Education
CEPIDE Lays Ground for Innovative Doctoral Education in Ugandan HEIs
CEPIDE is an acronym for the Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE). Funded by the Government of Uganda under the Makerere University Research and Innovations Fund (Mak-RIF), this two-phase project aims to build institutional capacity and individual capabilities of doctoral supervisors at Ugandan universities by giving rise to a shift from traditional modalities to innovative approaches of doctoral education.
On 28th January 2021, stakeholders gathered in the Central Teaching Facility 2 (CTF2) Auditorium, Makerere University, to receive findings from Phase one of the project. This phase entailed conducting a baseline study of the state of doctoral education in Uganda. Phase one will also involve writing a course module for a specialized blended capacity building training for supervisors of doctoral candidates at Ugandan universities. Phase two on the other hand will involve implementing the course module developed in phase one as well as creating a database and an online platform for e-networking, knowledge sharing and professional support among doctoral supervisors in Ugandan universities.
The East African School of Higher Education Studies and Development (EASHESD) under which CEPIDE falls has aligned its activities along four thematic areas namely; Policy and advocacy, Research and Innovations, Leadership and Management, and Training and Learning. These thematic areas position EASHESD to contribute to research in the understanding of the field of higher education, with the CEPIDE study intricately feeding into this.
EASHESD is predominantly a graduate School offering Masters and PhD programmes and as such, the CEPIDE study on improving the quality of Doctoral Education and Training in Universities in Uganda is a fulfillment of its mandate. Addressing the dissemination workshop, the EASHESD Dean Dr. Ronald Bisaso elaborated that CEPIDE study is aligned to the School’s own practice and grounded in research undertaken therein.
“As Dean, I am happy to note that the members of staff from the East African School of Higher Education Studies and Development wrote proposals and received funding to support three projects under the Makerere University Research and Innovations Fund (MakRIF). These projects include: i. Capability Enhancement project for Innovative Doctoral Education at Ugandan Universities (CEPIDE), ii. Enhancing Women to Leadership positions in Universities in Uganda (WOLEP) and iii. Pedagogical Leadership of Academic Staff in Higher Education Institutions to Enhance Graduate Work Readiness and Transition to Work (PLASHE-WIL).
“Through the aforementioned research projects, the School has ensured that key stakeholders namely female Vice Chancellors, the National Council for Higher Education (NCHE), National Planning Authority (NPA) and the Ministry of Education and Sports (MoES) participate in the research projects as well as actively engage with researchers during the dissemination of findings on higher education” remarked Dr. Bisaso.
He concluded by saying that the involvement of key stakeholders in research and dissemination has enabled EASHESD to build a network that connects research in higher education with Government agencies that focus on higher education and development as well as universities in Uganda.
Presenting an overview of the project, the Principal Investigator (PI) Dr. Irene Etomaru said the study was driven by the acute shortage of a critical mass of doctorates with requisite knowledge and skill sets to undertake translatable research and train innovative researchers in Uganda. “There are only about 26 researchers per million inhabitants in Uganda, which is well below the world average of 1,083, about 1,000 PhD holders in various disciplines are unevenly distributed across the academia, government ministries, agencies and research institutes and 80% of these are at Makerere University.”
The PI shared that through CEPIDE, it is envisaged that an Enhanced Postgraduate Environment (EPE) will be created in Ugandan universities. The EPE, she said, would lead to the nurturing of a new cadre of doctorates able to undertake translatable research, train innovative researchers as well as develop innovative models to address local societal needs and improve Uganda’s innovative capacity.
In terms of data collection, the CEPIDE team reviewed laws, plans, policies and reports, and held Focus Group Discussions (FDGs) with NCHE. Furthermore, they collected data from fourteen institutions offering doctoral education and training in Uganda and held in-depth interviews with a total of 49 participants.
Prof. Fred E. K. Bakkabulindi another member of the research team tasked with the role of mentorship then delved into the context and history of doctoral training in Uganda. Statistics for the period 1970-2020 revealed that Makerere University at 90% had the highest number of PhDs among the five doctorate awarding Public HEIs in Uganda. Mbarara University of Science and Technology (MUST) followed with 7.2%, Gulu University (GU) with 1.5%, Uganda Management Institute (UMI) with 1.1% and finally Kyambogo University (KyU) with 0.2%. The glaring difference in percentages could be attributed to the fact that whereas Makerere’s statistics stretch back to 1970, the other four HEIs only started awarding PhDs in the 2010s with GU coming closest in 2013.
