Education
Gone but still lives on: Makerere University celebrates Prof. Kajubi’s legacy
Professor William Senteza Kajubi, the first African to receive a Fulbright scholarship in 1952 and a renowned educationist who diversified and chaired a committee to review Uganda’s Curriculum in 1990 was remembered and celebrated by Makerere University College of Education and External studies (CEES) in a public lecture that happened on 22nd September 2022 at the Yusuf Lule teaching facility Auditorium at Makerere University.
The ceremony themed “Internationalization of Higher Education in the next Century” presided over by the United States’s Ambassador to Uganda Her Excellency Natalie Brown brought together many academicians, educationists and students across the world to celebrate the life and achievements of the person of Professor William Senteza Kajubi. In attendance were Vice Chancellors from Ugandan universities e.g. Soroti, Muni, Bishop Stuart, Bugema, Ndejje and Busitema.
Besides remembering the life of Prof. Kajubi, this public lecture also happened to be marking the Makerere University’s 100 year anniversary, Uganda’s 60 years of independence and its fruitful relationship with the United States that has paved way for the Fulbright Scholarship program and many other partnerships that have impacted lives of Ugandans.
While addressing the congregation, the Principal College of Education and External Studies (CEES) Professor Anthony Mugagga hailed Professor Kajubi for the 1989 report on Education which the National Resistance Movement government incorporated into its 10-point program.
“In 1954 when Pope Leo the 10th appointed Ben Kiwanuka as the first African Bishop, he cautioned him to be successful so that he can inspire more African theologians. Kajubi never got lost in the States, neither did he do drugs but he clang to studies and paved way for other scholars of the Fulbright Scholarship program,” added Professor Mugagga who concluded his remarks cautioning the congregation to emulate Prof. Kajubi, and also thanked all staff who participated in seeing this event a success.
On behalf of the Senteza Kajubi family, his son Wasswa Kajubi expressed their deepest gratitude and honor to Makerere University and CEES administration for always remembering their loved one even when he passed on long time ago.
The Chairperson Makerere University Council Mrs.Lorna Magara highlighted how the Late Prof. Kajubi’s life symbolized hard work, persistence and courage to pursue excellence and greatness. She added that Prof. Kajubi’s passion for education at Makerere and the University of Chicago resulted into a lot of phenomenal education reforms that saw admission of private sponsored students to Makerere.
“Prof. Sentenza Kajubi’s life symbolized hard work, passion for the profession,
creativity, innovation, and courage to pursue and carry out a vision”. This hard work ethic, Mrs. Magara informed the gathering, was reinforced daily by a family motto in the Kajubi sitting room, “OMULIMU LYE LINNYA LY’OMUNTU,” which may be translated as ONE’S WORK IS ONE’S NAME.
The late Prof. Kajubi’s passion and pursuit for knowledge can be traced through his education journey, from Mengo Junior Secondary school to Kings College Budo, to Makerere University, and on to the University of Chicago on a Fulbright Scholarship graduating with an MSC. with a concentration in Geography. Upon return, he embraced the privilege and honor of serving as a teacher, and Administrator. His dedicated service saw him rise through the ranks to serve as Director, National Institute of Education (1964- 1977) and twice as Vice Chancellor, Makerere University (1977-1979; 1990-1993).
Her Excellency Natalie Brown the United States Ambassador to Uganda said,” Professor Kajubi is a shining star among Fulbright alumni, in Uganda and beyond. He traveled to the U.S. in 1952 as a Fulbright student to pursue a master’s degree at the University of Chicago. He returned to make great contributions to the education sector in Uganda and the region. His two-time tenure appointments at the helm of this university demonstrate his outstanding leadership ability”. Professor Kajubi did not limit himself to education alone, he went on to serve as a delegate to Uganda’s Constituent Assembly which created the new constitution in 1995, among other things. His legacy of service to his country remains an inspiration to generations of faculty and students alike”.
Ms. Brown said the US Mission in Uganda are proud to manage the Fulbright program in Uganda where 12 Ugandan Fulbright grantees were sent this year to academic programs for Masters, PhD and research in the United States, and in exchange Uganda welcomed nine U.S. Fulbrighters to conduct research.
