gender (female to male) enrollment into Early Childhood Care Education (ECCE) at Makerere University, he said: “I am delighted to note that this year, Makerere University admitted 30 male students into the ECCE academic programme. This is an interesting trend that the boy child is also joining the ECCE programmes, that initially had attracted mostly female students.”

Partnership for Change underscores working with local partners and experts

Appreciating the warm reception at the College of Education and External Studies, the delegation expressed readiness to partner with Makerere University to contribute to the advancement of Early Childhood Education in Uganda.  “Through this inception meeting at the College of Education and External Studies, history is being made. Makerere University and the Partnership for Change will contribute to strengthening of the early childhood care education sector in Uganda and beyond.”

The Head of the Delegation, Oscar Haugejorden, underscored the value of partnerships at all levels of their work and operation. “Partnerships are very important to us. We do not work alone. We work with local partners,” emphasized Oscar Haugejorden, the Managing Director, Partnership for Change.

In pursuit of this partnership, the delegation expressed readiness to work with the leadership at Makerere University-the Vice Chancellor, Deputy Vice Chancellors, Dean of Students, Gender Mainstreaming Directorate, the College of Education and External Studies, and the government of Uganda through the Ministry of Gender, Labour and Social Development.

The delegation committed to following standards and regulations that govern daycare centres and working with nationals who are experts in the different fields/disciplines such as certified local engineers.

The discussion revealed that the success of the Partnership for Change Early Childhood Care Education programmes is built on experience, trust, stakeholder engagements, involvement of the local partners and experts, and a great deal of advocacy.

The daycare facility to be hosted at the College of Education and External Studies will be enriched by best practices from Uganda, Norway and Ethiopia.

Success stories of ECCE in Ethiopia

In Ethiopia, The Partnership for Change, promotes social and economic development, with a focus on childcare and healthcare.

The delegation informed the Makerere University officials about the success of the ECCE programme built on partnerships with the government, schools, stakeholder engagements and involvement of citizens in Ethiopia.  “Through partnerships and advocacy, Early Childhood Care Education has been institutionalized in Ethiopia.  In addition, the government established 750 daycare centres.”

According to the Partnership for Change team, the government and citizens of Ethiopia, understood and appreciated the cardinal duty to nurture and care for the young ones, as parents joined the workforce. “Early childhood care education, and daycare centres, contributed to the economic transformation of Ethiopia. Parents could concentrate on their work or service to the nation without worrying about their babies or children. Parents entrusted their babies/children to the professional teams in parenting and early childhood care education, who are managing the daycare facilities.”

Gender Mainstreaming Directorate inspired by positive attitude towards ECCE

Dr. Euzobia Mugisha Baine, the Chief of Gender Mainstreaming at Makerere University, articulated that prioritization of early childhood care education, and its essential components such as daycare centres, would significantly contribute to the transformation of the education sector.

Providing the Ugandan context, Dr. Mugisha Baine, noted that for decades, early childhood care education, had been left to the private sector.  Reflecting on the last five years, she observed that the government, universities and a number of stakeholders, have developed keen interest in the early childhood care education field including its operationalization, management, and its delivery. Dr. Mugisha Baine, is optimistic that with the change in attitude, early childhood care education will continue to grow, evolve and impact the learners, teachers and providers. She reiterated the need for Universities to have fully fledged daycare facilities. She expressed her readiness to learn new knowledge and skills as the daycare facility is rolled out at the College of Education and External Studies.

Office of the Dean of Students commends the timely intervention

The Dean of Students-Dr. Winifred Kabumbuli, represented by the Warden of Mary Stuart Hall, Ms. Norah Nalubowa, commended the ongoing efforts to refurbish and remodel a daycare facility at the College of Education and External Studies.

Ms. Nalubowa notified the meeting that during the examination period, some students who come with their babies and/or children, have been experiencing challenges, because they could not enter with them in the examination venues.

Drawing from the aforementioned experiences, Ms. Nalubowa explained that the daycare facility is a timely intervention, that will enable such students, to entrust their babies and/or children to the professional team managing the facility.

Way Forward

The proceedings of the inception meeting at the College of Education and External Studies were a precursor to other stakeholder engagements on integration of early childhood care education facilities into the education sector. The team is scheduled to meet officials in the Ministry of Gender, Labour and Social Development in Uganda. Specific to Makerere University, the team is expected to meet the Vice Chancellor-Professor Barnabas Nawangwe, and the Deputy Vice Chancellor (Academic Affairs)-Professor Sarah Ssali, on Friday 7^th November 2025.

