Education
EBoML Project Proves Boda-Boda Riders Can Learn on the go
Enhancing Behavioural Change of Boda-Boda Riders in Uganda Using Mobile Learning (EBoML) is a three-year project initially funded for one year by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF). The goal of EBoML is to professionalise the Boda-Boda industry in Uganda using Mobile Learning (mLearning) for positive behavioural change of Boda-Boda riders. The project is being implemented in partnership with the Ministry of Works and Transport (MoWT), Ministry of Gender, Labour and Social Development (MoGLSD) and Boda-Boda riders from the two pilot districts of Wakiso and Namayingo.
Speaking at the EBoML Research Dissemination Workshop held on Friday 28th May 2021, the Deputy Principal, College of Education and External Studies (CEES) and EBoML Principal Investigator (PI) Dr. Paul Birevu Muyinda noted that although the Boda-Boda industry employs more than 50% of youth, it lacks order, the riders have limited or no savings and they face a myriad of health risks.
Furthermore, riders by the “nomadic” nature of their work cannot be gathered into the organised classroom settings and given one-off training on behavioural change. The solution; take learning to the beneficiaries wherever they are, provided they have a smartphone and an internet connection.
“We therefore developed a multimedia-based Positive Behavioural Change virtual mLearning Environment (PBC-mLE) for self-paced and/or assisted lifelong learning in; safe-driving principles, health-living and entrepreneurship” remarked Dr. Birevu.
The PBC-mLE was then rolled-out in the pilot districts, evaluated and the purpose of the dissemination workshop was to present findings from that exercise.
Presenting findings from the Entrepreneurship Module, Mr. Turyakira Nazarius shared that the majority of Boda-boda riders (83%) knew the importance of saving and 69% were in the habit of saving regularly, with only 5% admitting to never having saved. The majority (40%) preferred to save with the Boda-Boda scheme, while a third (33%) opted to keep their savings in a secret location at home. 14% saved with a bank, 8% saved with a trusted person and 5% used other undeclared methods.
Further analysis revealed that solving daily household demands and paying school fees at 22% each accounted for the largest expenditure of savings. These were followed by buying household assets and caring for parents at 16% each, servicing loans (7%) and other expenditures (17%).
The Boda-Boda riders were also asked to share the most important skills they would wish to acquire. At 26%, the need for skills on how to secure more capital topped the riders aspirations. This was followed by basic knowledge about the Boda-Boda business at 22%, Marketing at 19% and Customer care at 16%. Record keeping accounted for 13% of the responses while 4% aspired to learn other skills in areas such treating cattle diseases.
At the end of the entrepreneurship module, riders were expected to know; the different ways of saving, the different types of businesses, good customer care practices and how to use savings from Boda-Boda riding to start up another business.
“Being a service industry, good or bad hygiene impacts directly on the riders’ lives and those of their customers thereby having an impact on the business” remarked team member, Ms. Lillian Mbabazi from the Department of Performing Arts and Film (PAF) as she presented findings from the Health and Safe-Living Module.
Findings revealed that 66% of Boda-Boda riders acquire health information from their fellow riders or friends, 51% from healthcare providers and 50% from family or the mass media. Other riders reported that they secure information from; health outreaches, social media, school or classes, herbalists, the internet and other sources.
A number of health issues were reported to impact the lives of Boda-Boda riders. Accidental injury, hygiene and substance abuse had the highest recorded impact at 80%, 44% and 42% respectively. Additionally, intentional injury and violence accounted for 38%, unwanted pregnancy and parenting-28.7%, Sexual health-27% and obesity-11%.
Boda-Boda riders reported a number of barriers they faced in accessing healthcare. These, in order of priority included; high costs, long waiting lists, embarrassment, lack of knowledge, long distances to facilities, time constraints and language barrier among others.
Furthermore, healthy eating, emergency services and dental services at 53%, 52% and 45% respectively were reported by the riders as aspects of healthcare that lacked sufficient information. Others reported were; mental health, prolonged disease or condition management, education about physical activity, primary health care, substance abuse and treatment, and reproductive health.
Boda-Boda riders when not on the move are usually stationed at designated stages. Under personal and workplace hygiene, only 30% of riders reported that they had access to running water for handwashing. Additionally, while 83% of riders admitted to bathing three or more times a week, 6% said they bathed only once a week. On the bright side, 39% of the riders admitted to bathing twice a day.