Makerere University and the people of America have had great partnerships that have seen America’s public Health enthusiasts and other specialists come to Uganda to conduct research. They include the National Institutes of Health (NIH), the U.S. Centers for Disease Control and Prevention (CDC), President’s Emergency Plan for AIDS Relief (PEPFAR), and so many others.
The keynote speaker of the day and the Vice President and Associate Provost for Internationalization at the University of Notre Dame, Dr. Michael Pippenger challenged African Universities to ensure solidarity, commitment and transparency if they actually want to internationalize since it not only helps them realize weaknesses, strengths and potential areas of collaboration but also builds transformative and global minded students.
“It is not the MOUs and agreements we sign that show internationalization, but rather the work we do while together on ending pandemics, fostering rule of law and other community impactful engagements. Surprisingly Prof Kajubi knew all this”. Concluded Dr. Pippenger who urged universities to stick to their visions and missions which should reflect on the communities they serve.
Prof. William Senteza Kajubi served as the Vice Chancellor of Makerere University at two different intervals 1977 – 1979 and 1990 – 1993. He was also a member of the constitutional Assembly that drafted Uganda’s constitution of 1995. He devoted his life to Academics and impacting communities until his death on May 1st, 2012.
Background
Prof. Senteza Kajubi was born in 1926, in Singo county (modern day Mityana District), to Yoweri Bugonzi Kajubi and Bulanina Namukomya. His family later moved closer to the capital and settled in Busega, a suburb in the outskirts of Kampala, where he began his long journey with, or rather in, education at the Mackay Memorial Primary School in 1933. He then attended Mengo Junior School from 1941 to 1943 before transferring to King’s College Budo for his Advanced Level, finally making it to Makerere College in 1947 where he pursued a Bachelor of Arts with a Diploma in Education.
Shortly after he graduated, Prof. Kajubi taught at Kako Junior Secondary School before going to the University of Chicago for a Master of Science in Geography. Later, in 1955, he went back to his alma mater, King’s College Budo, and taught Geography. It was during this period that he taught other notable personalities in Uganda’s history such as Mathew Rukikaire and Prof. Apolo Nsibambi in a predominantly white environment. The only other native teachers at Budo, then, were the Deputy Headteacher, Mr. Sempebwa and Erisa Kironde, an English language teacher.
As one of the few Protestant members of a predominantly Catholic Democratic party (DP), Senteza Kajubi was a member of the National Symbols Committee which was tasked with selecting the national anthem, flag and coat of arms.
His political acumen propelled him to chair a number of government boards over the years until he directly participated in electoral politics in 1994 as a delegate of the Constituent Assembly representing Kyadondo North.
Two years after Uganda got independence, now a lecturer at Makerere University, Prof. Senteza was appointed the Director of National Institute of Education. He served there until 1977 when he became Vice Chancellor for the first time.
Education Policy Formation in Uganda
As the Secretary General of the Uganda Teachers’ Association from 1959 to 1962, Prof. Senteza Kajubi was a member of the famed Castle Commission on Uganda’s post-independence education policy framework.
Instituted and appointed in January 1963, the Castle Commission had been tasked with examining the content and structure of education in Uganda in light of the approved recommendations of the International Bank Survey Mission Report, Uganda’s financial position and its future manpower requirement.
In the execution of its mandate, the commission dealt with a dilemma; if the formulated policy disproportionately focused on universal primary education and adult literacy while neglecting secondary, tertiary and higher education, it would fail to produce high level manpower which was required to staff government and teach in schools. However, on the other hand, the country did not have the resources to make improvements across the board and had to prioritise one option to the detriment of the other.
Since Makerere was still under the University of East Africa and higher education was still an inter-territorial responsibility, the commission instead focused on prioritising teacher-training, expanding secondary school enrolment and improving relevance, quality and access of primary education in remote areas.
In 1977, during his first tenure as the Vice Chancellor of Makerere University, Prof. Kajubi went on to chair the Education Policy Review Commission (EPRC) which was appointed by Idi Amin’s Minister of Education, Brig. Barnabas Kili.
Owing to the political climate at the time, the education system was facing even dire problems. The gross human rights violations had led to a mass exodus of highly qualified professionals from civil service, teachers and university faculty into exile. Imploding diplomatic relations rendered external assistance with regard to education inexistent and the government had to deal with shortages from personnel to instructional material.