The statistics shared by Prof. Bakkabulindi further proved the unfortunate fact that doctoral education and training in Uganda is biased in favour of males. Only 23.4% of the total numbers of PhD graduates in the aforementioned 50-year period were female. UMI led the percentages with 45.5%, followed by Makerere at 23.6%, MUST at 20.5%, GU at 14.2% while KyU is yet to graduate any female PhDs.
Prof. Bakkabulindi also examined the Science Technology Engineering Mathematics (STEM) versus non-STEM dichotomy with telling results. KyU proved that it is a predominantly STEM HEI by producing 100% STEM PhDs. KyU was followed by MUST at 79.5%, Makerere at 67.6%, GU at 40%, while UMI produced none.
With the contexts established, it was time for the participants to hear the team’s findings from their baseline study. Dr. Tom Balojja who also doubled as the day’s emcee in delivering a summary of the findings shared that doctoral education and training in Uganda had low throughput rates. Furthermore, doctoral education and training is biased in favour of males and STEM disciplines, and has its capacity concentrated in Makerere University.
He then went on to present the findings in detail, as espoused by the European Commission’s Seven Principles of Innovative Doctoral Training. These seven are; Research excellence, Attractive institutional environment, Interdisciplinary research options (cross-disciplinarity), Exposure to industry and other relevant employment sectors, International networking, Transferable skills training and Quality assurance.
The CEPIDE study recommended that;
- Government of Uganda should integrate doctoral education and training in national development planning within the context of the policy objective of increasing the percentage of the GDP spending on Research and Development (R&D).
- National targets should be set and resources should be committed to achieve the set targets in order to address concerns about the inadequacy of the critical mass of researchers in the country.
- Government of Uganda should introduce a sufficient and well-structured legal framework necessary to regulate doctoral education and training. The legal framework should regulate the structure of doctoral programs and curriculum issues, support systems and staffing to improve the quality of the postgraduate training environment in HEIs in Uganda.
- Government of Uganda and institutions offering doctoral education and training should work out mechanisms which will enable them to work with the industry and other research institutions in promoting research and innovations.
- Institutions should transit from offering PhD by research to the taught PhD
- The scope of doctoral education and training should be broadened to incorporate other models of the doctorate such as PhD by coursework (taught PhD), Professional doctorates, Work-based doctorates.
- The role and funding of Doctoral Schools in Universities should be underscored to create enhanced postgraduate environment (EPE)
- More research and interventions into doctoral education and training in Uganda.
Reacting to the presentation, the Director Directorate of Research and Graduate Training (DRGT), Prof. Buyinza Mukadasi requested the NPA to come up with a PhD training strategy for Uganda that clearly outlines the demand for PhDs particularly in the industry as well as resources to train them. He emphasized the need to preserve the quality of PhDs trained as the drive for more PhDs is impressed upon HEIs. In the same breath, the Deputy Director DRGT, Dr. Robert Wamala advocated for a mechanism to ensure productivity of PhDs as a third factor to consider in addition to quantity and quality.
Dr. Paul Birevu Muyinda, the Deputy Principal College of Education and External Studies (CEES) in his remarks commended Mak-RIF for changing the terrain of research and innovations at Makerere University. “CEES was one of the Colleges that wasn’t attracting much funding but with the coming of Mak-RIF, we have seen a very significant increase from only two research Projects to twenty.”
He thanked NPA for accepting to conduct both virtual and physical training for staff at Makerere University who are interested in writing impactful policy briefs.
Dr. Sabrina Kitaka who represented the Mak-RIF Grants Management Committee (GMC) Chairperson, Prof. William Bazeyo commended the CEPIDE research team for recognizing that Makerere as a leader ought to strive to bridge the gap in doctoral training and education between itself and younger institutions. She thanked the Government of Uganda for providing funding to more than 500 Research Projects all aimed at informing national development priorities.
“The Volatility, Uncertainty Complexity and Ambiguity (VUCA) phenomenon created by the COVID-19 is teaching us how to be innovative by disseminating our findings both physically and online. Any innovation that results in training of scholars is not only exciting but brings closer the possibility of an education that is boundless” said Dr. Kitaka.
