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Over 1,300 Graduate from CEES during the 72nd Graduation

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It was dance and jubilation as Makerere University on Tuesday 24th May 2022 awarded PhDs, masters, post graduate diplomas and degrees to 1,398 students of the College of Education and External Studies (CEES). The ceremony, on the second day of the 72nd graduation, saw five people awarded Doctor of Philosophy Degrees, 52 students received Masters degrees, 20 of whom were female while 66 students received post graduate Diplomas in various fields.

The college graduated 1,275 undergraduate students. The Bachelor of Medical Education has 28 male and 25 female students graduate, the Bachelor of Adult and Community Education had a total of 90 graduates (33 females and 57 male student). The Bachelor of Science with Education had 227 graduates (168 males and 59 females), the Bachelor of Education say 114 males and 91 female students graduate while the Bachelor of Arts with Education saw 700 students receive degrees, 216 of whom are male while 484 were female. 

The Deputy Principal CEES, Prof. Ronald Bisaso.
The Deputy Principal CEES, Prof. Ronald Bisaso.

In his remarks, the Chancellor Makerere University, Prof. Ezra Suruma, congratulated the graduates upon this milestone and reminded the two graduating Colleges, the College of Education and External Studies and College of Agricultural and Environmental Sciences, that agriculture and education sectors are the backbone of Uganda’s economy.

Prof. Suruma said the education sector needs drastic improvements in the performance of children in Universal Primary Education (UPE) in particular. Government has made a drastic achievement in declaring universal access to education: UPE in 1997 and USE in 2007, he said. “Children no longer have to walk 10 miles as I did to access primary education,” Prof. Suruma emphasized.

The Academic Procession makes its way to the Freedom Square during the Second Session of the 72nd Graduation Ceremony.
The Academic Procession makes its way to the Freedom Square during the Second Session of the 72nd Graduation Ceremony.

But the standard of education in UPE schools requires remarkable improvement, he remarked. For example, performance of UPE pupils in literacy and numeracy tests has been known to be as low as 50 percent nationally in some years. “We cannot as a country afford primary school graduates who cannot read and write nor count correctly.”

The Chancellor decried the high level of corruption in the country, saying we face a fundamental challenge as a nation to create, manage and maintain institutions that provide efficient and honest services to our people.

With the introduction of the parish model, the Chancellor said we all face a fundamental challenge as a nation to create, manage and maintain institutions that provide efficient and honest services to our people.

Masters Graduands from CEES included Ms. Abigail Solome Inapat (R) the former E-Learning Administrator.
Masters Graduands from CEES included Ms. Abigail Solome Inapat (R) the former E-Learning Administrator.

He advised the graduands to copy from their parents and sponsors the example of love they have showed them. “I pray that you will be active citizens, compassionate neighbors who seek to improve your communities, nation and the entire world. Initially, your focus is finding a job which is only appropriate; however, don’t lose sight of making impact on those that you meet wherever you go, he concluded. He asked the graduates to read 1Thessalonians 1:3 to guide them in their new paths.

Prof. Barnabas Nawangwe, the Vice Chancellor of Makerere University also congratulated the graduand and thanked them for their perseverance during the Covid 19 pandemic and subsequent lockdowns which greatly affected the education sector.

A euphoric male Graduand from CEES at the Second Session of the 72nd Graduation Ceremony.
A euphoric male Graduand from CEES at the Second Session of the 72nd Graduation Ceremony.

Prof. Nawangwe thanked the government of Uganda for the Shs30 billion that the government has committed to support research at Makerere University. “This fund has transformed Makerere. More than 700 grants have been allocated and more than 500 innovations recorded, many with potential for commercialization and a number of policy briefs have been developed,” Prof. Nawangwe said. Makerere, he said now boasts of the biggest research budget in Africa. “Our challenge now is transforming our research and Innovations into goods and services to fuel the economy”.

The university has over the years partnered with various organization and universities across the world. In the recent past, the university has partnered with universities in Somalia, South Sudan and Mozambique in an effort to help these partner universities grow their research capacity.   

On infrastructure development, the VC highlighted the recently opened Dental School and Hospital, the central teaching facilities, the university wall and the ongoing reconstruction of the main building.

Female Graduands from CEES follow the proceedings.
Graduands from CEES follow the proceedings.

Prof. Nawangwe reminded the graduands and Parents of the 100 years that the university will be climaxing on October 8, 2022 and requested them to participate in these celebrations.

He asked the graduands to be the ambassadors of the university. “Go and put to good use the knowledge you have received from one of the best universities in the World to change your communities, your Country and humanity. Put your trust in God and honour your parents and opportunities will be opened for you,” he concluded.

At the end of the 5-day graduation, a total of 12,474 graduands will have received degrees and diplomas of Makerere University. Of these, 100 will graduate with PhDs, 1,236 with Masters degrees and 10,998 with Bachelors Degree and 140 with diplomas.

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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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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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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