Over 80 academic staff at Makerere University and Kyambogo University have been trained under a five-year project designed to enhance the teaching and learning of visually impaired students in Uganda, through the use of assistive technologies. In addition, 100 university students with visual impairments have also been trained and supported. An online course titled, “Supporting Learning of Students with Visual Impairment” was developed. There is increased awareness and understanding at Universities of the needs of learners with visual impairments.

With this support, the College of Education and External Studies at Makerere University secured some specialized equipment and assistive technologies for research as well as facilitating usage and access to these devices by students with visual impairments.

Inclusive education is based on the premise that all children, regardless of their social, cultural, physical and mental (UNESCO, 2009) conditions should learn together (UNESCO, 2014). As a philosophy, inclusion urges training institutions to welcome, value everyone, and minimize barriers to accessing quality education and ensuring effective participation in learning experiences by all learners (Morina, 2017).

Globally, ICT is increasingly being used to improve the learning and independence of students with visual impairments (Gill, Sharma & Gupta 2017).

The project team consisting of staff from Makerere University College of Education and External Studies, Kyambogo University, National Council for Higher Education and Uganda National Association of the Blind noted that the preparedness of public universities in Uganda to provide education to students with visual impairments was still wanting. The research team noted that available studies indicated evidence of discrimination, an unsupportive teaching and learning environment, negative attitudes, inappropriate infrastructure and unprepared academic staff.

With funding from the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), a research project titled, Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) was designed to address the challenge of limited awareness and capacity by public universities to support the teaching of students with visual impairments.

Since 2020, the research team has been implementing the ATEVIL project aimed at supporting students with visual impairment by strengthening educators’ capacities and enhancing educational accessibility.

At the stakeholder’s dissemination workshop held on 12^th March 2025 to assess the five-year application of the ATEVIL project, the participants unanimously agreed that assistive technologies are key in helping the visually impaired students close the learning gaps.

The research team consists of the following members:  Dr. Leah Sikoyo, Associate Professor Betty Ezati, Dr. Dianah Nampijja, Dr. Michael Walimbwa, Associate Professor Joyce Ayikoru, Mr. Daniel Okot, Dr. Godfrey Onyait and Mr. Ronald Luyima.

Dr. Leah Sikoyo, the Principal Investigator of ATEVIL Project 

Presenting the situation analysis, Dr. Leah Sikoyo, the Principal Investigator-ATEVIL project indicated that the number of learners with visual impairments enrolling for university education has been increasing amidst limited capacity by teacher educators to effectively manage their learning needs.

Dr. Sikoyo attributed the rise in the number of students with visual impairments accessing university education to the awareness and sensitization efforts by the Government of Uganda, Ministry of Education and Sports, parents, the Uganda National Association of the Blind and other stakeholders.

She disclosed that although at Makerere University, most of the students with visual impairments enroll for academic programmes in the humanities, social sciences, education, law and business, at the global level, where assistive technologies are accessible, they empower the learners with visual impairments to study a wide range of courses in the sciences, medicine, engineering and among others.

Using a very common scenario, Dr. Sikoyo who is an academic member of staff at Makerere University-College of Education and External Studies, mentioned a critical issue in the existing educational framework. She pointed out that most of the teaching staff unconsciously use this statement when teaching, and I quote: “Dear students, do you see this?” This inherent bias towards sighted students results in significant barriers for those with visual impairments. The lack of awareness and training among educators has led to inadequate support mechanisms, leaving students with visual impairments feeling isolated and ignored, especially during crucial assessment periods. She added that in some situations, academic staff would establish that some students have visual impairments during tests or towards the examinations period.

In response to these challenges, the ATEVIL project integrates assistive technologies to foster an inclusive learning environment.  “Technology enables flexibility. It provides possibilities to adapt to the learning environment.  Students can work not just with ease, but also with independence,” stated Dr. Sikoyo. She stressed that this approach not only empowers students to access information independently, but also shifts the educational paradigm towards a more equitable system.

The ATEVIL project’s innovative strategies encompass not just hardware and software, but also methodologies that cater to different learning needs, enabling educators to create a supportive environment for all students. 

With the ATEVIL project success, its implications extend beyond the classroom, serving as a contact of hope for a more inclusive Uganda and fostering awareness and training among educators, the initiative hopes to maximize the potential of all students, regardless of their disabilities.  It is hoped that, by addressing the systemic challenges faced by visually impaired students, this initiative is not just changing lives; it is redefining the future of education in Uganda.

Remarks by Representative of MakRIF

Representing Prof. Fred Masagazi Masaazi, the Chairperson of the MakRIF Grants Committee, Dr. Zahara Nampewo, the Deputy Principal, School of Law at Makerere University stated that true vision goes beyond physical sight, and this project aims at helping visually impaired students to see with their minds.

Dr. Nampewo commended the project team for their innovative approach towards inclusive learning for visually impaired students, noting that it has transformed the lives of learners and positively influenced government policy.