Mr. Timothy Sejjoba who represented Dr. Jane Egau, Director for Higher Technical and Vocational Education and Training – HTVET, Ministry of Education and Sports (MoES) in his address congratulated Makerere University upon not only securing funding under Mak-RIF but also putting it to good use. “We believe that you are going to inspire other institutions to reach the heights that they should.”
He noted that the CEPIDE study had brought very interesting findings and conclusions to the fore and that his Ministry would be very glad to continue discussing these with HEIs. On the issue of quality assurance for PhDs Mr. Sejjoba advised that HEIs ought to be self-regulating so as to guarantee the brand of their programmes and graduates in the job market.
In his remarks, the Vice Chancellor, Prof. Barnabas Nawangwe congratulated the CEPIDE team upon delivering possibly the most important Mak-RIF seminar to-date, owing to its addressing of the University’s core strategic direction head-on. He equally thanked the Government of Uganda for providing; i. Funding for over 500 research and innovations through Mak-RIF, ii. Increasing the monthly salary of a Professor to UGX 15million, and iii. Funding infrastructure development for research. “We now have some of the best labs anywhere in the world and there is no reason why as a University we cannot drastically contribute to transformation of our society.”
He reiterated Makerere’s commitment to support other HEIs to build their capacity in doctoral training and teaching and commended the decision by the Higher Education Student Financing Board (HESFB) to start offering loans for postgraduate study at Higher Education Institutions (HEIs) in Uganda.
The Executive Director National Planning Authority (NPA), Dr. Joseph Muvawala in his address commended the ongoing policy work between the School of Economics, College of Business and Management Sciences (CoBAMS) and his authority, noting that this ought to be duplicated between other Schools and Government Ministries, Departments and Agencies. He shared that increasing number of graduate students seems to be sufficient condition for Uganda to take off in terms of economic development and emphasized the importance of Makerere University implementing its new 10 year strategic plan, which he described as “good”.
He advised the CEPIDE team and all researchers to improve their capacity to write policy briefs, noting that policy makers lack the time to read research papers in their entirety. “I am here to say that you have our full support as NPA and my colleague Dr. Mugendawala will draft a concept on how to connect graduates to industry.”
Concluding the day’s remarks, the Chief Guest Dr. Nora Mulira who represented the Executive Director NCHE, Prof. Mary Okwakol acknowledged that the Council as a participant in the CEPIDE study had gleaned a number of lessons to incorporate in the UNESCO instrument that feeds the state of Uganda’s Higher Education. She added that the study provided a number of options on how to advance the National PhD programme and thanked the Vice Chancellor for effectively using the funds received from Governement of Uganda.
“To the Principal Investigator, this is a pivotal study that is going to move Uganda ahead and is well aligned with strategic development framework as enshrined in NDPIII and Vision 2040, which look at research and innovation as a driver for development” commended Dr. Mulira.
She urged the research team to formulate an output plan that stipulates the specific actions that need to be undertaken by particular stakeholders within set timelines.
Article by Public Relations Office.
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The College of Education and External Studies (CEES) has made a remarkable contribution to Makerere University‘s 75th Graduation Ceremony by presenting 1,192 graduands. Of these, 659 are female and 533 are male. The college also set a milestone with 28 PhD graduands—the highest in recent years—including 15 females and 13 males. Additionally, CEES graduated 63 master’s students, 148 postgraduate diploma holders, and 953 undergraduates.
In his address, the Vice Chancellor, Prof. Barnabas Nawangwe, commended CEES for its strategic initiatives aimed at addressing Uganda’s socio-economic challenges. He highlighted the “Student Training Entrepreneurial Promotion” (STEP) project under the Mak-RIF initiative, which equips teachers, students, and school dropouts with entrepreneurial skills to combat unemployment. This aligns with the College’s focus on enhancing Uganda’s educational landscape through programs such as Early Childhood Learning offered at various academic levels.
The Vice Chancellor praised Makerere‘s commitment to community engagement and innovation. He underscored the importance of CEES’s research on competence-based secondary school curricula as a step towards bridging gaps in foundational education. He also encouraged graduands to leverage their education for societal transformation, emphasizing entrepreneurial solutions to community challenges.