In terms of risky sexual behaviour, whereas 65.7% of the riders reported that they had sex with one to two sexual partners in the past 12 months, 23% had engaged in sex with three or more women in the same period. On an alarming note, 57% of the riders reported that they did not use a condom in the past six months prior to the survey.
Engaging with multiple sexual partners is a high-risk sexual behavior especially in the absence of condom use. The researchers therefore sought to find out the number of women impregnated by the riders in the last twelve months. Whereas the majority (53%) reported that they hadn’t impregnated any women in the period, 36% had impregnated one, 6% two, 4% three and 1% four or more.
Further examination of the relationship between riders and the women revealed that whereas 35% had impregnated their wives and 5% their girlfriends, disturbingly, 1% had impregnated a student and another 1% a stranger. 4% admitted to impregnating a girl/woman who was neither a wife, nor a girlfriend, nor a student, nor a stranger. The majority (54%) opted not to state their relationship with the woman they impregnated.
Transactional sex between Boda-Boda riders and clients who fail to pay cash for their trips has often been talked about but with no figures of its extent. Findings from the EBoML team revealed that whereas 88% of Boda-Boda riders reported that they do not engage in transactional sex, 12% admitted to engaging in the practice.
Away from the health and safe-living, the third and final module on Safe-Driving revealed that 63% of Boda-Boda riders sampled had less than five years of riding experience. Nevertheless, 12% admitted to having more than ten years of riding experience and the rest (25%) had six to ten years of experience.
Adulthood is a regulatory requirement for operation of motor vehicles because maturity is considered a critical factor for decision making. The project therefore sought to ascertain at what age the riders first operated a motorcycle. Whereas the majority of riders (84.6%) said that they were 18 years and above at the point of first riding, 6.8% admitted to have started riding while still below 18 years of age. 8.6% of respondents said they were more than 30 years of age at their first riding attempt.
A driving permit is a legal requirement for every Boda-Boda rider. That notwithstanding, only 13% of respondents were in possession of a driving permit, with the majority (87%) having never acquired one. A further analysis of the reasons as to why riders didn’t possess permits revealed the expense involved as the biggest deterrent at 75%. Others reasons cited were; ability to freely ride without a permit (34%), ignorance of permit acquisition procedures (43%) and no time to process the permit (10%). Despite not possessing driving permits, 90% of Boda-Boda riders claimed to know the rules governing the road usage.
The pilot also sought to determine the leading causes of Boda-Boda accidents. Crossing animals at 43.5% were cited as the leading cause, followed by over speeding and other motorists/Boda-Boda riders at 41.5% and 30.5% respectively. Other causes cited included; poor mechanical condition of motorcycles, struggling for passengers with peers, overloading, excitement during celebrations, drink driving and other causes at 21.5%, 16%, 15.5%, 11%, 8.5% and 6.5% respectively.
In terms of training needs under this module, the majority (66%) of riders required training in basic mechanics to help reduce their expenses at the garage. Additionally, 65% required training in road safety while 4% preferred training in both defensive driving and understanding road signs.
The dissemination workshop would have been incomplete without feedback from the project beneficiaries. Speaking on behalf of the Boda-Boda riders, Mr. Ayebazibwe Rogers and Mr. Alibe Jonathan both based in Wakiso District thanked the EBoML team for according them the opportunity to access lifelong learning without interrupting their work schedules. The riders highlighted some of the valuable lessons learnt in each module as;
Under the Entrepreneurship Module:
- How best to start up a small scale business alongside the Boda-Boda job
- Importance of saving money even the least earnings and why one should save
- Customer care
- How to deal with losses
- Book keeping
- Good work ethics and appreciating the value of work
Under the Safe-Driving Module:
- Importance of the wearing helmets and protective gear
- Defensive driving
- Simple mechanics
- Importance of road signs and colour codes
- Smartness and presentability
- Road use in consideration of other road users
Under the Health and Safe-Living Module:
- How to avoid use of drugs and narcotics
- How to avoid pregnancy and sexually transmitted diseases (STDs)
- Healthy dieting
- Good personal hygiene
- A health body is the primary tool of work
- A healthy rider attracts more customers
The riders’ representatives nevertheless asked that the learning materials be adapted into simpler English and make use videos/illustrations that are relevant to the Ugandan setting.
In her remarks, Ms. Nazziwa Sharifah who represented the Permanent Secretary (PS), MoGLSD expressed her Ministry’s gratefulness at being part of the project. She said the Ministry under its Department of Occupational Safety and Health inspects workplaces for safety standards and investigates accidents, occupational diseases and dangerous occurrences. She noted that though informal, the Boda-Boda industry, was an asset to the National workforce.
