Dr. Wandera Stephen (Seated 2nd R), Dr. Rebecca Nambi (Seated 3rd R) and other officials with students from Mityana SS and Nakanyonyi SS at the research dissemination on 10th August 2022, Yusuf Lule Central Teaching Facility, Makerere University.
A team of researchers from the College of Education and External Studies (CEES), who have been undertaking intervention research in an effort to instill Entrepreneurial skill among secondary school children on 10th August 2022 shared the results following a successful implementation period.
The project, titled Imparting Entrepreneurship skills in Universal Secondary Education Learners through Student Training for Entrepreneurial Promotion was piloted in two Universal Secondary Education (USE) schools of Mityana SS and Nakanyonyi SS.
The team comprising Dr. Rebecca Nambi, Dr. Badru Musisi, Dr. Tamale Victoria and Dr. Muhammad Kaweesi from Busitema University won a grant under Makerere University Research and Innovations Fund (Mak-RIF) which enabled them undertake this research.
While opening the dissemination workshop, Dr. John Ssentongo, who represented the Principal of CEES congratulated the researchers upon winning the Mak-RIF grant, saying the college was privileged to have won over 10 research projects.
He challenged the students to use the knowledge acquired during the training to utilize it after school.
Dr. Rebecca Nambi, shared with member the kind of training the students received. She said the project was undertaken in an effort to bridge the employment gap in Uganda. Records from UBOS show that Uganda has one of the highest youth unemployment rates.
Uganda’s Vision 2040largely attributes such high unemployment to the economy’s slow labour absorptive capacity and failure to match skills with labour-market needs. In preparation for the limited job opportunities for the youth, the USE-STEP project equipped Universal Secondary Education (USE) students with action knowledge, skills, and attitude to start and successfully manage their own businesses as a viable employment option.
The research team chose to work with Universal secondary schools because this age group has the highest levels of unemployment. According the a report by United Nations Population Fund about 67% of people aged 14 to18 years are actively looking for jobs while 64% are unemployed. The project is in line with government’s programs designed to promote non-formal skills, start-ups, and youth entrepreneurship to combat unemployment.
The USE-STEP project was premised of the following objectives:
To establish entrepreneurship skills gaps among Nakanyonyi and Mityana SS teachers and students;
To profile the entrepreneurship skilling needs at Mityana Secondary Schools;
To organize STEP training for Mityana and Nakanyonyi Secondary Schools;
To implement STEP training at Mityana and Nakanyonyi Secondary Schools.
The students were trained in Identifying Business Opportunities, Finding Starting Capital, Marketing, Book-Keeping,Managing Finances, Planning & managing plans, Leadership & Strategic Management, Persuasion, Networking, writing a Business Plan and Registering a Business.
The students in each of the schools were grouped into 5 participants, given starting capital of Shs100,000 and tasked with starting a business within the school.
Dr. Rebecca Nambi shares the research findings.
The students, shared some of the business ideas that they generated as well as the challenges they faced. Some of the businesses the students started included;
For Mityana SS;
Pilawo (Rice business)
Fruits Business
Chapati Business
Appetizer (Cooking oil mixed with onions)
Some of the businesses started by students of Nakanyonyi SS included;
Sparkling Entertainment Club, a group of students who offer plays, music and dance performances at a fee.
Chosen Bakery Group; These started a business in trading cakes and biscuits
Snack Producers; The group makes and sells Bagiya
Rabbit-Corn Enterprise; This team rears rabbits and also makes pop-corn for sale among other students
Divine Fruit suppliers; This team of students sells fruits during the lunch time break. Some of the products include water melons, bananas and ovacado.
Successful Agriculturalists; who are rearing piglets and hoping to grow the farm.
BMK Mandazi; also trading in doughnuts.
The Ingredients; a group making appetizers for school food.
Munanansi Suppliers; who make Munanansi juice and sell it to teachers and students.
Toasted Bread makers
The project was very successful as students were able start projects, return the capital investment, maintain stock as well as profits.
Lessons learnt
The students were happy to have participated in the project and shared some of the skills acquired during the execution of the task. Some of the skills include, public speaking, negotiation, confidence, critical thinking, persistence, book keeping, customer care, teamwork and innovation among others.
The start-ups were, however, not without challenges. The escalating prices of commodities greatly affected the businesses, theft of the money was also a challenge the students reported as well as competition of businesses with the school canteens.
Dr. Wandera Stephen who represented the head of Mak-RIF, Prof. Fred Masagazi Masaazi, commended the team upon completion of their research study and encouraged them to apply for more grants so as to scale up the project to many schools in different regions of the county.
The Representative of the Commissioner of Ministry of education and Sports, Mr David Mugisha, pledged government’s support towards scaling up the project to include more schools. The school administrators, led by Ms Jane Namiiro, the Deputy Head Mistress of Mityana SS thanked Makerere University for skilling the students.
