Education
Center for Life-Long Learning partners with Love Binti International to develop communities
The Center for Life-Long Learning, under the College of Education and External Studies has partnered with Love Binti International to see to the development of communities. The partnership, culminated into a conference themed “Learning Together, Conversations and Perspectives with NGO and Academic Institutions on achieving Sustainable Development” held at the college premises on Friday August 26, 2022.
The head of the Centre for Life-Long Learning, Mr Joseph Watuleke, welcomed the participants to Makerere University, saying the university was happy to participate in sharing of experiences for development of our communities.
Dr. Twine Bananuka, the Dean School of Lifelong Learning, shared with participants the need for mindset change among the communities.
Dr. Twine defined mindset change as the way people see their intelligence, abilities and personal qualities. For one’s mindset to change, there are several questions that have to be answered. Some of which include why change? From what to what and who holds a better mindset to copy and what should a better mind set look like? According to Dr. Twine, once these questions are answered, then one will easily change their mindset. It is important for one to have a growth mindset. This according to Dr. Twine is a mind which see an opportunity, admire something they don’t have, be curious to find new things, fins solutions to challenges and offer feedback. He shared the Uganda that we all want to have, one increased productivity, equitable distribution of resources, Value-consciousness (justice, cultured, respectful, honesty/no corruption, better livelihoods for all and the ability to tame nature. Mind-set change is a process that we must allow and facilitate to happen if we are to see development in our communities.
Prof. Jer-San Hu, from the Fu Jen Catholic University, Taiwan shared the model that Love Binti International is using to develop communities in Mukono. The model, based on building a sustainable village is grounded in agriculture. The organisation offers training in different agricultural fields such as bird and rabbit rearing, crop farming and animal rearing among other activities. Owing to the lack of liquidity, the communities are encouraged to conduct batter trade. According to Prof. Hu, Love Binti International hopes to grow this model of trade.
The Organisation has also innovated an Air Box to measure the quality of air in the environment. The team identified some of the commonest contributors of air pollution; 1. Using wet wood to cook, poor ventilation and using bad cooking stoves. To this end, the organisation is in the process of building a cooking stove with about 36% efficiency. The team has also partnered with UPEnergy and organisation fostering Sustainable Energy Solutions for Uganda, which is making energy efficient charcoal stoves. The stove according to the CEO, Ms Lafelle Chu, the stove costs Shs15,000, a price thought to be affordable for the rural communities.
To share more experience was Ms. Tina Huang from World Food Programme Uganda. Ms. Huang shared with participants what WFP is doing to build resilience of the refugee communities. She said that owing to the Covid 19 Pandemic which rendered transportation difficult, WFP made a decision to distribute cash instead of food supplies. This they did though Mobile money agents, Creation of a SACCO and village bank. The organisation then went ahead to facilitate the creation of a market in the refugee camp. The market was facilitated with stalls, toilets, hand washing facilities, price standardisation as well as structures. The objective is to provide sustainable access to food in the community and create inclusiveness, efficient and diversified markets with in the host communities. The conference was attended by academia, NGOs and Energy companies among others. The team from Love Binti was led by Ms. Elle Yang.
Love Binti International is operating in different countries such as Uganda, Kenya, Taiwan and Canada. The aim of Love Binti is to provide the startup training to empower women and youths at all levels so that they can self-sustain.
The U.S Ambassador to Uganda William W. Popp, has called on institutions of higher learning to groom and shape active citizens. The ambassador was delivering a keynote address at the Annual Prof. William Senteza Kajubi Fulbright Memorial Lecture, held on Thursday October 3, 2024 at Makerere University’s Yusuf Lule Auditorium.
“Higher education is not just about earning degrees; it is about cultivating the skills and values that create active, engaged citizens who can contribute to a better world,” H.E. William W. Popp said.
Ambassador Popp emphasized the crucial role universities play in nurturing responsible citizens. By fostering debate, advocacy and governance participation, universities equip students with the tools needed for leadership in their communities and beyond. “Universities are essential for promoting civic participation, critical thinking, and informed citizenship—key components of a healthy democracy. A vibrant democracy relies on citizens who can engage constructively and peacefully with each other and their leaders,” he explained.
He elaborated on how universities contribute to civic education by offering courses in disciplines like political science, history, and sociology. These programs inform students about democratic systems, civil rights, and global issues, while also providing platforms for interaction with current and former political leaders, he said.
Ambassador Popp highlighted the importance of fostering critical thinking and debate. “By engaging in discussions around complex issues, students learn to form informed opinions and engage in responsible democratic discourse.” He noted that universities empower individuals through education, internships, and student councils, laying the groundwork for active and informed citizenship. “History shows that universities are incubators of social movements, where students challenge the status quo and advocate for policies that benefit society.”
Panel discussants
Dr. Pamela Tibihikirra-Kalyegira, Director of the Law Development Centre, reinforced these points by outlining three core roles of universities: teaching, applied research, and community engagement. “We must reflect on how well we are fulfilling these responsibilities,” she urged, encouraging students to adopt a lifelong learning mindset and recognize that no one can know everything.
