Education
CEES Launches ADAPT Project
The government has been called upon to integrate the 21st century skills into the curriculum and assessment of learners at all levels of education. The call was made during the launch of the “Adapting assessment into policy and learning (ADAPT); Adolescent 21st Century skills Project on Feb. 17, 2022 at Makerere University.
The Principal of CEES and also Principal Investigator, Makerere University, Prof. Anthony Muwagga Mugagga said learners should be able to identify and solve problems, be critical and should be able to use new technologies to innovate solutions to society challenges. Prof. Mugagga said assessment has been challenging to teachers, parents and the children. To this end, the project, he said will see how assessment can be blended with the 21st century skills.
This mode of assessment was welcomed by Mr. George Mutekanga, the Commissioner for Private Schools, who represented the Permanent Secretary at the launch of the project.
Mr. Mutekanga said “A child should be assessed based on competence, critical thinking, communication skills, creativity and Innovation.”
He said it is important to ask what one can do rather than how many academic papers they have. Skills like communication, critical thinking, creativity, decision making are important in the development of learners. He called on the researchers to engage all the relevant education agencies such as UNEB, UBTEB, Nurses Council and other examining bodies.
There is a growing need for a strategic and explicit focus on contextually appropriate 21st century skills within education programs and school curriculum that draws from the lives of the young people. To this end, a team of researchers from Uganda, Kenya and Tanzania have set out to carry out research on “Adapting assessment into policy and learning (ADAPT)”
While giving the rational for the project, Mr. Samuel Otieno, from the Global e-schools and Communities Initiative, one of the research partners said there is limited evidence on how to incorporate 21st century skills in sub-Saharan Africa. There is also confusion on how to measure them and define them as well as the inadequate capacity of teachers, civil society and ministry officials to effectively and reliably use the available assessment data to make evidence based decisions.
Mr. Otieno called on the public to get engaged in the project by sharing their experiences in utilization of learning assessments.
Dr. David Kabugo, the Director for Centre for Teaching and Learning Support called on the government to ensure access to education for all children. He said children in the rural areas do not have access to pre-primary education, while the schools in the urban areas are expensive. “School fees rates are high and learners are taught by unskilled teachers. Government should ensure that each primary school has a nursery class because this stage is critical in the learning outcomes of children,” Dr. Kabugo said.
The participants also discussed whether the current education system fits its purpose. Dr. Mary Goretti Nakabugo of Uwezo shared her research finding which revealed that the education system does not met its purpose because it disadvantages many learners. She shared that the pandemic has greatly affected learners with many being unable to read English even at the age of 10 years. Research shows that 74% of children aged 10 years have been set-back by 2 years. She also observed that because the curriculum is ahead of the children, many are left behind and there are low literacy competences across the country.
The research showed that even at graduate level, students lack employable skills, technical stills, communication skills, writing skill while the teachers also have no mastery of the curriculum.
The ADAPT project seeks to build capacity of a dynamic learning community to integrate and assess 21st century skills and support utilization of learning assessment at the school and national levels. The project also intends to mobilise policy uptake on the utilization of learning assessments in the education plans, curriculum frameworks and teacher development.
The project will be implemented by a consortium of institutions which include the Global e-schools and Communities Initiative (GESCI), Makerere University College of Education and External Studies and the University of Notre Dame’s Global Centre for Development of the Whole Child.
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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