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72nd Graduation: Doctoral Citations – CEES

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KABASIITA Jessica
KABASIITA Jessica

KABASIITA Jessica
Antecedents of Organizational Citizenship Behaviour among Academic Staff in Universities in Uganda

Ms. KABASIITA Jessica investigated antecedents of organizational citizenship behaviour (OCB) among academic staff in universities in Uganda using Podsakoff et al.’s (2000) model of OCB. The model stipulates that OCB is a function of employee characteristics, task characteristics, organizational characteristics and leadership behaviours. The study employed a positivist paradigm and data was analysed using multiple linear regression techniques. The study findings revealed that; employee characteristics (job satisfaction & self-efficacy); task characteristics (skill variety & task significance); organizational characteristics (organizational structure, advisory support, & group cohesiveness) and leadership behaviours (transformational behaviours) were significant antecedents of OCB. Therefore, to raise the OCB levels of academic staff, university managers were recommended to improve the working conditions of their staff through innovative ways – including leading by example. The study was self-sponsored and supervised by Prof. F. E. K. Bakkabulindi and Dr. David Onen.


KALULE John
KALULE John

KALULE John
Professional Development Programmes and Academic Staff Pedagogical Practices in CHUSS and COVAB at Makerere University

Mr. KALULE John examined the extent to which Professional Development Programmes (PDP) influence academic staff pedagogical practices in CHUSS and COVAB at Makerere University. It employed an embedded research approach and a cross-sectional survey design. Respondents were sampled using stratified random and purposive sampling. Data were collected using a survey questionnaire, interview guides, and FGDs. Data were analysed using descriptive and inferential statistics. Findings revealed that PDP significantly influenced content knowledge, course organization, and knowledge of pedagogical approaches, while classroom management practices were not. Therefore, there is urgent need for DHR at Mak to organize continuous need-based PDP laying emphasis on practices that address content focus, active learning, coherence, and collective participation in a bid to improve on content knowledge, course organization and knowledge of pedagogical approaches of academic staff. The study was funded by Makerere University and supervised by Prof. Anthony Mugagga Muwagga and Dr. Gyaviira Musoke Genza.


KIMBOWA Simon Patrick
KIMBOWA Simon Patrick

KIMBOWA Simon Patrick
Decision making styles of Heads of Department and work involvement
of Academic staff in Makerere and Nkumba Universities.

Mr. KIMBOWA Simon Patrick studied the effects of decision making styles of Heads of Department on the work involvement of Academic staff in Makerere and Nkumba Universities. Low work involvement of academic staff manifested in delay in marking students’ examinations and release of results, low research and publication levels, low participation in university activities have been reported. Using a descriptive cross-sectional survey designs, this study analyzed the effects of Heads of Departments decision making styles on job involvement, career involvement and organizational commitment of academic staff. The findings showed that HOD’s decision making styles had statistically significant impact on organisational commitment of academic staff but not on job and career involvement of academic staff whereas HOD’s decision making styles had in the two universities. The study recommended revising and strengthening HOD’s decision making styles policies to improve on organisational commitment of academic staff. The study was self-sponsored and was supervised by Dr. Livingstone Ddungu and Ass. Prof. Betty A. Ezati.


KITAGAANA Zaidi
KITAGAANA Zaidi

KITAGAANA Zaidi
Dynamics of University-Industry Technology Transfer in Uganda: A Case Study of the Faculty of Engineering at Kyambogo University.

Mr. KITAGAANA Zaidi investigated the Dynamics of University-Industry Technology Transfer (U-ITT) at Kyambogo University’s Faculty of Engineering (KyU- FE). He explored the seemingly inappropriate mechanisms of Technology Transfer (TT), inappropriate institutional and industrial policies governing TT and organizational infrastructure, which appear to be out of tune with contemporary trends. The researcher used a descriptive single case study design anchored in the interpritivist paradigm. It was revealed that TT at KyU-FE is low, uncoordinated and at variance with set policies. Some envisaged institutional policies that enhance TT have not come to fruition hence failing to develop an inventory of TT activities at the university. The manpower at the University’s TT offices lack bargaining strength and expertise to negotiate licensing contracts with industry. It was further found that most industries lack research and development departments to negotiate innovations with the University. The study concluded that there is need for strong national and institutional policy direction to govern U-ITT. The study was funded by Kyambogo University and supervised by Dr. Genza Gyaviira Musoke and Associate Professor Oonyu Joseph, RIP.