Dr. Ruth Biyinzika, Coordinator of the GROW Project at the Private Sector Foundation Uganda (PSFU), shared insights on various opportunities available to students that can help them navigate their career paths. She also called on parents to actively engage in shaping their children’s educational journeys before they transition to higher education institutions.
In honoring the legacy of Prof. Senteza Kajubi, Makerere University Vice Chancellor Prof. Barnabas Nawangwe praised him as one of Uganda’s most influential educationists. A two-time Vice Chancellor and the first Fulbright from Uganda, Prof. Kajubi opened doors for many African students to benefit from the Fulbright scholarship. Prof. Nawangwe recalled his personal friendship with Kajubi, highlighting the wisdom he gained from him.
During Uganda’s struggle with the HIV/AIDS epidemic, Prof. Kajubi played a pivotal role in establishing a partnership between Makerere University and Case Western Reserve University in the U.S., which helped train staff to manage the crisis. “The first COVID-19 testing kits we received at Mulago Hospital were donated by Case Western Reserve University—400,000 free kits,” noted Prof. Nawangwe, emphasizing the enduring impact of Prof. Kajubi’s contributions to Makerere University and Uganda.
Through these discussions, the lecture underscored the vital role of higher education in not only developing individual capabilities but also fostering a more engaged and informed citizenry, ultimately contributing to a stronger democracy.
Scholars at Makerere University have developed a set of competencies to guide graduate secondary school teachers in Uganda, focusing on effectively teaching students under the new lower secondary curriculum. The initiative, spearheaded by Dr. Yuda Taddeo Kaahwa as Principal Investigator (PI), includes contributions from Dr. Rebecca Nambi, Dr. Richard Balikoowa, Mr. Edward Kansiime, and Mr. Cale Santus.
This research project, funded by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF), gathered data from teachers, head teachers, and curriculum specialists across various regions. The findings were unveiled on September 12, 2024, during a dissemination workshop at Makerere University.
“Our research found that most teachers are still using the old curriculum and are not meeting the required standards for teaching under the new lower secondary curriculum,” Dr. Kaahwa revealed. He emphasized the need for a paradigm shift, highlighting that the new curriculum requires a learner-centered approach, unlike the traditional teacher-centered methods.
The survey was conducted across 15 schools, with 25 participants from each institution, as well as 30 curriculum specialists. The study revealed significant gaps in the teachers’ readiness to implement the new Competence-Based Curriculum (CBC), as many were trained under the old curriculum.
To address this, the scholars have outlined plans for training sessions at teacher training institutions, aiming to equip future educators with the skills necessary to meet the new curriculum’s demands. Dr. Kaahwa called for government support to ensure the successful implementation of this project, which has so far focused on teachers in the Humanities, Sciences, History, and Languages.
“A secondary school teacher must be creative, with excellent communication skills, to effectively convey knowledge to their learners,” Dr. Kaahwa stated, also stressing the importance of integrating technology into the learning process. He noted that the new curriculum’s learner-centered approach emphasizes critical thinking, problem-solving, and collaboration, making teacher creativity and adaptability vital.
Dr. Richard Balikoowa proposed the creation of discussion groups among teachers to foster interpersonal communication skills and boost learner confidence. “Teachers must possess diverse knowledge in their disciplines and be able to identify and nurture their learners’ strengths and weaknesses,” he added.
The research, which began in 2022 following the introduction of the new curriculum, found that many teachers lacked a deep understanding of the competencies required for the CBC. This gap is largely due to teachers being trained in the outdated curriculum and needing time to “relearn” the new teaching strategies.
Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES), commended the scholars for their impactful research, which is poised to drive significant progress in Uganda’s education system. He highlighted the project as a crucial step toward improving teacher effectiveness under the new curriculum.
Prof. Fred Masagazi Masaazi, Chairperson of Mak-RIF, also praised the project, labeling it one of the most successful initiatives aimed at enhancing the competence profile of graduate secondary teachers in Uganda. He pledged ongoing support to ensure the project’s successful implementation, with the goal of shifting teacher practices to align with the new curriculum’s objectives.
However, challenges remain in ensuring widespread adoption of the new curriculum, particularly in private schools, where teachers are often unable or unwilling to attend government-organized training sessions. Nansana Municipal Inspector of Schools, Mr. Patrick Desire Nsubuga, emphasized the need for collective action from all stakeholders. “If we all agree to acquire the necessary skills, our children will better understand the curriculum,” he said.
Mr. Kinosa Daniel Mutumba, a teacher at Walibo Seed Secondary School in Luuka District, urged the government to deploy facilitators with in-depth knowledge of the new curriculum. “Some facilitators lack the expertise needed to guide teachers, which ultimately affects learners, especially when it comes to interpreting complex scenario-based questions in humanities subjects,” Mr. Mutumba remarked.
He also called on the government to provide more funding to fully implement the new curriculum and to increase the number of instructors available to train teachers in different districts.
As scholars continue refining the competencies and training frameworks, the hope is that teachers across Uganda will be better equipped to provide high-quality education under the Competence-Based Curriculum, thereby improving learning outcomes for students nationwide.
Education
Empowering Educators: Makerere University Hosts Digital Education Training for Uganda’s Lecturers