Prof. Senteza Kajubi was then tasked with the responsibility of leading an effort to circumvent some of these challenges and therefore keeping the education system in Uganda alive. Unfortunately, the findings and recommendations of the report, from its members and constituent sub-committees were overtaken by events in 1979 when war broke out and the Idi Amin regime was overthrown. The report was shelved and never formally presented to cabinet.
In 1987, after the ascendancy of the NRM government into power, another commission, once again headed by Prof. Senteza Kajubi, was appointed. Still under similarly unique circumstances, this commission too had to work within the socio-economic confines of a post-war society riddled with scarcity of resources. Eighteen months later, the commission’s report was produced in January 1989.
The most notable outcome of this committee report was a government white paper which brought to life the famous Universal Primary Education. This recommendation alone, for all its limitations, has contributed significantly to literacy levels in Uganda and to the education system as a whole.
After chairing the second Kajubi commission, he then became the Vice Chancellor of Makerere University for the second time, from 1990 to 1993, preceded by Prof. George Kirya and succeeded by Prof. John Ssebuwufu.
The Fulbright Program
In 1952, Prof. Senteza went on to the University of Chicago, on a Fulbright Scholarship, to pursue a Master of Science in Geography, making him the first African beneficiary of this scholarship program.
The student exchange scholarship program, which was started shortly after the Second World War by an act of Congress, was named after the American Senator J. William Fulbright, its framer. He made the case that “educational exchange could turn nations into people, contributing as no other form of communication can to the humanising of international relations.”
Through his notable achievements and illustrious career, it is clear that this initiative to bridge cultural gaps through an international education exchange program had Prof. Senteza as one its successes.
Makerere University has been selected to participate in Phase 2 of the e-Learning Initiative aimed at the development of a five-year digital pedagogy transformation roadmap (2025-2030).
This noble task championed by the College of Education and External Studies (CEES) through its expert team at the Institute of Open, Distance and e-Learning (IODeL) will shape the future of e-learning and digital education in Uganda.
In phase 2, the Mastercard Foundation commits to supporting e-Learning and digital transformation based on the needs of each institution. Makerere University’s consideration for Phase 2 follows the successful implementation of phase 1 of the Mastercard Foundation Scholars Program e-Learning Initiative (2021-2024), which registered remarkable achievements.
‘In a bid to consolidate the gains of phase 1 and transition into a digitally resilient and learner-centred institution, Makerere University has been selected to participate in phase 2 of the e-Learning Initiative. Led by the Mastercard Foundation in partnership with Arizona State University (ASU), phase 2 aims to support partner universities in designing and implementing a five-year digital pedagogy transformation roadmap (2025-2030),” highlighted Prof. Paul Birevu Muyinda, the Director of IODeL.
Speaking at the co-creation workshop held on 24th April 2025 at Speke Resort Munyonyo, Prof. Birevu Muyinda said: “During phase 1, Makerere University registered significant achievements in e-Learning. I am glad that you have convened here today during the e-Learning Digital Transformation workshop, to receive the dissemination results as we work together to prepare for phase 2, which focuses on the unique needs for each institution.”
Through phase 1, which aimed at enhancing the e-learning capabilities of partner institutions, Makerere University strengthened the existing Makerere University e-Learning Environment (MUELE), conducted onboarding workshops for the university leadership, trained teaching staff and students, and engaged teaching staff to develop content for online courses.
According to Prof. Birevu Muyinda, the specific achievements of phase 1 of the e-Learning initiative included the following:
- Training of 1,280 faculty members
- Development of 2,579 courses out of 2,560 representing 100.74%
- Development of four (4) support services modules
- Capacity building for over 7,000 students
- Training and recruitment of 32 e-Learning champions
- Upgrading of the Makerere University e-Learning Environment (MUELE)
- Acquisition of e-Learning infrastructure namely five (5) multi-media studios, a video streaming server and all in one printers.
The co-creation workshop for phase 2 and dissemination of results for the concluded phase 1, brought on board over 75 participants comprising members of Makerere University Management, the Principal and staff of the College of Education and External Studies, a representative from the Ministry of Education and Sports, student leaders, the media, the Directorate for ICT Support (DICTS), Mastercard Foundation, Arizona State University(ASU)-USA, and a representative sample of staff from academic and administrative units of Makerere University.
Facilitated by Arizona State University (ASU) working closely with IODeL, the interactive co-creation sessions involved taking into account the milestones from phase 1 and leveraging the successes, as well as coming up with proposed strategies for phase 2.