Staff awards
The Vice Chancellor, used the same occasion to recognize Dr. Reymick Oketch and Dr. Sekatawa Kenneth, who were awarded for their excellence as early and mid-career researchers, respectively. Dr. Sr. Namaganda Justine and Prof. Bakkabulindi Fredrick received awards after they were voted best lecturers by the student community, reflecting the college’s dedication to academic excellence.
First Lady’s Message
The Guest of Honour, Hon. Janet Kataaha Museveni, represented by the State Minister for Primary Education, Hon. Joyce Kaducu, congratulated the graduands and acknowledged the parents for their sacrifices. She urged the students to be proactive contributors to Uganda’s development. “Go into the world and light a candle. Start humbly, face the future with courage, and create jobs rather than dispersing them,” she said.
Achievements
During the week-long graduation ceremony, 13,658 graduands will receive their awards, including 143 PhDs, 1,813 master’s degrees, 11,454 bachelor’s degrees, and 243 postgraduate diplomas. Of these, 53% are female, and 44% of the PhD recipients are women. The Vice Chancellor noted these statistics as evidence of Makerere‘s progress toward gender equity and research-led growth.
Prof. Nawangwe lauded the Government of Uganda’s support through initiatives like the Makerere University Research and Innovation Fund (Mak-RIF), which has enabled cutting-edge research. He also celebrated CEES’s role in fostering partnerships and innovations that address Uganda’s most pressing challenges, such as unemployment and quality education.
Future Direction
The Chancellor, Hon. Dr. Kiyonga, outlined Makerere’s vision for expanding its community outreach and commercialization of research innovations. He proposed strengthening partnerships with private-sector investors to turn academic ideas into viable businesses. Dr. Kiyonga also encouraged the graduands to apply their skills to create opportunities in agriculture, education, and other sectors.
As Makerere celebrates its legacy as a beacon of higher education, CEES exemplifies the transformative impact of education in building active and responsible citizens. The achievements celebrated today reflect the university’s dedication to empowering individuals and fostering national development.
On January 10, a team of researchers from Makerere University‘s College of Education and External Studies (CEES), in collaboration with international partners, held a dissemination seminar at Nican Resort Hotel in Kampala. The event marked the culmination of their study on “Enacted Citizenship in Times of Uncertainty,” which focused on teachers’ lived experiences during the COVID-19 pandemic in Uganda and Tanzania.
The study, led by Prof. Tiina Kontinen of the University of Jyväskylä, Finland, included contributions from Dr. Karembe Ahimbisibwe, Dr. Kellen Aganyira (Makerere University) and Dr. Judith Kahamba (SUA, Tanzania). The research was supported by the University of Jyväskylä’s Department of Social Sciences and Philosophy, where Dr. Karembe and Dr. Kahamba are postdoc fellows.
The research aimed to explore how state-citizen relations were re-articulated during the pandemic, focusing on the experiences of teachers in Kampala, Uganda, and workers in the tourism sector in Arusha, Tanzania. The study delved into how states justified their COVID-19 responses, how citizens coped with the pandemic, and the implications of these experiences on notions of citizenship.
Key Findings
The research identified significant impacts on teachers’ professional and personal lives, revealing challenges and adaptive strategies during the pandemic:
- Status of Teachers:
- Teachers were classified as “non-essential” workers, leading to job insecurity and lack of income during school closures.
- They experienced a sense of vulnerability, with mixed outcomes regarding relief support.
- Survival Strategies:
- Many teachers diversified income sources, engaging in casual labor, retail businesses, or unauthorized coaching.
- Teachers relied on social networks and reduced household expenditures to adapt to the “new normal.”
- Emotional and Professional Impact:
- The pandemic led to frustration and disillusionment among teachers, with some considering or transitioning to alternative professions.
- The disruption weakened the bond between teachers and learners, as economic pressures diverted focus from teaching.
- Perception of the State:
- Teachers viewed the state’s pandemic measures as both caring and authoritarian. Relief efforts were perceived as inconsistent, with accusations of corruption and favoritism in their distribution.
- The study highlighted the hybrid nature of state-citizen relations, oscillating between caring and oppressive tendencies.
Dr. Herbert Tumwebaze, representing the Head of the Department of Adult and Community Education, congratulated the research team on their efforts and acknowledged the participating schools and teachers. He emphasized the importance of such studies in understanding the multifaceted impacts of the pandemic on education.