“In addition to learners with visual impairments, I implore the ATEVIL project team at Makerere University, Kyambogo University and National Council for Higher Education, to consider students with hearing and mental disabilities. I encourage you to expand the scope of this project to achieve even greater impact and actionable results,” said Dr. Nampewo, a Member of MakRIF Grants Management Committee.

Remarks from National Council for Higher Education

Participating in the stakeholder’s dissemination workshop, Dr. Olive Lunyolo, a Senior Education Officer at NCHE re-affirmed Government’s commitment to promoting inclusive learning across all educational institutions.

Dr. Dianah Nampijja presents impacts and outcomes

Dr. Nampijja said: “When we started this journey, it was a journey of not knowing things to do. As we have walked through, we have increased awareness on inclusive learning. We needed our students to be independent. We didn’t want to pity them. The goal is to equip the learners to thrive in competitive work environment.”

The ATEVIL project gathered insights into the lived experiences of students with visual impairments, ensuring that their needs were met comprehensively. According to Dr. Nampijja, the ATEVIL project presented possibilities. The project research implementation team focused on presenting possibilities to learners with visual impairments. “Assistive technologies are part of those artifacts that allow these possibilities,” she said.

She noted that by focusing on assistive technologies, the ATEVIL project made learning more accessible. “The initiative addressed gaps in the learning management systems, allowing students to navigate these platforms effectively,” she remarked.

Highlighting the importance of continuous professional development, Dr. Nampijja reported that through the ATEVIL project, 80 academic staff across Makerere and Kyambogo Universities were successfully trained in inclusive teaching strategies and assessment methods tailored for students with visual impairments.

Contribution from Makerere University Disability Support Unit

Ms Elizabeth Rwabu who manages the Makerere University Disability Support Unit mentioned that that she has been engaged with disability advocacy since childhood. “You should never allow the disability to define you. Accept your circumstances, but remember, you are not defined by them,” she advised.  According to Ms Rwabu, this is a notion that the true challenges are not solely in the impairments themselves, but in the societal barriers that inhibit full participation in daily life. She noted that, ‘Barrier plus impairment equals disability.’ She explained that by dismantling barriers, be it physical, social, or systemic, individuals can reclaim their agency.

Contribution from the Makerere University Dean of Students’ Office

Mr. Peter Mwanja from the Office of the Dean of Students at Makerere University guided as follows: “In addition to providing accommodation to students with disabilities, we need to ensure that they are actively included in all aspects of university life. This includes sports and extracurricular activities, which are vital for social integration.”

Feedback from participants at the Stakeholders Dissemination Workshop

During the plenary session, participants observed that the disability will be broken when you remove the barriers preventing access to what you are meant to do. They commended the ATEVIL project which aims at addressing these barriers head-on for providing practical solutions that are changing perceptions and outcomes within the community. 

The participants underscored the need for teachers and staff to receive training on disability awareness and inclusivity. They also noted that while some progress has been made, many university facilities are still lacking essential features such as ramps and accessible restrooms.

The stakeholders advocated for policies that support and empower students with visual impairments as well as increased support from the Ministry of Education and Sports in form of funding specific to the needs of students with visual impairments, specialized equipment and assistive technologies.

Testimonies from academic staff trained during the ATEVIL project

Dr. Zaid Sekito, Makerere University

Dr. Zaid Sekito, an academic staff member at Makerere University College of Humanities and Social Sciences and a beneficiary under the ATEVIL Project, reflected on his transformative two-year journey since joining the initiative. “I have learned how to deal with students with visual impairments. I am very sensitive when it comes to inclusion of learners with different abilities as well as on the choice of words and terminologies,” he shared.

Convinced that true empowerment requires equitable educational opportunities, Dr. Sekito advocated for a shift towards “multi-diversity universities” that embrace modern technologies to support diverse learners.

He highlighted the need to create more ambassadors advocating for comprehensive training for staff to address the special needs of our students effectively.

Dr. Jackie Adong, Makerere University 

Dr. Jackie Adong, an academic staff member at Makerere University College of Humanities and Social Sciences and a beneficiary of the ATEVIL Project shared her transformative journey in supporting students with visual impairments. She elaborated that being sensitive to the needs of students with visual impairments is a reminder of our responsibility as human beings to fellow human beings.  Dr. Adong highlighted the rights of students with visual impairments, emphasizing their entitlement to education, participation, and access to resources.

She has adapted to alternative teaching methods by posting class notes on WhatsApp and allowing students to utilize assistive technology for reading. “Now we are aware of them from the beginning of the class, during coursework and during exams,” she said, detailing how the Department of Literature at the College of Humanities and Social Sciences has created a supportive environment. Dr. Adong is committed to continuing these inclusive practices to ensure a brighter future for all students.

Dr. Asio Santamaria, Kyambogo University

Dr. Asio Santamaria, the head of the Department of Biological Sciences at Kyambogo University and a beneficiary of the ATEVIL Project, highlighted the significant impact of the initiative on her teaching approach and awareness of students with visual impairments.

Reflecting on her experience, she pointed out, “Observation has helped us recognize students who may appear physically fine, but require special attention.” Dr. Asio emphasized the need to accord extra time for coursework and exams to students with visual impairments. She credited the ATEVIL project for enhancing her knowledge of modern assistive technologies and inclusive teaching strategies.