The co-creation workshop involved understanding the concept transformation road mapping, using a grid to identify the current state of e-Learning and digital transformation at Makerere University and the desired state, assessment alignment on shared vision for the current and the desired state, and identifying learner needs in line with the desired state, among other items.
The workshop adopted a holistic approach to digital transformation focusing on the following themes: teaching and learning, student services, instructional infrastructure, leadership and culture, and partnerships. For each cluster, the participants proposed immediate, short-term and long-term strategies with respect to digital transformation in those processes. With each group presenting during the plenary sessions, the co-creation workshop was a success. The ideas were captured instantly feeding into the proposal for the phase 2 e-learning digital transformation roadmap (2025-2030).
At this highly participatory workshop, reaching consensus was a key factor in determining the ideas that were included in the proposal.
In addition to the aforementioned clusters, some of the broader aspects that the co-creation teams highlighted should be prioritized included:
- Adoption of e-supervision of students
- Increasing enrollment of international students through e-Learning
- Reducing the digital divide among learners
- Ensuring digital inclusion with programs sensitive to learners with disabilities
- Capacity building programmes for administrative support
Opening the co-creation workshop, Prof. Buyinza Mukadasi, Ag. Deputy Vice Chancellor (Academic Affairs) of Makerere University, conveyed the congratulatory messages from the University Council and Management on the successful completion of phase 1 and its remarkable achievements.
On behalf of the University Management, Prof. Buyinza said, phase 2 of the e-Learning Initiative should be a revolutionary phase, igniting Makerere University to be a key player in digital education and integration of technologies.
Reflecting on youth empowerment, Prof. Buyinza highlighted that phase 2 is student-centred with e-Learning and digital pedagogies addressing the needs of learners. In addition, Prof. Buyinza underscored that this approach will increase the number of students accessing quality education programmes at Makerere University at the national and international levels.
The Ag. Deputy Vice Chancellor (Academic Affairs) commended the Mastercard Foundation for partnering with Makerere University to empower the young people through education and technological advancements. Prof. Buyinza acknowledged the collaboration with the Mastercard Foundation and Arizona State University (ASU) for building the capacity of faculty at Makerere University.
Emphasizing the importance of building capacity, retooling and reshaping the curriculum to produce graduates who meet the demands of the modern workforce, Prof. Buyinza re-affirmed that Makerere University is a learning institution committed to embracing new approaches. He recognized the Institute of Open, Distance and e-Learning (IODeL) for holding onboarding workshops for the University leadership, staff and students in phase 1.
Prof. Buyinza testified that the onboarding sessions changed his perception, and transformed him into a firm believer in positioning e-Learning to champion the digital transformation agenda at Makerere University. He disclosed that he is a “convert” to the transformative potential of technology integration, learner-centeredness, industry partnerships, and lifelong learning, key features of University 5.0.
He urged participants to utilize the co-creation e-Learning digital transformation workshop to define institutional needs and expectations, allowing for a more rapid and collaborative advancement into the “revolutionary” phase 2.
Building on the Prof. Buyinza’s submission, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga informed the participants that phase 2, which focuses on e-Learning and digital transformation should empower the faculty and university at large to provide inclusive education. He implored the co-creation team and stakeholders to come up with digital strategies for students who are visually impaired and those with hearing impairments.
Prof. Mugagga emphasized the importance of continuous learning and self-examination, stating that even a professor should strive to be open to new knowledge. With reference to Socrates’ philosophy, he suggested that a life devoid of learning is not worth living.
In a moving testimony, the Principal explained that he is always learning new ideas from his techy savvy son. Prof. Mugagga shared that his son continues to be instrumental in teaching him online safety principles and techniques. This experience underscored the generational gap in digital literacy and the importance of adapting to the evolving digital landscape.
The Principal expressed his hope to learn from the workshop, acknowledging that digital transformation requires everyone to be proactive in acquiring new skills.
On behalf of the students, Hon. Julius Kiganda, the Minister of Academic Affairs at Makerere University commended the organisers for including students in the e-Learning digital transformation workshop. Hon. Kiganda pledged active participation in the training to ensure that the interests of the students are effectively captured.
Evaluating phase 1, Ann Nielsen from Mastercard Foundation recognized that the institutions had built a solid foundation, prompting a transition into phase 2 to address the unique needs of each university.