KIRYOWA Mathias
KIRYOWA Mathias

KIRYOWA Mathias
Financing of Church-founded secondary schools in Uganda and its implications for their school effectiveness: A case of Kampala Archdiocese, Mukono and Namirembe dioceses

Mr. KIRYOWA Mathias investigated key sources of financing, financial resource allocation modalities, and alternative financing mechanisms as coping stratagems for church-founded secondary schools in Uganda. His study revealed that financial inadequacies emanating from pathetic funding models in most of the schools are accountable for the ineffectual instruction, unrestrained adversity, deficient staff and students’ welfare, dilapidated infrastructure among other calamities. The study also discovered that innovative school leadership is paramount in spearheading a diversification strategy for alternative financing sources to break overdependence on government subvention grants and tuition, ensure institutional resourcefulness and ultimately, school effectiveness of church-founded secondary schools. This Study was funded by the Catholic Scholarship Program of Uganda, and supervised by Prof. Anthony Mugagga Muwagga and Dr. Wycliffe Scot Wafula.


MUWANGUZI Eria
MUWANGUZI Eria

MUWANGUZI Eria
Applicability of Smerek and Peterson’s Assessment Model in analyzing Job Satisfaction among the Academic Staff at Makerere University

Mr. MUWANGUZI Eria applied Smerek and Peterson’s Assessment Model dimensions to analysis job satisfaction among the academic staff at Makerere University. The study specifically examined whether intrinsic, extrinsic factors, job characteristics and personal characteristics were significant predictors of job satisfaction among academic staff. Using a positivist paradigm and a descriptive cross-sectional survey research design, it was established that the intrinsic factor of recognition was the most significant predictor of job satisfaction. It was, thus, recommended that Makerere University should strengthen its recognition strategy to improve job satisfaction among the academic staff. The study was self-sponsored and supervised by Assoc. Prof. Betty Ezati and Prof. Christopher. B. Mugimu.


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Education

Boosting Cognitive Development Through Early Childhood Nutrition Education

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Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

In an ambitious move to enhance early childhood development, researchers from Makerere University’s College of Education and External Studies are advocating for the integration of nutrition education into the training programs for early childhood development (ECD) teachers. This groundbreaking initiative aims to equip future educators with essential knowledge and skills to foster healthy eating habits among young learners, potentially leading to significant improvements in their cognitive development, academic performance, and long-term health outcomes.

The Call for Integration

Led by Dr. Josephine Esaete, the research team highlighted the critical role of nutrition in the overall development and well-being of young children. Dr. Esaete emphasized that teachers, particularly those in early childhood education, have a unique opportunity to shape the eating habits and nutrition knowledge of their students. By incorporating nutrition education into teacher training programs, educators can become powerful agents of change, promoting healthy behaviors that will benefit children throughout their lives.

Dr. Josephine Esaete. Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

“By integrating nutrition education into teacher training programs, we can ensure that early childhood teacher educators are equipped with the necessary knowledge to promote healthy eating habits and behaviors among young children,” Dr. Esaete said during the dissemination workshop.

A Holistic Approach

The dissemination of the research and launch of the recommendation report saw a strong emphasis on collaboration. The research team underscored the importance of a cooperative effort between schools, parents, and community organizations to guarantee children access to nutritious foods both at school and at home. This holistic approach aims to address food insecurity and promote overall health and well-being among students, particularly in Sub-Saharan Africa, where malnutrition is a significant issue. In Uganda, alarming statistics reveal that 49% of child deaths are associated with malnutrition, and a substantial proportion of school-age children suffer from stunting, underweight, thinness, and obesity.

Prof. Anthony Muwagga Mugagga, the principal of the college, reinforced the need for this comprehensive strategy, urging the focus to extend beyond early childhood learners to include those in universal primary education who often face hunger. He highlighted the necessity of addressing food insecurity across all educational settings to ensure that children have access to nutritious meals.

Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

Ms Harriet Adong, who represented the Makerere University Research and innovation fund, the funding agency congratulated the research team saying that the proposed guidelines are crucial for promoting the health and well-being of young children in schools. She also emphasized the importance of ongoing research and collaboration to ensure effective implementation of these guidelines.

Implementing the Vision

The project activities, already initiated in five primary teacher colleges including Bishop Willis CPTC and St. Aloysius Core Primary Teachers College, aim to make lasting changes in the curriculum. Dr. Esaete and her team are working on a policy brief to advocate for these changes at the governmental level, aiming to influence the Department of Teacher Education, Training, and Development at the Ministry of Education and Sports.

Prof. Merab Kagoda, Dr. Josephine Esaete, Dr. David Kabugo. Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

Key recommendations from the study include:

  1. Sensitizing ECD teacher trainees about the MoES (2013) school feeding guidelines.
  2. Encouraging teacher training colleges to embrace these feeding guidelines.
  3. Continuous parental sensitization on providing healthy and safe midday snacks for children.
  4. Initiating nutrition interventions that start with teacher education.
  5. Reworking the content of nutrition courses taught to ECD teacher trainees to incorporate emerging global nutrition issues relevant to their professional practice.

Paving the Way Forward

The research team, comprising Dr. Josephine Esaete, Mr. Edward Kansiime, Dr. Gaston Ampeire Tumuhimbise, Dr. Michael Walimbwa, and Dr. Alfred Buluma, is committed to seeing these recommendations take root. Their efforts signify a proactive step towards creating a supportive environment where children can learn about nutrition and make healthy choices, ultimately shaping the well-being of the next generation.

As these initiatives progress, the hope is that by equipping educators with the right tools and knowledge, the cognitive development and health of young children in Uganda, and potentially across Sub-Saharan Africa, will see significant improvement. The integration of nutrition education into early childhood development teacher training is not just a proposal; it’s a necessary evolution in educational practice that promises to nurture healthier, more informed future generations.

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Education

CEPIDE Study Identifies Challenges and Solutions for Low Doctoral Completion Rates in Universities

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Left to Right: Dr. Mulira from NCHE, Prof. Openjuru, Chair Vice Chancellors' Forum and Prof. Robert Wamala, from Mak-RIF. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.

A recent study by the Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) reveals significant challenges in the country’s doctoral education system. The study, conducted over the period 2011-2024, underscores low conversion and completion rates among doctoral candidates in Uganda, raising concerns about the future of the nation’s research and innovation capacity.

The study findings were released during a dissemination workshop held on May 30, 2024 at Makerere University.

Key Findings:

  1. Low Transition Rates: Only 7.6% of master’s graduates advanced to doctoral studies.
  2. Enrollment Figures: Public institutions enrolled approximately 1,903 doctoral students from 2011 to 2020.
  3. Completion Rates: Of these, only 69.6% completed their doctoral programs by 2024, amounting to just 1,324 graduates.
  4. Institutional Disparities: Makerere University dominated doctoral completions, accounting for 81.4% of the total.
  5. Gender Disparity: Female graduates represented only 33.8% of doctoral completions.
  6. STEM Focus: 58% of doctoral completions at Makerere University were in STEM fields.
Dr. Irene Etomaru - PI of the Project. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Irene Etomaru – PI of the Project.

Challenges Identified:

The study highlights several constraints impacting the doctoral pipeline, including:

  • Supervision Challenges: Insufficient support and resources for doctoral supervisors.
  • Situational Factors: External and personal circumstances affecting students’ ability to complete their studies.
  • Institutional Factors: Lack of robust support systems within universities.
  • Student Characteristics: Variability in students’ preparedness and resilience.

The team also used the same forum to unveil and launch a course module intended to equip supervisors with more skills. The course named Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda.

Speaking at the launch, the guest of honour, the ED of the NCHE, represented by Dr. Norah Miliira underscored the importance of doctoral studies saying NCHE recognizes the need for critical high-level knowledge and skills to power Uganda’s economy through research and Innovations. Dr. Muliira noted that NCHE had proposed to government to include a National Research Fund in its planning in an effort to support doctoral research. 

