Education
CEES Launches Research to Evaluate Blended Learning
The College of Education and External Studies (CEES) has launched research to evaluate the processes and outcomes of blended learning at Makerere University. Blended learning is a teaching approach that combines physical classes with online learning.
Blended learning uptake at Makerere University has since become a necessity following the outbreak of the Covid-19 pandemic which saw the closer of all learning institutions.
Speaking during the launch, Dr. Arthur Mugisha, the Principal Investigator of the project said his team will evaluate the learners’ satisfaction and the different modes of delivery.
“We shall document the learners’ challenges, establish solutions to the challenges and document proposed ideal blended learning approaches which take care of the learners needs and expectations,” Dr. Mugisha said.
It was noted however, that although blended learning became popular during the pandemic, the pedagogy had started in 1991 with student of Bachelors of Education External of B. Commerce External, the Deputy Vice Chancellor in charge of Academics Affairs, Prof. Kakumba Umar revealed.
Professor Kakumba noted that the Open Distance e-learning system (MUELE) is something that should have been embraced and taken seriously when it was first introduced in the University in 1991.
Prof. Kakumba said after the senate approval of the e-learning module in 2014, the office of academic affairs saw it fit to institutionalize e-learning hence the creation of the Institute of Online and Distance E-learning (IODEL) which was approved in 2015. The DVC noted that before the pandemic, 30% of the University colleges were enrolled on the Makerere University E-Learning Environment, but this has changed, seeing 100 % enrollment by colleges.
With the growth of blended learning update, the university has engaged in various activities to ease the uptake of e-learning at Makerere. Some of the things the university is doing, according to Prof. Kakumba include;
- IODeL benchmarking on online course design.
- Staff capacity building in online utilisation of emergency ODeL courses development.
- Student capacity building for emergency ODeL awareness and practicability.
- Needs assessment for staff and students in the use of ODeL for teaching and learning.
- NCHE Approval of emergency ODeL
As revealed by Dr. Mugisha, the onset of the Covid-19 pandemic forced the university to implement blended learning across all programmes in the university. “For sustainability and to ensure the full potential of blended learning is achieved, the project proposes to comprehensively evaluate the adoption and utilization of blended learning with focus on students’ participation, expectations and benefits accruing from the mode of teaching,” Dr. Mugisha said.
In order to ensure proper findings and evaluation for the blended learning pedagogy, Dr Mugisha said the project intends to use primary data collected from 380 respondents in 10 colleges of the University and this will be from a cross-sectional survey design employing a mixed research approach. Focus group discussions shall be held with system administrators while face-to-face discussions will be held with key informants.
This kind of survey will enable them develop long lasting strategies to ease the use of blended learning at the University as it is the new normal in the academic sphere.
The occasion was graced by the Executive Director of National Council for Higher Education, Prof. Mary J. N. Okwakol, who said it is high time the country started an open and e-learning university.
“At some point I thought we were almost there; I don’t know what happened. Countries like Tanzania, Malaysia and the University of Nigeria that have open learning, have a student enrollment of over 70,000 students,” she noted.
Most of the things to be put into consideration for a successful blended learning as pointed out by the Deputy Vice Chancellor (Academic Affairs) of Uganda Christian University (UCU), Rev. Dr. J. Kitayimbwa, included the attitude both from students and lecturers, skilled personnel, internet accessibility, possession of tools or gadgets to use, efficiency among others.
Makerere University Guild President-elect Shamim Nambassa speaking on behalf of the student community called upon the stakeholders to lobby the Ministry of ICT to scrap off the 3% tax on internet bundles to enable students easily access their classes because “the bundles are already expensive.”
The project team include Dr. Arthur Mugisha as the principal investigator, Dr. Harriet Najjemba co-Principal Investigator, Dr. Paul Birevu Muyinda, Dr. Jessica N, Aguti, Mr. Joshua Bateeze, Dr. Aine Robert.
Web-based correspondence or distance education was pioneered in South Africa by the University of South Africa in 1946 a thing that shows that blended learning has been in existence for many years but its uptake has been slow until the outbreak of the Covid-19 pandemic.
By Jude Ssempebwa
On Saturday 11th January, 2025, a huge delegation from the College of Education and External Studies crossed the Equator to attend Dr Joseph Kimoga’s priestly silver jubilee celebrations at his parents’ home in Baja, Bukulula Parish, Masaka Diocese.
Dr Kimoga is an Associate Professor at the East African School of Higher Education Studies and Development, College of Education and External Studies, Makerere University.
The delegation included the College Principal, Professor Anthony M. Mugagga, the College Bursar, Mr Stephen Kayima, the School Dean, Dr. Jude Ssempebwa, Prof. F. E. K. Bakkabulindi, Dr Sr Justine Namaganda, Dr Peter M. Ssenkusu, other staff of the College, and dozens of present and past students of the College. These joined thousands of Dr Kimoga’s relatives, friends, colleagues and well-wishers in a colorful service of mass, which was followed by a sumptuous luncheon, live music, dance, presentation of gifts, and merrymaking.
The service, which was led by Dr Kimoga, was graced by the Chairperson of the Uganda Episcopal Conference, Rt. Rev. Joseph Anthony Zziwa, Bishop of Kiyinda-Mityana Diocese; the Kalungu East Member of Parliament, Honorable Francis Katongole Katabazi; hundreds of priests, including the Parish Priest of Bukulula Parish; and hundreds of religious sisters and brothers.
In his homily, Fr Godfrey Mukibi humorously chronicled Dr Kimoga’s educational and priestly journey and achievements, highlighting God’s exceptional blessings upon him. Fr Mukibi emphasized that Dr Kimoga’s stellar success as a seminarian and as a priest even if he was not accepted at the first minor seminary to which he applied bears proof that God does not necessarily choose those that people see as able.
“God enables those He chooses,” he said before going on to analogize Dr. Kimoga’s unlikely priestly selection with that of Moses, Joshua, Paul and other biblical characters.
Fr Mukibi commended Dr Kimoga for being meticulous and personable and congratulated him upon reaching his priestly silver jubilee. He also thanked Dr Kimoga’s parents for grooming him in civility, orderliness and a very strong work ethic.
In his address, Bishop Zziwa delivered Pope Francis’ congratulatory message to Dr. Kimoga. The message was signed for the Holy Father by Archbishop Luigi Bianco, the Apostolic Nuncio to Uganda.
After the service, Prof. Mugagga congratulated Dr Kimoga upon reaching his priestly silver jubilee. He thanked him specially for showing an example of the ideal Roman Catholic priest in the course of his work at Makerere University and wished him good luck in the years that will lead to his priestly golden jubilee. Prof. Mugagga requested the Uganda Episcopal Conference to deploy more clergy in the various higher education institutions in the country. He explained that young adults in the institutions critically need the counsel and example of the clergy but there aren’t enough clergy men and women in the institutions.
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.
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