“Phase 2 will prioritize scaling training and knowledge mobilization, offering opportunities for scholars to pursue learning design and technologies, graduate certificates, master’s degrees, and professional certificates tailored for individuals seeking instructional design knowledge.
“Mastercard Foundation will emphasize inclusive learning practices, collaborating with experts to ensure accessibility and equity. The Foundation aims to enhance digital infrastructure, focusing on student support systems, quality management, and data-driven decision-making in order to meet diverse learner needs,” Nielsen explained.
The Foundation revealed that the ultimate goal is to collectively impact policies across the continent, advocating for e-learning as a valid and accredited pathway to quality education. Recognizing the network’s growing maturity, the initiative aims to position participating universities as leaders and resources, fostering collaborative learning and co-creation.
The Foundation’s participation stems from a belief in the future of young Africans, seeking to equip them with education and skills to fulfill their careers by strengthening institutions and scaling innovative solutions through technology. The focus shifts from a reactive response to a sustainable and long-term initiative.
Regan Matsiko, the IT Officer at the Ministry of Education and Sports, highlighted the Ministry’s commitment to digital advancement, drawing on prior experience with the national digital transformation roadmap initiated by the Ministry of ICT. “This roadmap, built on five key pillars including digital scaling and infrastructure development, serves as a foundation for current initiatives within the education sector.”
Matsiko emphasized the Ministry of Education and Sports’ development of a digital agenda last year as demonstration of a proactive approach to integrating technology.
He commended the partnership with universities in developing e-learning programs. Matsiko noted a shift towards a more integrated structure within the Ministry, where the ICT department now includes a dedicated e-learning department working directly with university partners, demonstrating a unified push for digital transformation in education.
The voices from key stakeholders set the stage for an interactive and high participatory training session. Lara Rabala the facilitator of the training outlined the primary objectives. These included: To collaboratively envision e-learning-driven classrooms, not only for the host institution but also for external partners, aligning proposed initiatives with McKinney’s strategies and broader community programs.
She noted that a key focus will be on formulating recommendations that correspond with critical areas to drive the development of a roadmap and implementation plan.
Labala stressed that the aim is to establish a clear vision for the future, crafting a transformative roadmap and a practical implementation plan. This roadmap will serve as the foundation for a tangible proposal to attract funding and partnerships, articulating the vision and direction for key learning and behavioral transformation.
Trainees were encouraged to respect the past as the foundation for the present and future, while also imagining innovative possibilities. Trainees, regardless of their expertise, were urged to maintain curiosity, open-mindedness, and value every voice.
The co-creation sessions featured the following clusters:
- Teaching and learning: Digital strategy, pedagogical services, faculty development and staff support
- Student services: Engagement-enrollment, Administrative support and Academic Support
- Instructional Infrastructure: Connectivity, Educational technology, and Instructional design learning analysis
- Leadership and Culture: Internal stakeholders, Leadership structure, Governance models, Innovative Culture
- Partnerships: Development, Evaluation and External Stakeholders
Closing the co-creation workshop, Prof. Birevu Muyinda said: “The exercise has presented us with an understanding of the major activities to be undertaken and the key priorities.”
With the support of the Mastercard Foundation and other partners, Makerere University is focused to develop a comprehensive e-learning roadmap, driving innovation and excellence in education.
Education
University of Zululand Explores collaboration in decolonization of curriculum and teaching of Kiswahili and isiZulu languages
On 29th April 2025, a delegation from the University of Zululand, South Africa led by the Deputy Vice Chancellor (Engagement and Transformation), Prof. Byron A. Brown visited the College of Education and External Studies (CEES) at Makerere University to discuss collaboration opportunities specific to decolonization of the curriculum in African universities, teaching pedagogies and re-positioning of African languages in education institutions.
The term decolonization of education is a central theme within the African Union’s agenda 2063, which envisions a united and self-reliant Africa. This agenda emphasizes the need for an education system that reflects African values, knowledge systems, and cultural identities, further supporting the ongoing push for integrating indigenous knowledge into formal education.
Underscoring the value of collaboration between Makerere University and the University of Zululand, Prof. Brown stated that both institutions will be in position to promote African values and knowledge, promote local languages and develop a socially responsive decolonized pedagogy.
