In a significant step towards advancing digital education in Uganda, 12 lecturers from various universities across the country recently convened at Makerere University for specialized training on research methodology and the presentation of research findings. The training, part of the Digital Education Practitioner Networks, is supported by the MasterCard Foundation Scholars Program, in collaboration with the University of Edinburgh.

This initiative is part of a broader effort to build digital capacity and foster practitioner networks across higher education institutions in sub-Saharan Africa. The project, hosted by the University of Edinburgh, emphasizes inclusion, focusing on educators who serve traditionally underrepresented groups, such as women, individuals with disabilities, and forcibly displaced populations.

Held at the College of Business and Management Sciences from September 1 to 3, 2024, the training was facilitated by two esteemed lecturers from the University of Edinburgh—Dr. Michael Gallagher and Dr. Peter Evans. Over the course of three days, the participating educators engaged in immersive sessions that honed their digital pedagogy skills, curriculum design techniques, and use of cutting-edge educational technologies.

Dr. Sarah Bimbona, from Makerere University, shared her enthusiasm for the course, which she believes has given her a competitive edge in her teaching career. “Although I am a teacher, I wasn’t really grounded in education. This training has provided me with the digital pedagogy skills, curriculum design insights, and the use of educational technologies that I needed,” she explained.

Dr. Bimbona is committed to using her newfound knowledge to stay abreast of the latest trends in digital education, with the goal of transforming her teaching methods and enhancing the learning experience of her students. Makerere University has got three educators on the program and the 12 are the first educators in East Africa to receive training. The next cohort will come from West Africa.

Alice Nakalema, a lecturer from Bugema University and a participant in the program, highlighted how the training has broadened her understanding of educational mobility, online assessments, and the role of feedback in learning. “There is a wealth of information online,” Nakalema noted, adding that tools such as Miro boards have enriched her personal learning experience.

The Digital Education Practitioner Networks project is one of three key work packages under the Mastercard Foundation Scholars Program at the University of Edinburgh, aimed at empowering educators and driving inclusion in higher education. Through initiatives like these, the future of education in Uganda and across sub-Saharan Africa is becoming more equitable, digitally enhanced, and forward-thinking.

Makerere University, as a key partner in this program, remains dedicated to leading efforts in digital education transformation, creating avenues for innovation, and strengthening the capacity of educators to meet the demands of a rapidly evolving educational landscape.

In a significant event at Makerere University‘s East African School of Higher Education Studies and Development, leadership transitioned from the outgoing Dean, Dr. Kikooma Julius, to the incoming Dean, Prof. Jude Ssempebwa. The handover ceremony took place at the Curriculum Building, with faculty and staff in attendance to witness this momentous occasion.

The event was presided over by the Principal of the College of Education, Prof. Anthony Mugagga, who expressed his gratitude to everyone for attending. In his speech, Prof. Mugagga praised Dr. Kikooma for his exemplary service and unwavering dedication throughout his tenure. He emphasized the outgoing Dean’s ability to unite the school and lead it through key milestones, stating that Dr. Kikooma’s leadership had been crucial in advancing the school’s mission.

“We thank Dr. Kikooma for his remarkable work in steering this school to success and for fostering a spirit of togetherness,” said Prof. Mugagga. He wished the incoming Dean, Prof. Jude Ssempebwa, great success in his new role, assuring him of full support and praying for God’s guidance in his leadership. Prof. Mugagga further underscored the importance of teamwork in ensuring the school’s continued growth and success.

In his farewell address, Dr. Kikooma expressed heartfelt gratitude to the faculty and staff for their support during his tenure. He acknowledged the collective efforts of his colleagues, thanking them for their cooperation and hard work. In a candid moment, Dr. Kikooma asked for forgiveness for any unintentional shortcomings during his time as Dean. He warmly welcomed Prof. Ssempebwa and promised to provide assistance whenever needed.

“I thank the Principal for trusting me with this role and for the wonderful collaboration we had. I also assure Prof. Ssempebwa that I will be available to help in any way I can,” Dr. Kikooma remarked.