Participants

The following Makerere University staff members participated in the inception meeting: Ms. Norah Nalubowa-representing the Dean of Students, CEES staff including – Professor Anthony Muwagga Mugagga, Dr. Peter Ssenkusu, Ms. Ritah Namisango, Mr. Emmanuel Lubega, Mr. Moses Kibirango, and Gender Mainstreaming Staff including – Dr. Euzobia Mugisha Baine, Ms. Susan Mbabazi, Mr. Eric Tumwesigye, Ms. Lillian Tukahirwa and Ms. Cynthia Komakech Ayaa.

Writer:  Ritah Namisango, is a Principal Communication Officer at Makerere University

October 16, 2025: “Salaries alone rarely make people wealthy. Financial growth comes from savings, investments, entrepreneurship and innovation. Those who invest collectively in ventures, saving clubs or small businesses, pool resources for projects, and often live comfortably and educate their children with ease,” said Mr. Sulaiman Kiggundu, the Director-Budget Office at the Parliament of Uganda, during a guest lecture at Makerere University.

Stressing that growing old is not an option, Mr. Kiggundu called upon Ugandans to build their income portfolio through savings and investments so as to enjoy retirement.

Themed, Building Wealth and Securing the Future: Smart Investment and Retirement Strategies for Every Stage of Life, the Lecture organized by the Centre for Teaching and Learning Support at the College of Education and External Studies, attracted both physical and online participants.

Held on 16^th October 2025, the lecture presented to both staff and students, practical pathways to financial independence and retirement planning. The lecture provided a platform to gain essential knowledge on saving, investing wisely, and preparing for a secure financial future.

The Guest Presenter, Mr. Kiggundu delivered an inspiring keynote presentation, blending personal experience with tested and proven financial undertakings/ventures. Mr. Kiggundu is a Ugandan who has accumulated wealth through savings and investments. He is also an investment champion.

During the lecture, Mr. Kiggundu explained that wealth is broader than money-it is independence and choice. He highlighted four key drivers of wealth: Education and Skills, Savings and Investments, Entrepreneurship and Innovation; Discipline and Patience.

Reinforcing a vital message that true wealth is not merely earned, Mr. Kiggundu stressed that wealth is intentionally built through discipline, informed choices, and consistent planning.

“Uganda’s future belongs to those who plan wisely and invest patiently. Your future is determined by what you do today, not tomorrow,” he stated.

With reference to Kenya, Mr. Kiggundu revealed that every Kenyan belongs to a SACCO. However, it is a different scenario in Uganda. “Most Ugandans have a poor saving culture. They have a habit of spending all their income. This is the source of all problems. You must change your attitude,” he advised.

He challenged the participants to listen to the inner voice, and respond to the following questions: Are you insured?  Is your house insured? Do you belong to an investment club? Do you have an automated saving system or a side hustle? Is there an idle piece of land that you could develop?

He urged Makerere University staff to join investment clubs, trusted saving groups, track and monitor their savings in mandatory retirement schemes, acquire investment advisors, and to avoid social obligations that overstretch their income.

He specified some of the common money traps to avoid, including: borrowing to impress, ignoring insurance, mixing family and business money, joining get rich schemes, and not having an emergency fund.

Articulating the importance of investment advisors, he noted that professors and professionals, always engage lawyers and consultants, but forget to hire investment experts, who would guide them on the most viable investments or businesses.  Mr. Kiggundu called upon staff and students to emulate the people in Europe, and /or football players, who earn money, but have professional investment advisors.

Mr. Kiggundu highlighted some of the investment vehicles in Uganda. These include: Bank savings and fixed deposits (low risk, low medium returns), treasury bills and bonds (via Bank of Uganda and bond markets), Uganda Securities Exchange, SACCOs Village savings and Loan Associations and microfinance institutions, Real Estate (to let, plots for development) and agribusiness investment, Pension and retirement schemes (NSSF and private retirement plan), Unit trusts, investment funds, and fintech platforms (select regulator providers), digital skills and side hustles.

Reflecting on his career and life journey from a teaching assistant to his current role, Mr. Kiggundu emphasized that financial security is cultivated through disciplined saving, strategic investment, and thoughtful planning.