It is envisaged that Makerere University’s rich history and impact on the African continent will significantly enrich the University of Zululand’s project aimed at building authentic African universities.
In the morning hours, the delegation from the University of Zululand held a strategic meeting with the Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe and some members of Makerere University Management. Quoting the proceedings of the meeting, Prof. Brown was pleased to note that Makerere University has ten (10) Colleges and a significant number of Schools and Departments, which will play a central role in the collaboration.
At the core of this interaction was the language question, which is central in the decolonization agenda with several researched opinions and respected voices at the national and global levels advocating for re-positioning of local or African languages.
Consequently, at the College of Education and External Studies, the delegation interacted with staff from the Kiswahili Section under the Department of Humanities and Language Education where issues of knowledge decolonization and exchanges were central.
During the interaction, Prof. Brown highlighted that the University of Zululand is committed to the implementation of the theme that focuses on strong institutions, education and social justice.
Stating the main purpose for visiting the Kiswahili section, Dr. Bongephiwe Myeni Gladness, a Lecturer at the Department of African Languages and Culture, University of Zululand highlighted that they are interested in introducing Kiswahili as one of the African languages at the University of Zululand.
“We have some interventions such as taking Kiswahili to Zululand, working on the online teaching and internationalization program. We are promoting research in African languages. We have students that are doing research in isiZulu,” she said.
Dr. Bongephiwe reiterated that their objective is to create collaborations with African Universities. Highlighting that Kenyatta University and Moi University in Kenya were onboard, they visited Makerere University to interact with the University Management and faculty on matters pertaining to decolonization of the curriculum and academic exchange.
Building on the commitment that the delegation from the University of Zululand had received from the Vice Chancellor and the University Management, Dr. Caesar Jjingo, a Lecturer specializing in Kiswahili language pedagogies and materials development highlighted the readiness of the teaching staff to participate in the collaboration aimed at promoting the Kiswahili and isiZulu languages.
“It was an insightful engagement with the delegation in relation to pedagogy, research collaboration and language students’ exchanges purposely to advance the teaching of Kiswahili and isiZulu languages at the University of Zululand and Makerere University, respectively,” said Dr. Jjingo.
With the short term, medium and long term strategies being undertaken by the College of Education and External Studies to decolonize education in East Africa, the coming on board of the University of Zululand from South Africa expands the spectrum to the African continent.
On 9th and 10th April 2025, the College of Education and External Studies at Makerere University hosted the 3rd East African Teacher Education Symposium under the theme, “Curriculum Development and Decolonization of Education in East Africa.”
Supported by the Norwegian Agency for Development Cooperation (Norad), the Capacity Building for Research-Based Teacher Education (CABUTE) project with its partner institutions namely Makerere University, Kyambogo University, University of Bergen in Norway, Western Norway University of Life Sciences and the Uganda National Institute for Teacher Education (UNITE) played a pivotal role in making the decolonization of education a topical issue.
During the symposium, experts called for the integration of indigenous knowledge into Uganda’s education system to make learning more relevant, practical, culturally aligned with the communities.
The Keynote Speaker, Prof. Proscovia Namubiru, the Acting Vice Chancellor at UNITE highlighted that much of Africa’s indigenous knowledge was suppressed during the colonial period. She noted that the pre-colonial African knowledge in various fields-was often deemed “satanic” or primitive by missionaries and colonial leaders. This view led to the promotion of Western educational models, which largely ignored and erased the indigenous practices.
Prof. Namubiru advocated for a holistic multi-disciplinary approach that values indigenous practices alongside formal education. “Education institutions must form strong, respectful relationships with communities to ensure that indigenous knowledge is shared appropriately,” she said.
Tackling the key factor of language, Prof. Namubiru decried the practice of suppressing the local languages or African languages, and promoting the foreign languages.
She observed that even when the colonialists left, schools and universities in Uganda have continued to promote foreign languages to the detriment of African languages. She reminded the audience about the practices in different schools where learners are punished for speaking vernacular. According to Prof. Namubiru, referring to local languages as “vernacular” was aimed at making them inferior.
Acknowledging that decolonization of the curriculum should bring on board everyone, a step that involves starting with liberating the mind of each individual, Prof. Namubiru urged the participants to start with the small steps for instance stopping the punishments for speaking “Vernacular” and popularizing the usage of the local or African languages.
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