Dr. Tom D. Balojja - Co-PI of the project. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Tom D. Balojja – Co-PI of the project.

Prof. Julius Kikooma, the Dean East African School of Higher Education and Development, advised that if we are to meet the development needs of the country, we ought to produce 1,000 PhDs every year.

Prof. Anthony Mugagga, the Principal of CEES called on NCHE to formulate PhD policies that have crosscutting courses, a thing he said would help in quality assurance.

The Executive Secretary-Uganda National Council for Science & Technology, in a speech read for him by Ms Beth Mutumba said the council is set to establish a research integrity code of conduct for which universities will have institutionalized policies to cab unethical practices and continue dissemination of the national regulatory frameworks.

Dr. Hamis Mugendawala who represented the ED of National Planning Authority cautioned universities against focusing on training more PhDs but rather focus on training quality PhDs in skills scarce areas. He pledged NPA’s support in implementing some of the key recommendations of the study.

Participants at the event. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Participants at the event.

The research is funded by the government of Uganda through the Makerere University Research and Innovations Fund. Represented by Prof. Robert Wamala, the MakRIF chair, Prof. Fred Masagazi-Masaazi, congratulated the research team upon the study and said that the findings will be crucial in guiding policy makers and stakeholders in addressing the skills gap in the country. He emphasized the importance of collaboration between universities and government agencies to ensure that research outcomes are effectively utilized for national development. He appreciated government’s support to the university.

Conclusions: The study concludes that Uganda’s doctoral pipeline is “leaky and constrained,” resulting in low participation in graduate education and subsequently fewer researchers in the national system. This shortfall affects the country’s ability to achieve Sustainable Development Goal (SDG) Target 9.5 and hampers progress toward national development goals. Additionally, the underrepresentation of women in research careers may further impede efforts to attain gender parity.

Recommendations:

CEPIDE proposes several measures to address these issues:

  • National Framework: Development of a national framework for doctoral education to enhance quality and accountability.
  • Research Culture: Promotion of a supportive research culture, ensuring proper funding and resources.
  • Supervisor Training: Mandatory training and certification for doctoral supervisors.
  • Equity Initiatives: Affirmative actions to boost female participation in doctoral programs and research careers.
  • Quality Assurance: Establishment of a specialized quality assurance system for doctoral education.
  • Institutional Support: Enhanced support services for graduate students, focusing on information, resources, and personal wellbeing.
Participants at the event. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Participants at the event.

Implications for the Future:

These recommendations aim to bolster Uganda’s research and innovation ecosystem by improving the doctoral education pipeline. Implementing these measures is crucial for increasing the number of doctoral graduates, enhancing research capacity, and fostering national development. The focus on gender parity and STEM fields aligns with Uganda’s strategic priorities, but addressing systemic issues in the doctoral education system remains essential for sustained progress.

About CEPIDE:

The Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) is part of the Makerere University Research and Innovation Fund (Mak-RIF). It is funded by the Government of Uganda to support impactful research and innovation, aiming to align academic outputs with national development priorities.

As Uganda continues to position itself as a knowledge society, the findings and recommendations of the CEPIDE study offer a roadmap for strengthening doctoral education and, by extension, the nation’s research and innovation potential.

Research Team:

Dr. Irene Etomaru, Dr. Tom Darlington Balojja, Dr. Louis Theophilus Kakinda

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Education

Mak vision for blended learning is alive, Prof Kakumba

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A group picture of the guests, research team and participants of the workshop. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.

Makerere University’s vision for blended learning which was adopted during the COVID-19 lockdown in 2020, is on track, the Acting Vice Chancellor (VC) who doubles as the Deputy VC Prof Umar Kakumba has said.

Prof Umar Kakumba said Makerere has already integrated Open, Distance and e-learning (ODeL) into the teaching and learning of students.

He said the institution has ensured capacity building with two high-end servers installed to support the generation of course content.

“The servers are very powerful and will be enabling tools for lecturers during repository of heavy files, videos and other learning materials,” DVC said.

 He was speaking at the dissemination workshop of Comprehensive Evaluation of Blended Learning (CEBL) Phase II at the university’s main campus in Kampala recently.