Enock Kisekka, Kyambogo University

Enock Kiseka, an academic staff member at Kyambogo University and beneficiary of the ATEVIL Project, shared his transformative journey in supporting visually impaired students.  He disclosed that initially, he did not understand fully the challenges faced by students with visual impairments.

His perspective changed after participating in inclusive training. Kiseka emphasized the importance of intentionality, stating, “I became more aware of students with low vision and learned to provide appropriate support, such as extra time during assessments.”

His engagement with the Disability Support Centre led to collaborative efforts to create a more inclusive environment. “We have developed a strong relationship with the special needs faculty,” he added, underscoring the collective responsibility in enhancing accessibility.

Students’ Testimonies

Awilo Mariam, a student at Makerere University and beneficiary under the ATEVIL Project, shared her experience, stating, “Before the training, I struggled with using the Moodle portal, but now I can type my notes and exams confidently.”

She emphasized the power of empathy, urging, “Treat everyone simply; life can change in an instant.” Awilo expressed gratitude for the support from her lecturers, acknowledging their crucial role in her educational journey.

Paul Kakooza, a student at Makerere University and beneficiary under the ATEVIL Project, expressed profound gratitude for the initiative’s impact on students with visual impairments. According to Kakooza, the ATEVIL project has yielded results, empowering visually impaired students to navigate technology and advocate for their needs.

Kakooza also reported on the transformation in his ability to access information. “We are now able to navigate our phones and the Internet, which was once a challenge for many of us,” he mentioned. He pointed out the societal discrimination faced by visually impaired individuals, urging for greater awareness among educators about their needs. 

“We need to extend the ATEVIL project’s reach into the employment sector,” he urged, noting that many organizations underestimate the potential of visually impaired graduates. 

Namugenyi Rosemary, an alumnus of Makerere University alumnus and beneficiary of the ATEVIL Project shared her experience. Being a visually impaired student, Namugenyi faced challenges coping with traditional learning methods. She was liberated and empowered by the ATEVIL project, which helped her to navigate technology effectively.

Namugenyi recounted how she initially struggled with online course works and assignments, but eventually mastered it. “Through the training, I became a pioneer in using scanning technologies to transform hard copy notes into accessible formats.

Namugenyi explained that her newly acquired skills through the ATEVIL project have enabled her to gain trust among her peers, who often seek her guidance for research. She concluded with heartfelt gratitude for the project, stating, “I pray that it continues to support others who may not yet have access to these vital resources.”

Daniel Elaju, a recent graduate of Makerere University and beneficiary of the ATEVIL Project, who graduated with a First Class degree shared how the initiative aided his academic success and workplace readiness. “I faced numerous challenges at the university, especially finding accessible materials, but the ATEVIL project helped bridge that gap,” he remarked.

Elaju who works at Equity Bank said: “Using Jobs Access to With Speech (JAWS) Screen reader in computers which could enable the visually impaired students to use computers at ease, made a significant difference in his learning journey and career.”

He expressed gratitude for the training he received, which enabled him to outshine competitors during job interviews, notably at Equity Bank, where he secured a job. Elaju described his commitment to sharing knowledge with peers. “I mobilized my colleagues to ensure resources are accessible as well as helping them submit coursework.”

Noting that many employers were not aware of the capabilities of visually impaired individuals, Elaju urged the ATEVIL project and other stakeholders to continue with the advocacy and awareness at the different levels.

Trevor Twinomugisha Makuru, a second-year student at Kyambogo University and beneficiary of the ATEVIL Project, shared his impactful journey, emphasizing the project’s role in enhancing awareness among students with visual impairments. “Joining Kyambogo was challenging as a private student with low vision,” he noted, reflecting on the initial difficulties he faced.

He commended the ATEVIL project for providing him with the essential training in assistive technologies, which enabled him to become more independent in his studies. “We were inspired to revive the Kyambogo University Visually Impaired Students Association, where I currently serve as the President,” he stated, underlining their commitment to educating fellow students about these technologies.

Twinomugisha Makuru credited ATEVIL project’s influence towards his transformation. “Our trainings fostered a desire to advocate for inclusivity leading to workshops that educated others about visual impairments,” he reported.

He called for the expansion of such initiatives, advocating for inclusivity in spaces such as museums, where visually impaired students could also benefit from accessible learning experiences.

Latif Lugudo, an alumnus of Kyambogo University and beneficiary of the ATEVIL Project, shared his inspiring journey, emphasizing the project’s critical role in his academic and personal development.

As a person with albinism and vision impairment, Lugudo who works as an Inclusion facilitator at Heifer International underscored the importance of self-acceptance, stating, “You have to accept the impairment you have before moving forward.”

He described the challenges he faced in his academic journey, particularly in a demanding business studies academic program.  “At first, I experienced ridicule from classmates, which made adapting difficult,” he highlighted.

However, the trainings from the ATEVIL Project empowered him to engage more actively with faculty, leading to significant changes, including the installation of JAWS software on computers in the lab for visually impaired students.