Makerere University scholars have translated science terms into local languages to ease learning of the students in lower primary classes.
The scholars include Dr Henry Busulwa, Dr Harriet Nabushawo, Dr John Ssentongo, and Dr Allen Nalugwa.
The quartet conceived the idea of translating learner’s materials in 2020 after conducting research that showed that there was decreasing interest and performance by learners in science subjects.
They (scholars) therefore translated two resource books into Luganda and Lumasaaba languages following the thematic curriculum of lower primary to help learners easily grasp the content taught when they reach primary four. The lower primary curriculum directs teachers to teach children in their mother tongue from primary one to primary three and start learning in English only when they reach primary four.
Dr Henry Busulwa the Principal Investigator,
Dr Busulwa, the Principal Investigator of the project found out that between 2015 and 2019, less than 5000 pupils got distinctions in science and over 1000 children failed completely.
“This is because these children are not given a chance to learn most of the terms in their mother tongue. They may be knowing something in English but cannot translate it to their local language which is not right,” he said.
The scholars therefore conducted research in a project dubbed “inter-disciplinary enhancement of science education in the Uganda Primary thematic curriculum”, a project funded by the government of Uganda through Makerere UniversityResearch and Innovations Fund (Mak-RIF).
The innovators interacted with teachers, learners and elderly persons in Mbale, Manafwa, Mpigi, Lwengo, and Masaka districts to give them the suitable terms for the science terms.
Dr. Harriet Nabushawo, one of the scholars.
“We sampled 24 thematic curriculum teachers, 24 elders and used instruments like questionnaires and Focused Group Discussions. We were however surprised to find out that at least 80 percent could not translate science terms into their mother tongue,” he noted.
The scholars also found out that there is no science subject in lower primary, they rather incorporate different terms in Literacy I and Literacy II subjects.
Out of the teachers who teach lower primary, the study revealed that very few teachers from the sample taken have taught for over four years.
He further explained that schools in the villages use local languages a lot unlike those in urban centers which do not follow the thematic curriculum.
Scholars Dr Allen Nalugwa and Dr John Ssentongo.
“Many teachers are relatively young and they can’t teach in local languages. A good percentage of teachers could not articulate the science in the themes and yet some were not comfortable teaching science in local languages,” he added
The books will help teachers to teach science comfortably without struggling.
Prof Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies, lauded the principal investigator for having pulled through the project saying, “Last year, many Biology students in the country failed. We look at the failure of science students at Advanced level as having stemmed from primary school because students do not understand the meaning of what they study.
He added: “Abroad, science is taught in their mother tongue for example Britain, where their mother tongue is English. Your study does not only solve the problem of teaching science but also medicine. We have lost a lot of medicine because we don’t know about them.”
The Principal CEES, Prof. Anthony Muwagga Mugagga (standing) addresses participants.
He thanked the team of scholars for rejuvenating the traditional learning and noted that their intervention at a lower level will make things better.
Ms Lovenance Napokoli, a teacher from Mbale who helped researchers in developing the Lumasaaba book noted that the book will be useful to the learners and teachers since it translates words from a local language to English.
“Many teachers have been finding it difficult to teach children because they don’t understand what they teach in their mother tongue. The innovation is therefore timely and it will help teachers in conveying what they teach to learners.”
Mr Michael Ssonko, the representative from Wakiso district noted the challenge they have is that elders who used to teach science had better knowledge than the people currently teaching science and noted that current learners are not getting the information required.
Ms Gloria Naggayi, the Research Support Officer who represented the Grants Management Committee said the innovation has a foreseeing impact on the education sector and if they are taken up by the Ministry of Education a lot will be changed.
The resource books are designed following the thematic curriculum of lower primary and if the government provides more funding to the project, the materials will be replicated into other local languages.
The National Curriculum Development Center (NCDC) asked the scholars to digitalise their resources such that it can be read by many people.
Dr Deborah Magera, the representative of NCDC noted that children can only understand science concepts in the language they understand.
The Uganda Police Force (UPF) in partnership with Makerere University have approved a new training course intended to impart soft skills in police trainees.
The program dubbed “Promoting community policing by integrating soft skills in Uganda Police training” funded by the Government of Uganda through Makerere UniversityResearch and Innovations Fund (Mak-RIF) is expected to be rolled out in 2025 and it will be part and parcel of the police training course.
SCP Anne Tusiime, the Deputy Director Human Resource Development, embraced the program and pledged support for the course.
“I believe with this project that is ongoing, we are heading to making the force better,” she noted
This idea was conceived in 2020 by Dr Badru Musisi, a senior lecturer at the College of Education and External Studies (CEES) and the Principal Investigator (PI) following the public’s outcry that police is brutalising people and the general feeling that police is anti-people.
SCP Tusiime revealed that they are facing challenges arising from lack of soft skills and those having the skills lack the tactics to use those skills.