“I therefore encourage Boda-Boda riders as assets in our workforce to always ensure that they wear their helmets and maintain good personal hygiene and health practices” she said.
Ms. Nazziwa reassured participants of of her Ministry’s readiness to protect the rights and safety of all workers, the majority of whom are youth. She equally recommended that since the majority of the Boda-Boda riders were either illiterate or semi-literate, the EBoML project should translate learning materials into local languages so as to reach more beneficiaries.
The MoGLSD representative also shared that the Green Jobs and Fair Labour Market Programme under her Ministry is tasked with, among other objectives, providing support to youth and women in form of affordable credit and grants at both individual and group levels. She therefore urged the Boda-Boda riders to always value their group schemes.
Representing the PS, MoWT, Mr. Bageya Waiswa, the Senior Road Safety Officer in the same ministry, Mr. Katunguka James commended CEES for the EBoML innovation that is going to tremendously address behavioural change among Boda-Boda riders and improve road safety. Pointing to the over 3,500 lives lost per year due to road traffic accidents, the PS said there was need for a multi-sectoral approach to influence the behaviour of road users in order for Uganda to achieve the 50% reduction in road traffic fatalities target by 2030.
“Riding competence and discipline is a key foundation for road safety that demonstrates the rider’s abilities to use the road without endangering his/her life or other road users” he explained.
He added that findings by the EBoML project findings would go a long way in helping Government to develop scientifically proven evidence-based interventions aimed at improving behavioural change of Boda-Boda riders in Uganda.
Mr. Bageya in his speech read verbatim by Mr. Katunguka equally pledged his Ministry’s support and continued partnership with CEES and promised that MoWT would spearhead the implementation of project findings.
He challenged every participant to play to play their part in sustainable road safety enhancement, concluding that “Road safety begins with you, with me and road safety is a shared responsibility.”
Please see Downloads for the detailed presentations
Education
Real life project: Makerere University Vice Chancellor hands over constructed Wall Fence to Makerere College School
By Ritah Namisango and Harriet Musinguzi
On 12th November 2025, Makerere University officially handed over a newly constructed wall fence to Makerere College School. The real-life project was executed by technical students pursuing higher diploma courses in Civil Engineering and Architecture under the Uganda Vocational and Technical Assessment Board (UVTAB). The students are enrolled at the Centre for Lifelong Learning and Teaching, which operates within the College of Education and External Studies (CEES) at Makerere University.
The Centre for Lifelong Learning, in partnership with UVTAB, is involved in implementing real life projects within the communities-a practical approach that ensures that students identify problems within the community, hold collaborative discussions, and come up with projects to solve the problems.
The handover ceremony of the newly constructed Wall Fence was witnessed by key stakeholders that included officials from UVTAB, the College of Education and External Studies (CEES), the College of Engineering, Design, Art and Technology (CEDAT), the leadership of Makerere College School, UVTAB Deputy Executive Secretary and the technical students pursuing the higher diploma in Architecture and Civil Engineering.
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe, represented by the Principal of the College of Education and External Studies, Prof. Anthony M. Mugagga, expressed heartfelt gratitude to Dr. Martin Muyingo, Head Teacher of Makerere College School, for providing a valuable learning space to students under the lifelong learning and teaching program. He acknowledged Prof. Dorothy Okello-Chairperson of the Uganda Vocational and Technical Assessment Board (UVTAB), Prof. Moses Musinguzi-Principal of CEDAT, course instructors, and students for their commendable contributions. He noted that the newly constructed wall stands as a testament to the power of lifelong learning and practical teaching.
The Vice Chancellor commended the management and staff of the College of Education and External Studies (CEES) for implementing programmes through the Centre of Lifelong learning, which are aligned to the Makerere University’s Strategic Plan. He observed that the partnership with UVTAB increases the number of students accessing quality education services, enhances lifelong learning, promotes practical education, and contributes to community transformation.
Congratulating the technical students upon this milestone, and in solidarity, the Vice Chancellor wrote: “I am an architect and courses in my profession go deep to my heart. Congratulations to the students, the engineers, and course instructors.”
Prof. Nawangwe emphasized the importance of architecture-related courses and praised Makerere’s longstanding commitment to student-centered learning, innovation, and thought leadership principles that have guided the university for over two decades. He highlighted that Makerere’s strategic direction aligns with Uganda’s National Development Plan IV and Vision 2040, which advocates for inclusive, equitable, and lifelong education. This vision, he said, reflects the aspirations of His Excellency President Yoweri Kaguta Museveni and the Government of Uganda’s education agenda.