Closing remarks by Prof. Betty Ezati

Wrapping up, the ATEVIL Project Stakeholders’ Dissemination Workshop, Dr. Betty Ezati, an Associate Professor at the College of Education and External Studies at Makerere University and a member of the research project team called upon stakeholders to strengthen collaboration to uplift learners with special needs in all educational settings.

Prof. Ezati emphasized that supporting learners with visual impairments is a collective responsibility.  “For a long time, we have left learners with visual impairments to fend for themselves, but now it’s clear that we all have a role to play in making a positive difference in the lives of these students. There is need for targeted support and provision of assistive technologies,” she stressed.

Acknowledging the various stakeholders who participated in the dissemination workshop, Prof. Ezati appealed for continued support and training. “This project is meant to light the fire; we hope it will remain burning,” she stated.

Several students from the College of Education and External Studies (CEES) at Makerere University have showcased different innovations that can be used to train learners in the new competence-based curriculum that has been rolled out across different levels of learning.

These student innovations were presented during the CEES Open Day and Skills Expo held on Friday 14^th March 2025 at Makerere University Yusuf Lule Central Teaching Facility Auditorium under the theme: “Empowering Future Educators Through Skills and Innovation for National Prosperity.”   

The CEES Open Day and Skills Expo 2025 comes at a time when the Government of Uganda through the Ministry of Education and Sports in partnership with the National Curriculum Development Centre is implementing the new competence- based curriculum. This strategic direction requires both the teachers and the students to embrace the teaching and learning approaches for effective delivery and implementation.

Featuring student presentations and innovations as well as a panel discussion focusing on strategies for adopting the new curriculum, the student-driven event organized by CEES student leaders with the support of the College leadership aimed at equipping education students with practical skills to prepare them for their roles as future educators.

The Vice Chancellor, Prof. Barnabas Nawangwe commended the students and staff for prioritizing innovations and presentations on the new competence-based curriculum. In a speech read by Prof. Robert Wamala, the Acting Director of Research, Innovations and Partnerships, the Vice Chancellor noted that the College of Education and External Studies is mandated to train students who will implement the new competence-based curriculum at the lower secondary, upper secondary and at institutions of higher learning.

“The new competence-based curriculum focuses on equipping learners with practical skills. The College has undertaken strategies to train and produce teachers who can effectively teach students and actively engage them in practical sessions. Makerere University is committed to providing innovative teaching, learning and community engagement. This Open Day and Skills Expo aligns perfectly with our vision of producing graduates who are not only knowledgeable, but also fit for purpose in the evolving job market,” he said.

He added: “I must emphasize that there are changing demands in education that go beyond theoretical instructions and indeed require practical and hands-on experiences. I believe that this skills expo serves as a bridge between academia, industry and other key stakeholders. It will help students showcase skills and innovations like we have seen, and explore entrepreneurship and self-employment.”

The Vice Chancellor encouraged students to seize this opportunity to develop more innovations that go beyond simplifying education, to blending an entrepreneurship ideology to create jobs in an economy that is increasingly evolving.

“To our students, this is your chance to demonstrate your capabilities, learn from others, but also take both steps towards building your future careers. It is possible that you can look at yourself as a teacher, but allow me to remind you that you can as well look at yourself as an entrepreneur, innovator and business person. So, size this opportunity to diversify your skills and make meaningful connections,” he guided.

On behalf of Prof. Anthony Mugagga, the Principal of the College of Education and External Studies, Dr. Muhammad Kiggundu described the event as a clear demonstration of Makerere University‘s commitment to preparing students for the new competence-based curriculum.

“We are delighted that our students have organized this event in an effort to transition to a skills-based curriculum. Our students represent a group that embraces innovative teaching and learning approaches, and are ready to continue learning and sharing,” he said.

“The College of Education and External Studies is working with the National Curriculum Development Centre to ensure the effective delivery of the competence-based curriculum at the Secondary School and University levels.

He acknowledged the National Curriculum Development Centre for being an instrumental partner who has organized several workshops that have equipped the staff at the College of Education and External Studies with the 21^st century skills required to deliver the new competence based curriculum.

Mr. Wilson Ssabavuma who represented the Executive Director of the National Curriculum Development Centre (NCDC) commended the College of Education and External Studies for undertaking an innovative approach to transform the service teaching force into a competent labour force.

 “I take this opportunity to thank the College of Education and External Studies for inviting the National Curriculum Development Centre to witness the steps and strategies undertaken to transform the service teaching force into a competent labour force positioned and ready to deliver the competence-based curriculum,” he said.

“You will agree with me that most of us gathered here are products of the old curriculum. Since the introduction of secondary education in Uganda, it is the first time, we are having major reforms in education following the realisation that we cannot dodge the way of change that is taking place all over the world. We must definitely transform our education to ensure that we remain relevant to the national, regional and global economies,” he stated.

He highlighted that the different stakeholders noted that the only way to produce a competent work force would be through changing the education sector to meet the market demands and the 21^st century trends.