“While we have put in much effort, we still have some challenges, especially from lacking skills or having skills and we don’t use them the way they are supposed to be used. And picking from our name, some of the skills are typically hard skills not soft ones. And so we end up losing out some bits,” She added after approving the course during the workshop which was held at the Police headquarters in Naguru, Kampala on November.
She asked the team of the principal investigators to design a way how skills that may look to be hard, can be simplified and made a little bit softer.
“Let’s hold our hands to see that we pull it through. The pledge on behalf of the force is that we are committed to human resource development. We pray that this project will give us a serious backup in whatever we are doing,” SCP Tusiime emphasised
SCP Fred Enanga, the Police Spokesperson told the team of researchers that when passing out officers, they are trained in soft skills because in exercising their duties, they use negotiations but the practice has not been direct as this course is intending to do.
Dr Musisi revealed that the three-year project has finally started to bear fruits after soft skills taxonomy was approved by the top officers.
“We are going to use the soft skill taxonomy to develop a transformative framework for embedding soft skills in police training programs,” he noted.
On this move, researchers believe that when they secure the balance between the hard and soft skill policing, community policing will ultimately be promoted saying, “We expect to have police officers that build a cordial relationship between the force and the community.”
After developing the transformative framework, Dr Musisi noted that they are going to train the instructors of all police training schools and colleges in the country how to use that framework to embed soft skills in their routine training programs.
“The soft skills taxonomy is going to give us a foundation of which soft skills are going to be embedded. And our next step is to develop the transformative framework for embedding soft skills that will be tested, refined, passed and thereafter in the third year, we shall be rolling it out,” he revealed.
Ms Evelyne Baelvina Nyachwo, the Research Support Officer from Mak-RIF who represented Prof Fred Masagazi Masagazi revealed that the Makerere UniversityResearch and Innovations fund (Mak-RIF), funded by the government of Uganda and started in 2019 to support research to provide solutions through innovations to the current challenges Ugandans face.
“We receive money to support research and so we give this money to Makerere lecturers so that they can be able to develop ideas which are majorly tailored to solving our local problems. We identify what is disturbing us and then through research, we come up with the solutions and innovations to solve these problems.” she said
She noted that this project was very timely owing to the issues coming up between the community and the police. “There is limited trust and yet police are supposed to be an arm that protects the community. We want to ensure that our officers have extra soft skills added to them to ensure that they can serve the nation but also become better people and provide better service,” she added.
On Thursday, November 9, 2023, students of the College of Education and External Studies (CEES), mobilized by the college chairperson, Mr Ssebina Solomon, united in a display of environmental conservation as they gathered to pick litter around the Makerere University premises under the theme “The teacher’s walk against littering in Makerere University.”
The main goal of the event was to rebrand the teaching profession and reawaken teachers as agents of social change. The teacher’s walk also emphasized the critical role of teachers in shaping morals, values, and character, of their learners and those around them. ” Teaching is a noble profession that shapes generations to come, yet often faces challenges and misconceptions,” Mr Ssebina said.
To counter these stereotypes and create a positive image, the teacher trainees at Makerere University decided to come together in an activity that would not only benefit the environment but also highlight their dedication to their chosen profession.
Littering being a common and widespread problem throughout the country that not only affects the aesthetic appeal of the environment but also poses serious health concerns, calls for intervention countrywide. The CEES Community took initiative to ensure a litter free Uganda starting with their very own campus grounds.
The event kicked off at around 9:00am and was officiated by Dr. Muhammad Kiggundu, The Head Department of Languages. The students started by cleaning their very own college grounds and moved to Mary Stuart hall picking up any litter found along the streets. The trek continued to the western gate, CEDAT, CONAS , CHUSS and ended at the Complex hall. Here the students sang the national anthem, the Makerere University anthem and Buganda Anthem which depicted the nationalistic and patriotic spirit embedded in the teacher solidarity.
Mr Bakulumapagi Ibrahim, one of the event organisers noted, “Today was a testament to the strength of community spirit. We achieved a lot in just a few hours, and this is just the beginning of our efforts.” The students came back to CEES where they were welcomed back and given lots of logistics to share.
The success of this cleaning picking event has inspired hope for future initiatives aimed at preserving the environment and fostering a strong sense of community responsibility. It showcased the power of collective action and community spirit in addressing environmental challenges. It was a reminder that small steps, when taken together, can lead to a cleaner, more sustainable future.
In summary, the litter picking event carried out by teacher trainees from Makerere University was not just about cleaning up the campus; it was a bold statement to the world. It demonstrated that the teaching profession is not confined to the four walls of a classroom but extends to the community and beyond. By taking the initiative to reshape public perceptions of teaching, these future educators are exemplifying the qualities that make teaching a profession of pride and purpose. They are proving that a teacher’s influence is not limited to textbooks but extends to the hearts and minds of their students and society at large.