Prof. Tiina Kontinen, the principal investigator, outlined the research’s next steps, which include analysis and publication. The seminar provided an avenue for stakeholders to reflect on the findings and discuss implications for policy and practice.
This study underscores the complex interplay between state policies and citizen resilience during crises. It sheds light on the unique challenges faced by teachers and highlights the need for more robust support systems for educators in times of uncertainty.
Education
Makerere University Hosts Exchange Students from Norway for Field-Based Learning in Uganda
The Department of Adult and Community Education, under the School of Distance and Lifelong Learning, is currently hosting 17 exchange students from the University of Agder, Norway, as part of a one-month field course. The program, which began with an induction on January 6th, 2025, aims to provide the students with practical learning experiences at both the university and community levels.
Immersive Learning in Uganda
The exchange program is designed to immerse students in the everyday realities of life in Uganda. A highlight of the initiative is a one-week homestay in Mbale, where students will live with local households. This arrangement provides a unique opportunity for the students to experience the cultural, social, and economic aspects of daily life in Uganda, fostering a deeper understanding of the challenges and opportunities faced by the community. Makerere University is partnering with Mission: Moving Mountains, a Christian Organization in Mbale to organize the home stays and coordinate Community Learning
Beyond the homestay, the students will engage in community and household-based learning activities in the Eastern and Northern regions of Uganda. These activities will include interactions with local families, community leaders, and organizations, enabling them to appreciate the intricate relationships between culture, gender, education, and development in Uganda.
This Field Course Program is Coordinated by Dr. Watuleke Joseph and Ms. Nuluyati Nalwadda at the Department of Adult and Community Education and this is the 7th cohort since 2017 with the 2021 conducted virtually due to COVID-19
Induction Ceremony Highlights
The induction ceremony, held at Makerere University, introduced the exchange students to Uganda’s rich cultural heritage and the socio-economic dynamics that shape family and community life. Key sessions included:
- An Overview of Ugandan Culture, which explored traditions, norms, and values.
- Gender, Culture, and Education, focusing on how these intersect to influence marriage and family life in Uganda.
The event was graced by the Dean of the School of Distance and Lifelong Learning, Dr. Harriet Nabushawo, emphasized the importance of international partnerships in fostering cross-cultural understanding and advancing lifelong learning. She remarked:
“This program is a testament to the power of collaboration in education. By bringing students from diverse backgrounds into our communities, we create a platform for mutual learning and cultural exchange. The knowledge gained here will not only enrich the students’ academic journey but also contribute to building bridges between Uganda and Norway. I encourage you to immerse yourselves fully in this experience, embrace the culture, and build lasting connections.”
Dr. Nabushawo also highlighted Makerere University’s commitment to offering transformative educational experiences that extend beyond the classroom, reinforcing the institution’s role as a leader in lifelong learning and community engagement.
She also encouraged them to engage in tourism in an effort to enjoy their stay in Uganda.
The Head of the Department of Adult and Community Education, Dr. Stella Achen. Also welcomed the students to Makerere University and commended the initiative for its focus on community-based learning. She noted:
“This program is unique in its approach to education. By stepping out of the university and into Ugandan households and communities, you are not just learning about our culture—you are living it. I urge you to approach this journey with curiosity, respect, and an open mind. The communities you will engage with have rich knowledge and stories to share. In turn, you can contribute by sharing your perspectives, fostering an exchange of ideas that benefits all parties involved.”
Dr. Achen also commended the households in Mbale for their hospitality and willingness to host the students, underscoring the vital role of communities in creating impactful learning opportunities.
On their second day of stay, the students were guided by the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Muggaga, who shared his vast experience with different cultures in different countries and advised the students to embrace cultural diversity and tolerance, knowing that culture differs from context to context. He also advised them on personal safety and security, noting that while Uganda is a safe country, they should not be found moving alone especially at night as bad people could take advantage of them. He assured them of University Management Support while delivering the greetings from the Vice Chancellor and his deputies.
A Shared Commitment to Lifelong Learning
The exchange program is a reflection of Makerere University’s dedication to lifelong learning and community engagement. It provides a unique opportunity for the students to explore Uganda’s socio-cultural landscape while gaining practical skills that will enrich their academic and professional careers.
As the program unfolds, it is expected to strengthen the partnership between Makerere University and the University of Agder, fostering a legacy of collaboration that benefits students, faculty, and communities in both countries.
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