“In 2011, we started to revise the old curriculum. In 2020, we rolled out the competence-based curriculum at the Ordinary level. This year, we have done the same to the Advanced level curriculum,” Mr. Ssabavuma added.

He disclosed that when the NCDC rolled out the new curriculum, it became problematic not only to students, but also to the teachers at the different levels. To address this challenge, mindset change approaches and a number of initiatives including capacity building workshops were implemented to onboard the different stakeholders.

 “Teacher educators have to be responsive to the ongoing changes in the local, regional and global trends so that we train human resources that is suited to the task. I am happy to note that the staff and students at the College of Education and External Studies have embraced the competence-based curriculum. I am particularly pleased to see that you have come up with home grown innovations. This attempt is very useful and we commend you for that initiative,” he said.

Ms Anyango Oliver, one such innovator, built an innovation that explains the different types of unemployment. Her innovation describes what unemployment is, and different types of un employment including structure and cyclical unemployment.

Her innovation further identifies the causes of these types of unemployment, effects of unemployment to individuals and the society, and suggest solutions to these kinds of unemployment.

Ms Anyango believes such a model of looking at employment, if adapted, can be solution-based because it identifies the problem, its causes, and also outlines possible solutions.

Mr. Richard Nizeyimana, a Student Leader at CEES thanked students for actively participating in Open Day and Skills Expo. He emphasized that the Expo provided a platform to students to exhibit the innovations in line with the competence-based curriculum.  “We have used local materials to make teaching aids that can explain concepts for students. We are solving the problem of teachers going out there in the field and teaching their students’ things that are only based on theory. We want to be on point and effectively deliver the new competence-based curriculum to students both at O and A-level,” he stated.

Makerere University College of Education and External Studies in partnership with the Buganda Kingdom Ministry of Heritage and Palaces hosted an inaugural memorial lecture to honour the late Professor Livingstone Walusimbi, whose ground breaking contributions to African languages have left an indelible mark on the field. Themed “Building Sustainable Futures: Bridging Prof. Walusimbi’s Linguistic Legacy with Digital Transformation,“ the event provided a profound moment of reflection on the transformative power of language and its pivotal role in shaping societies.

Held on February 27, 2025 at Makerere University School of Public Health Auditorium, the memorial lecture provided a befitting platform to celebrate Prof. Walusimbi’s legacy and selfless service in advocating for and advancing the recognition of Luganda and African languages at Makerere University and other academic institutions. The month of February is dedicated to mother tongues and African languages. It was therefore a perfect decision to hold the inaugural memorial lecture during the month of February. According to Wikipedia, the International Mother Language Day is a worldwide annual observance held on 21^st February to promote awareness of linguistic and cultural diversity and to promote multilingualism.

The hybrid lecture featured Anthems led by Buddo Senior Secondary School, a prayer led by Rev. Juliet Ssekamate from Wampeewo Church of Uganda, and a powerful poem with words that symbolized the good works of Prof. Walusimbi and a pledge by those he mentored and the future generations to keep his legacy alive, recited with love and emotion by Mr. Aloysius Matovu Joy (a former student of Professor Walusimbi), speeches, a keynote speech and a panel discussion.

The lecture brought on board dignitaries from Buganda Kingdom and other cultural institutions, the family of Prof. Walusimbi, the academia, scholars, educators, learners from primary schools, students and teachers from various secondary schools, institutes and universities, Bakayimbira Dramactors, the media, individuals mentored by Prof. Walusimbi, alongside leading experts in linguistics. The lecture presented a golden opportunity to honor his legacy while exploring the continued relevance of his work in the context of today’s rapidly advancing digital age.

Prof. Livingstone Walusimbi’s academic journey was marked by an unwavering dedication to linguistic excellence and education. Born on 23^rd March 1935, his early experiences in the Ugandan school system during the 1940s and 1950s laid the ground work for what would become a lifelong vocation in education. Beginning his career as a Grade III teacher at the National Teachers’ College in Kyambogo in 1958, he demonstrated from the outset a deep-seated passion for teaching and learning-an attachment that would drive him to pursue advanced studies abroad, ultimately earning him a certificate from Leicester University in 1962, a diploma from the University of California, Los Angeles in 1969, and culminating in a master’s degree in Linguistics in 1971 followed by a PhD in 1976.

Through these rigorous academic pursuits, Prof. Walusimbi not only solidified his place as a distinguished scholar, but also laid the foundation for his lifelong contributions to linguistics and language education.

Beyond his academic achievements, Prof. Walusimbi played a pivotal role in integrating Uganda’s indigenous languages into the university’s curriculum. Understanding the crucial need to preserve and promote the nation’s linguistic heritage, he spearheaded the introduction of courses in Luganda, Runyakitara, Ateso, and Luo. His efforts not only enriched the academic landscape at Makerere University, but also made a significant contribution to the cultural vibrancy of Uganda’s higher education system.

The Chief Guest, Owek. Joseph Mulwanyammuli Ssemwogerere, former Katikkiro of Buganda Kingdom, lauded Prof. Walusimbi for his tireless efforts in promoting African languages, particularly Luganda, which continue to shape Uganda’s linguistic landscape. Speaking on behalf of the Katikkiro of Buganda Kingdom, Charles Peter Mayiga, Owek. Mulwanyammuli offered profound reflections on the pivotal role of language in preserving culture and driving socio-economic development.