Mr. Kiggundu shared invaluable lessons on savings, investment, and retirement planning, stressing that financial literacy is a lifelong journey. He encouraged participants to adopt a mindset where income minus expenses equals savings and investments—allowing money to work for them. He cautioned against living beyond one’s means, highlighting that overspending erodes financial stability regardless of income. Budgeting, automated savings, and prioritizing long-term goals, he noted, are key to building wealth.

“Over the years, I have interacted with various professionals, including public servants and legislators. Some have transitioned into retirement successfully; others have struggled. The difference often lies in one’s mindset about money. Traditionally, people believe that income equals existence—you earn, spend, and survive. But the smarter mindset is that income minus expenses equals savings and investment. The goal is not to work for money alone, but to let money work for you.”

Highlighting the role of entrepreneurship, Mr. Kiggundu shared examples from his personal experiences with investment groups and collective ventures such as tree planting, which generated substantial passive income. He emphasized that while salaries provide stability, wealth grows through diversified investments and long-term projects, strategic land purchases, and real estate.

He offered practical advice to participants including starting small with savings, building emergency funds, joining investment clubs or SACCOs, and seeking professional guidance before committing to investments. He highlighted the need for insurance, writing wills, and separating personal/family from business finances as crucial safeguards.

To the young professionals, Mr. Kiggundu advised them to develop skills and take on side hustles, emphasizing independence and smart resource management. For mid-career individuals, he recommended consolidating finances and preparing for retirement while maintaining disciplined lifestyles-free of unnecessary debt. He underscored patience, consistency, and informed decision-making as pillars of sustainable wealth creation.

Some of the leaders who graced the lecture with their personal presence include: The Principal of the CEES-Professor Anthony Muwagga Mugagga, the Dean of the School of Education-Associate Professor Mathias Mulumba Bwanika, and the Director of the Centre for Teaching and Learning Support-Dr. Dorothy Sebbowa.

Prof. Anthony Mugagga, CEES Principal shared a compelling story of how small, but consistent investments can yield life-changing results. He revealed that while at the university, as a student in the 1980s, he engaged in modest business ventures such as buying and selling reams of paper. These humble beginnings allowed him to purchase a plot of land in Namugongo for UGX 350,000 in 1990, now valued at over UGX 1.5 billion.  “It was small money then, but it taught me the power of saving and investing early,” he revealed.

Prof. Mugagga reflected on financial disparities, contrasting the struggles of some highly paid professionals with the resilience of lower-income earners. “I have seen professors who worked with the World Bank and IMF returning home with dollars and pounds, only to struggle because they never invested wisely,” he observed. “Meanwhile, a primary school teacher earning 215,000/= manages to survive. The difference lies in discipline and planning.”

He candidly shared lessons from ventures that proved challenging, such as investing in the transport sector- owning taxis and boda-bodas, cautioning younger generations to make informed choices. “At my age, I have learned that wealth is built on patience, wisdom, and good advice. Younger people still have time to correct where we went wrong.”

Associate Professor Mathias Mulumba, Dean of the School of Education, underscored the universal relevance of the discussion. He emphasized that the session was valuable not only for those nearing retirement, but also for newly appointed staff, and students yet to begin their professional journeys.

He likened salaried employment to standing on a stage: a time of recognition, admiration, and responsibility, “but no one remains on that stage forever. What matters is what we have prepared for that moment.” He urged participants to take actionable steps from the guest lecture.

Dr. Dorothy Sebbowa, Director of CTLS and Senior Lecturer at CEES, acknowledged Dr. Charles Kyasanku and Dr. Badru Musisi for moderating the session.

Dr. Sebbowa stated that developing sound financial habits is crucial at every stage in life. She explained that the session aimed to empower participants with tools for long-term financial security.

“Understanding how to make informed financial choices and prepare for retirement at every stage of life empowers individuals and communities. Whether you’re starting your career, at mid-level, or approaching retirement, developing sound investment and financial planning habits is key to long-term stability and security.”

Dr. Sebbowa provided an overview of CTLS, describing it as an innovation hub dedicated to enhancing teaching and learning through learner-centered pedagogies and continuous professional development. The Centre promotes transformative teaching, entrepreneurship, communication skills, and soft skills development, aligned with Uganda’s national development goals, through partnerships both locally and internationally.

Dr. Sebbowa reaffirmed CTLS’s dedication to supporting educators, learners, and professionals with innovative and practical learning solutions. She commended the College leadership for their support and extended appreciation to participants for demonstrating commitment to continuous learning and responsible financial stewardship.