Researchers led by Mr Arthur Mugisha, the principal investigator (PI) of CEBL, conducted research to assess the e-learning model integrated into teaching and learning.

Their research launched in 2021, was aimed at evaluating long distance learning, how it works and the requirements to ensure effectiveness in higher institutions of learning.

The first phase of the study was conducted on undergraduate students.

CEBL I

The study revealed that the students called for sustainable resources, technologies and methods to improve the learning of students.

The study evaluated the learner’s status, to establish readiness, satisfaction and challenges they were facing and also establish potential solutions to the challenges they had.

“51 percent of the students were willing and were ready to take up blended learning for purpose of continuity because they were under lockdown,” the research finds revealed.

The study also indicated students were not consulted much but it was something that was helping them as well.

Prof. Kakumba Umar, the Acting VC. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.
Prof. Kakumba Umar, the Acting VC.

However, 49 percent of the students from the samples were a little bit skeptical, critical and were reluctant to adopt blended learning.

“60 percent of the respondents had not received adequate learner support but as students were looking for support, the lecturers were also looking for support,” the research further stated.

Mr Mugisha added: “89 percent of undergraduate students were getting support from their lecturers via zoom. And accessing this platform was mainly through smartphones and laptops.”

CEBL research also revealed how students at the end of the day, accepted that e-learning was the only way to go.

“We suggested that there should be a one-student support centre because students were asking how they can be supported,” the project PI said.

The support needed included a number of players that is the technical support, academic support, social support, equipment and resources and non-academic support.

CEBL Phase II

E-learning evaluation phase II looked at graduate students and how they understood ODeL.

According to the research, graduate students were yearning for quality blended learning and were so interested in it because it is convenient.

However, they noted people had misunderstood blended as the use of Zoom which was not correct.

Mr Arthur Mugisha the PI. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.
Mr Arthur Mugisha the PI.

Being a working class group, they believed if the university provided a cross-cutting course during entry to introduce them to how e-learning workers, it would be helpful to them.

e-learning infrastructure

IoDEL scholars led by Prof Kakumba worn a grant of Shs7bn to enhance capacity building including upgrading of the Makerere University e-learning (Muele) platform.

The University management has ensured the internet at campus is strengthened.

“Muele has been upgraded to increase on the operating speed because we received complaints that it was not stable and could not provide a conducive learning environment to students.”

“In the capacity building process, all the programmes offered by Makerere both at undergraduate and post-graduate level have a slot on Muele,” Prof Kakumba said.

Introduction of e-learning course for Mak staff

Working with the Institute of teaching and learning under the College of Education, the Deputy Vice Chancellor, Makerere looks at capacity building.

A short certificate course is in the pipeline to equip academic staff with the skills needed, Prof. Kakumba said.

He said Senate and the University Council passed a proposal of retooling lecturers and once approved, all staff will be subjected to that course.

The short course is expected to take four-six weeks of training focusing on how to design course content, assessing competitiveness of learners and setting learning outcomes among others.

The proposal was informed by the Directorate of Quality Assurance after learning that some academic staff lacked delivery skills when teaching o-line.

Implementation of the e-learning Policy

Makerere’s learning agenda through the policy framework was passed by Senate and University Council concerning blended learning and a brief report will be sent to parliament.

Prof. Masagazi, the chair Grants management committee of MakRIF. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.
Prof. Masagazi, the chair Grants management committee of MakRIF.

The policy the DVC said is a pillar of innovative teaching and the Mak revised teaching and learning policy 2023 has enshrined the blended teaching and learning.

Principal of the College of education, Prof Anthony Muwagga Mugagga, noted that all lectures at his college have already adopted blended learning.

“As a leader in the educational pedagogy and ICT, we will be able to help the entire university to adopt blended learning and teaching and to help our students,” Prof Mugagga said.

Call for government support towards research

Prof Fred Masagazi Masaazi, the Chairperson of the Grants Committee/Makerere University Research and Innovation Fund (Makrif), called for government support.

He noted that the university receives Shs30 billion every financial year but he was concerned that for this fiscal year about Shs5 billion had not been received.

“Applications are overwhelming but there are no funds currently to facilitate research. We request the government for funds before the end of this financial Year,” he said.

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