At the core of his address was the critical role of language in defining identity and fostering unity in the community. “A community without language and culture is a lost group,” Owek. Mulwanyammuli stated, emphasizing the necessity of nurturing indigenous languages as vital to the socio-economic transformation of societies. African languages, he argued, are not only markers of identity, but also powerful tools for development, promoting community cohesion and progress.

The former premier celebrated Prof. Walusimbi’s remarkable contributions, noting that he was a steadfast advocate for the academic recognition and preservation of African languages, particularly at a time when many dismissed them as unworthy of scholarly attention. Prof. Walusimbi’s groundbreaking work to have Luganda and other indigenous languages taught at universities has created a lasting impact, resulting in a generation of experts in these fields. His unwavering commitment has shaped the academic landscape, leaving behind a legacy of linguistic scholars continuing his mission.

Owek. Mulwanyammuli also addressed a contemporary challenge—the misconception that native speakers of a language are automatically experts. He stressed the importance of formal education in indigenous languages, particularly to guide the youth who are increasingly influenced by social media and globalization. “We need people like Professor Walusimbi to guide us, especially the youth,” he remarked, underscoring the need for academic support in teaching indigenous languages and culture.

Owek. Mulwanyammuli thus called for continued research into the relationship between indigenous languages, culture, and development. “We need to move with the times,” he urged, highlighting the potential of integrating indigenous languages into the evolving digital landscape. By doing so, he believes African languages can play a pivotal role in the continent’s economic and political transformation, serving as bridges to new technologies and innovations.

In her keynote address, Ms. Margret Nankinga, Coordinator of Luganda, Lusoga, and Lugwere Languages at the Language Commission of the African Union, emphasized the contributions of Prof. Walusimbi to the teaching of Luganda and African languages at Makerere University and other Universities as well as key issues of cultural identity, education and technological advancement.

She highlighted the impact of colonial-era policies that sought to diminish the role of mother tongues in education, labeling them as hindrances to academic success. These attitudes, which punished children for speaking their native languages, still re-occur today, inhibiting the growth of linguistic diversity. She stressed that Prof. Walusimbi defied these odds, dedicating his career to proving that African languages—specifically Luganda—could be vehicles for higher education and intellectual discourse.

She portrayed the significance of linguistic literacy, urging a revitalization of indigenous languages in both educational and technological contexts. Ms. Nankinga highlighted how, despite the historic stigmatization of mother tongues, languages such as Luganda have demonstrated adaptability. Prof. Walusimbi’s pioneering work in introducing Luganda at the university level exemplifies the potential of African languages to carry complex and high-level knowledge.

Drawing attention to the challenges of the 21^st century, she warned of the digital divide, where African languages are at risk of being excluded from the digital revolution. “Are we capable of migrating our languages into the digital sphere?” Ms. Nankinga asked. She emphasized that in an age where social media, artificial intelligence, and ICT dominate global communication, it is crucial that African languages are not left behind. To preserve their cultural heritage and ensure their relevance in the future, African languages must evolve alongside technology.

“In this migration, someone may be sitting right next to you, yet they’re not truly present. They are in another world—the world of social media. Their attention is consumed by social media. Their body may be here, but their spirit and everything else have already migrated—that’s the term they use. So, how do we ensure that as they migrate, they carry our language with them? How do we ensure they carry our cultures? How do we ensure that our indigenous knowledge also migrates to the digital world, to social media, and the Internet?” she questioned.

Ms. Nankinga also underscored the importance of policy reform, calling for a shift in attitudes toward language education. She advocated for policies that provide economic value to indigenous languages and support their integration into the digital landscape. The example of the Bible being translated into 22 Ugandan languages was a powerful illustration of the richness of these languages and their capacity to convey complex ideas. Yet, much more needs to be done, she argued, particularly in the realms of scientific research and technological innovation.

She advocated for collaborative efforts among universities, researchers, and policymakers to bridge the gap between traditional knowledge and modern innovation. “If we are to evolve, let us start with our languages,” Ms. Nankinga guided. She also pointed out the need for researchers to present their findings in African languages, making academic knowledge more accessible and relevant to local communities.

Prof. Barnabas Nawangwe, the Vice Chancellor of Makerere University, emphasized the significant impact of Prof. Walusimbi’s work on both the academic and cultural realms. He remarked that when Prof. Walusimbi joined Makerere University as a tutorial fellow in 1972, he entered an academic environment that had not yet fully recognized the intrinsic value of Ugandan and African languages. Prof. Walusimbi advocated for the inclusion of indigenous languages in the university curriculum, beginning with the introduction of Luganda as a formal subject in 1976.

The Vice Chancellor stated that Prof. Walusimbi’s academic journey at Makerere University exemplified both scholarly excellence and an unwavering commitment to the advancement of indigenous languages. His rapid progression from tutorial fellow to lecturer in 1975, senior lecturer, and ultimately, the first Ugandan to attain a professorship in linguistics in 1992, stands as a testament to his dedication and intellectual rigor. He explained that Prof. Walusimbi’s contribution to Makerere University extended far beyond his exemplary academic achievements.