He explained that the Centre for Lifelong Learning (CLL) at CEES, serves as a bridge between the university and the community. It offers opportunities to Ugandan youth and individuals who lack the financial means or academic qualifications to access Makerere’s mainstream programs, to join UVTAB technical education programmes, with instructors at Makerere University Centre for Lifelong Learning. Students enrolled in the program typically come from A-level backgrounds or hold certificates from technical institutions.
He highlighted that long before the Government of Uganda, through the Ministry of Education and Sports, restructured the secondary school curriculum to embrace competence-based teaching and learning, Makerere University had already been championing student-centered education. For over two decades, the university has promoted innovation, experiential learning, and thought leadership.
Ms. Jalia Nassaza, the Acting Deputy Executive Secretary of the Uganda Vocational and Technical Assessment Board (UVTAB), emphasized the importance of real-life projects within the Technical and Vocational Education and Training (TVET) curriculum. She explained that these projects enable students to identify community challenges, engage in collaborative discussions, and develop practical solutions ultimately shaping them into holistic professionals. Through this approach, learners gain essential skills in planning, teamwork, and applying theoretical knowledge to real-world scenarios. Ms. Nassaza emphasized the need for an education system in Uganda that equips students to solve local problems and improve their surroundings. “We want to make our education realistic by translating knowledge into solving problems,” she affirmed.
The Principal of the College of Engineering, Design, Art and Technology, Prof. Moses Musinguzi while congratulating the students upon the completed wall fence structure and other projects, noted that as professionals, scientists get a lot of public criticism because they are the core of providing solutions to societal problems. He said the commissioning of the fence was testimony that the university in partnership with UVTAB, was teaching students ways of solving problems around them. He said that as a college, CEDAT provides access to the required infrastructure in the labs, workshops, and studios, as well as technicians who support the teaching.
Prof. Musinguzi said Makerere University was considering a revision of the assessment, making continuous assessment total to 60%, while classwork is rated at 40%. He also mentioned the CEDAT model, whereby the university was considering utilizing students in technical subjects to support the Estates and Works Department in infrastructural maintenance and service works instead of hiring externally, and that students on both Diploma and Degree programs would be engaged. ‘We need to see scientists directly engaged in the development of the country,’ he emphasized.
Speaking on behalf of the instructors, Mr. Barnabas Mabonga highlighted some of the students’ requirements that included the need for basic tools, providing opportunities for their academic progression to degree programs, and strengthening the safety measures. Some of the actual projects that the AVTAB technical students under CEES and CEDAT have worked on at Makerere College School include: a yard constructed at the boys’ hostel, the wall fence, and a drainage system. He said 173 students out of whom 28 are girls, were enrolled in the Civil Engineering and Architecture higher diploma program. He informed the Vice Chancellor and other guests present that the students in the real-life learning and teaching programs were excelling in performance, with a pass rate of 99%.
Dr. Oscar Mugula, Coordinator of the Centre for Lifelong Learning, emphasized the value of community engagement in their academic programs. He noted that the partnership with Makerere College School began two years ago, when students from the center undertook repair works on the school’s infrastructure. The collaboration has proven mutually beneficial, with the beneficiary school experiencing reduced development costs, while students, particularly those studying technical drawing, gained hands-on experience through the perimeter wall project, which contributed to their coursework and project assessments for the year.
In partnership with UVTAB, the Centre for Lifelong Learning offers diploma courses in Civil Engineering, Architecture, and Electrical Engineering. The students pursuing these courses are examined and accredited by UVTAB. Students benefit from experiential learning at CEDAT, where they are encouraged to innovate using affordable, locally sourced materials. They are also placed in real-world workstations and garages to observe best practices and avoid unethical conduct. Graduates of the program either join the workforce or continue their academic journey at the university.
The Center for Lifelong Learning at CEES is charged with the duty to take the university to the community, providing opportunities to Uganda’s youth and persons interested in technical education, who may not have the requisite funds or grades to join the university’s degree programmes. The students on the program are either directly from A-level or other technical institutions.
Education
Digital Education: CEES holds stakeholders’ workshop to inform curricula for Postgraduate Diploma in Education (Online Track)
November, 4th 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 21st century education.
College hosts Stakeholders’ workshop to enrich curricula for the online delivery option:
On 4th 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 21st 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.
On 5th 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 7th 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
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