Several faculty members shared their appreciation for Dr. Kikooma’s leadership. Senior staff member Janet Nabukeewa commended him for his dedication and wished him well in his future endeavors. She added that any mistakes made during his tenure had been forgiven, symbolizing the strong bonds within the school’s leadership. Auditor Luwuliza Aggrey also expressed his gratitude, offering prayers and well wishes for the incoming Dean.

As the handover took place, Prof. Jude Ssempebwa expressed his deep appreciation for the trust placed in him. He pledged to work diligently with both staff and students to elevate the school to even greater heights. Prof. Ssempebwa emphasized the significance of teamwork and urged the entire school community to collaborate closely with him during this new chapter.

“I will not let you down,” Prof. Ssempebwa assured the audience, encouraging students to enroll and promising to work hand in hand with everyone to achieve success.

In his closing remarks, Prof. Mugagga offered valuable advice to the new Dean, encouraging him to take time to study the school’s dynamics. He concluded by giving thanks to God for guiding the institution through this leadership transition, and wished both Dr. Kikooma and Prof. Ssempebwa success in their respective roles.

On September 3, 2024, the College of Education and External Studies at Makerere University hosted a significant research dissemination event, presenting pioneering findings on integrating Indigenous Knowledge Systems (IKS) such as ethnomathematics in teaching and learning school mathematics. The research, funded by the Carnegie Corporation of New York through the Makerere University Directorate of Research and Graduate Training, highlighted innovative approaches to making mathematics education more relevant and accessible to students in Uganda.

Ethnomathematics is an interdisciplinary field that explores the relationship between mathematics and culture. It investigates how different cultural groups understand, articulate, and apply mathematical concepts in ways that are often unique to their traditions and everyday practices. Educators and researchers can bridge the gap between formal, academic mathematics and the diverse mathematical practices found in various cultural contexts by exploring ethnomathematics. This approach can serve as a powerful medium for teaching and learning mathematics, offering several benefits such as cultural relevance in education.

Ethnomathematics helps make mathematics more culturally relevant to students by connecting abstract mathematical concepts to their real-world experiences and cultural backgrounds. This relevance can increase student engagement, making mathematics feel more accessible and meaningful. For example, students from agricultural communities may better understand mathematical concepts when they are presented using traditional farming practices, such as crop rotation patterns or land measurement techniques.

The research, led by Dr. Marjorie Sarah Kabuye Batiibwe from the Department of Science Technical and Vocational Education, focused on how traditional practices such as mat and basket weaving can be incorporated into the secondary school mathematics curriculum. This approach, termed ethnomathematics, seeks to connect abstract mathematical concepts to the cultural practices familiar to students, thus enhancing their understanding and engagement with the subject.

Key Findings

The research revealed that the mathematical processes embedded in traditional activities like weaving are rich in concepts that align with the school mathematics curriculum. For instance, mat weaving incorporates geometrical concepts such as symmetry, parallel lines, and shapes, while basket weaving introduces students to patterns, sequences, and measurement techniques. These cultural activities can be used as teaching tools to make learning more hands-on and relatable.

Impact on Education

Julius Anthony Musinguzi, a Master’s student undertaking this research said, the study also demonstrated that students taught using these culturally relevant methods showed improved conceptual understanding and a more positive attitude toward mathematics. “The use of IKS in teaching not only made mathematics more engaging but also helped bridge the gap between theoretical knowledge and practical application,” he said.

Dr. Batiibwe’s research further proposed the development of a curriculum module that incorporates these ethnomathematical practices into the training of pre-service mathematics teachers. This module would equip future educators with the tools and strategies needed to integrate IKS into their teaching practices effectively.

The event concluded with a call to action for education stakeholders in Uganda to consider the integration of ethnomathematics into the national curriculum. This would not just preserve and promote indigenous knowledge but also improve the quality of mathematics education by making it more inclusive and contextually relevant.

Makerere University continues to be at the forefront of educational innovation, and this research marks a significant step towards redefining how mathematics is taught in Uganda, ensuring that it resonates with students from all cultural backgrounds.

Research team

• Principal Investigator: Marjorie Sarah Kabuye Batiibwe
• Mentor: Assoc. Prof. Betty Kivumbi Nannyonga (Department of Mathematics, College of Natural Sciences, Makerere University)
• Master’s student: Julius Anthony Musinguzi (Master of Education in Science Education (Mathematics)