“Recognizing the importance of community engagement, he established platforms such as the Baganda Nkobazambogo Students Association and co-founded the Luganda Language Society (Ekibiina ky’olulimi oluganda). These initiatives not only nurtured linguistic scholarship, but also promoted cultural pride and heritage among generations of Ugandans. His persistent outreach has indelibly changed the cultural and educational landscape of our nation,” Prof. Nawangwe said.

Prof. Nawangwe announced the University’s exciting new initiative that is aligned to integrating technology with language preservation. He highlighted a research project by researchers at Makerere University at the College of Education and External Studies who were developing an application to transcribe the Luganda language in real-time. This tool was designed to enable those with hearing impairments to read spoken Luganda on their screens. Prof. Nawangwe stated that this project was a true reflection of the kind of research-driven innovation that Prof. Walusimbi had championed throughout his life.

Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies represented by Prof. Paul Muyinda Birevu, acknowledged Prof. Walusimbi’s instrumental role in establishing the Department of Humanities and Language Education at the College. He stated that Prof. Walusimbi’s visionary leadership played a pivotal role in integrating rigorous linguistic scholarship with progressive pedagogical practices, creating a strong foundation for the study of languages. He added that by championing interdisciplinary research, Prof. Walusimbi set a benchmark for academic excellence in language education.

“His foresight and leadership were critical in leading these language studies in our curriculum. Through incorporating rigorous traditional linguistic scholarship in progressive pedagogical practices, he not only established a robust academic foundation for the study of languages, but also set a standard for interdisciplinary research. His commitment to multi-term education has reshaped education practices in Uganda,” Prof. Anthony Mugagga stated.

The Principal noted that Prof. Walusimbi was at the forefront of advocating for policies that promoted language instruction in local dialects, ensuring that Ugandan and other indigenous languages were integrated into formal education. This advocacy helped position language as more than just an academic discipline but as a fundamental tool for cultural preservation and social cohesion.

On a personal note, Prof. Mugagga shared that Prof. Walusimbi was not just an outstanding academic but also a compassionate mentor whose guidance left a profound impact on many scholars, including himself. He credited the late professor for instilling in him the belief that education transcends textbooks and lecture halls. According to him, Professor Walusimbi’s mentorship emphasized the importance of curiosity, identity, and ethical responsibility in academia. He noted that the late professor’s dedication to blending traditional values with innovative educational practices made him a model educator who fostered equity, intellectual rigor, and mutual respect among students and colleagues alike.

The Minister for Heritage and Palaces in the Buganda Kingdom, Dr. Anthony Wamala acknowledged the lasting contribution of Prof. Livingstone Walusimbi to the development of his mother tongue, to be specific Luganda.

The Minister described Prof. Walusimbi as the “father of modern Luganda language,” underscoring his pivotal role in ensuring that the study and teaching of Luganda received the academic recognition it deserved. “Through his effort in advocacy and mentorship, the teaching of our own language gained recognition at this great centre of academic excellence,” the Minister said.

The Minister emphasized that Prof. Walusimbi’s contributions went far beyond academic scholarship. His work laid a critical foundation for the continuity of Uganda’s heritage and cultural identity. “It is therefore incumbent upon us, the living, to protect and extend the vision and leadership of Professor Walusimbi,” the Minister urged, stressing the need for continued efforts in supporting the teaching and further development of Luganda.

Taking note of the modern technological advancements today, the Minister highlighted the potential to use these tools to further the transmission of Luganda. “We are blessed to live in a world with numerous technologies that we can exploit to pass on our language,” he remarked, pointing to mobile applications as one example of how technology could be harnessed to make learning and teaching Luganda more accessible, especially for younger generations and those from outside the region wishing to learn.

The Minister called on everyone, to not only celebrate Prof. Walusimbi’s achievements, but also to commit to embodying the values he championed. “Let us strive for excellence in our pursuits, serve our communities with proportion, and use our knowledge to build a more just and equitable world,” he stated. By doing so, the Minister affirmed that Prof. Walusimbi’s legacy would continue to inspire and guide future generations in the preservation and growth of Uganda’s linguistic and cultural heritage.

As the first recipient of a PhD in Luganda from Makerere University and the only professor specializing in the subject, Prof. Fred Masagazi Masaazi, the Chairperson of the Organizing Committee for the inaugural lecture and a former student of Prof. Walusimbi praised his unwavering commitment to the development of Luganda and other African languages. He underscored the significance of Prof. Walusimbi’s work in advancing linguistic scholarship. He expressed the collective aspiration to see other Ugandan and African languages develop to the level of Luganda, highlighting how the late Professor’s efforts extended beyond Makerere University to impact the broader linguistic and educational landscape.

He said, “It is our wish to see Uganda and other African languages develop the way Luganda has developed. We are here to instruct on work that has been done by Prof. Livingstone Walusimbi.”

Prof. Masagazi Masaazi applauded the invaluable contributions of Uganda’s language teachers, recognizing their role in sustaining and expanding linguistic education through research, teaching, and publication. He further reflected on Professor Walusimbi’s groundbreaking achievements, explaining that his mentor did not merely study languages for academic interest, but worked tirelessly to develop structured programs in Luganda. Prof. Walusimbi, initially trained in English language and linguistics, conducted extensive research and pioneered the creation of Luganda language programs.

Mr. Aloysius Matovu Joy, a multifaceted Ugandan artist, one of the directors of Bakayimbira Dramactors and a former student of Prof. Walusimbi, in a poignant poetic tone called the populace to preserve and nurture the Luganda language, the mother tongue of many Ugandans. He re-echoed the importance of passing the language on to future generations, encouraging parents to teach their children not just to speak it, but to gain expertise and qualifications in it. He called for a broader recognition of the language, urging for books and knowledge in Luganda to multiply, thus safeguarding its future.

He recounted the invaluable role Professor Walusimbi played in his life, describing him as a nurturing figure who never let his students wither but instead helped them flourish. “He watered us, and we blossomed,” said Mr. Matovu, highlighting how the professor instilled in his students a profound love and respect for Luganda. According to Mr. Matovu, it was Professor Walusimbi who helped elevate the language, allowing it to surpass others, especially those that historically sought to suppress it.

Mr. Matovu praised Professor Walusimbi for being a fountain of wisdom, comparing him to a stone that, once ordinary, transformed into a mighty rock that stood out among others. “You became a father, mother, and grandparent to us, shaping us into the people we are today,” he said, conveying deep respect and admiration. He also underscored how Prof. Walusimbi not only made his students experts in the Luganda language, but also helped them become teachers and leaders in their own right.

Dr. Alice Joy Nabalamba, daughter of the late Prof. Walusimbi, on behalf of the family, expressed deep gratitude for the recognition of her father’s legacy. She emphasized that Makerere University was more than just a workplace for her father—it was his second home for over four decades. She extended special thanks to the organizing committee for their unwavering commitment to ensuring that Professor Walusimbi’s work is celebrated and remembered.

Reflecting on his career, Dr. Nabalamba described her father as more than an educator; he was a mentor and a guardian of language and culture. His belief that language is deeply intertwined with identity and heritage fueled his relentless efforts to preserve indigenous languages. As an advocate for linguistic preservation, his work extended beyond academia to global platforms such as UNESCO, where he collaborated with experts to safeguard endangered languages. Dr. Nabalamba noted that he was acutely aware that the disappearance of a language equated to the loss of history, wisdom, and the very essence of a people.

Dr. Nabalamba called upon the multitude to carry forward her father’s vision. She urged scholars, educators, and language enthusiasts to continue his work by promoting indigenous languages, fostering education, and embracing kindness. In her words, “Today, as we honor him, I know he would not want us to dwell in sorrow. Instead, he would want us to continue with his work—to teach, to preserve, to serve, and most of all, to be kind to one another.”

In a panel discussion moderated by Dr. David Kabugo, the panelists namely Dr. Prosperous Nankindu, Dr. Ronald Kizito, and Prof. Abasi Kiyimba shared insights into the linguistic legacies of Professor Walusimbi and how to continue his work in preserving and promoting African languages in the digital era.

Dr. Ronald Kizito pointed out Prof. Walusimbi’s role in introducing Luganda at Makerere University, which later spread to other institutions. He noted that Prof. Walusimbi’s 1976 PhD dissertation from UCLA continues to be a valuable resource for their work, especially in training computers to recognize the syntax, grammar, and structure of Luganda. He emphasized how this laid the foundation for teaching computers to understand and process Luganda, making it accessible on a global scale. He also shared ongoing efforts at Makerere University College of Engineering, Design, Art and Technology, where they are working on teaching machines to read, translate, and speak Luganda, ensuring that the younger generation can interact with technology in their native language.

Dr. Prosperous Nankindu mentioned the importance of preserving and promoting Luganda, highlighting the foundational work of Prof. Walusimbi in developing Luganda studies. She acknowledged his efforts in standardizing Luganda grammar and literature, which have greatly influenced language education in Uganda. Dr. Nankindu stressed the need for continued research and technological advancements to ensure that Luganda remains relevant in the digital age. She called for more initiatives to integrate Luganda into modern communication, education, and artificial intelligence, ensuring its sustainability for future generations.

Prof. Abasi Kiyimba focused on Prof. Walusimbi’s great work in developing the Luganda language and its literature. He explained how Prof. Walusimbi helped set rules on how Luganda should be written and spoken correctly. He also worked on creating dictionaries and improving the language for teaching and learning. Prof. Kiyimba called upon the audience to continue researching and using modern technology to keep Luganda strong and relevant in schools and everyday life.

The well-attended lecture moderated by Ms Ritah Namisango and Dr. Muhammad Kiggundu Musoke from the College of Education and External Studies, ended with a prayer led by Bishop Hannington Mutebi, a member of Prof. Livingstone Walusimbi’s family.