Education
Value of Play-Based Learning in Early Childhood Development Education
On Wednesday, 12th October 2022, Makerere University researchers from the College of Education and External Studies (CEES) hosted, virtually, a symposium on the recent research project that engaged Early Childhood Education stakeholders in North, Central and Eastern Uganda on scaling the school readiness initiative (SSRI) through play-based learning.
The International Development Research Centre Canada (IDRC) funded program titled “Strengthening school and community capacities in scaling school readiness through play-based pedagogies in pre and primary education.”envisions generation of knowledge and evidence to strengthen Early Childhood Education, strengthening curriculum and capabilities for teachers in Early Childhood Education development for Uganda and Zambia to ensure a strong education foundation for learners and promotion of Play Based learning in learners between 0 to 8 years.
While opening the symposium, Professor Anthony Mugagga the principal College of Education and External Studies (CEES) Makerere University shared his disappointment from some professionals who under look early childhood education teachers and consider them failures.It is on this basis that ten years ago, he started efforts to better Early childhood education in Uganda through research.
“I am happy that 10 years down the road, the College of Education admits students of PhDs, Masters and Diplomas of Early Childhood Education,” added Prof Mugagga.
He said the country has only about 5% graduate students as early child hood education givers, saying most of the caregivers are from S4 or Primary 7 students, a thing he said must change if we are to improve ECE. “Teachers who are constrained in learning cannot do a good job teaching the young children,” Prof. Mugagga said. He decried the policy of administering interviews for children joining primary one, saying it has forced teachers to teach pre-primary children with the primary curriculum in an effort to ensure they pass the interviews.
Prof. Mugagga concluded his remarks by thanking IDRC for funding this incredible study and the research team for the dedicated work done. He assured the team of his support in promotion of play-based learning in ECD centers in Uganda.
While giving his remarks, the Dean School of Education and the program Principal Investigator in Uganda Professor Bwanika Mulumba noted how the benchmarking for ECDE had been neglected in Uganda concentrating much on higher Education hence a challenge in production of unskilled learners in writing and reading for learners in tertiary institutions.
Professor Bwanika added that Ugandan schools and parents give children less time to play always cautioning them on academics and homework which hinders children’s cognitive skills and emotional wellbeing in response to learning. He hailed IDRC for the funding and the Zambia Open Community schools (ZOCs) that hosted the research team to benchmark in Zambia for the assessment tools developed to promote Play Based learning in Zambia.
Mrs. Cleopatra Muma the Executive Director ZOCs emphasized that the program is based on schools’ readiness for children, children’s readiness for school and parents’ readiness to work with schools in educating children. The project in Zambia has solved challenges of limited access to quality ECDE service especially among marginalized rural communities and inadequate knowledge and skills to ECD workforce hence enriching cross learning and strengthening linkage between centers of knowledge, government and all stakeholders.
While sharing experience on Zambia’s preparedness in response to ECDE, Dr, Edward Kansiime a research team member praised Zambia and ZOCs for moving swiftly and steadily in benchmarking and preparing for early childhood education play based learning where learning centers have equipped demarcated playing grounds on top of a well-developed digital assessment tool teachers use in guiding learners on their able gadgets.
Dr. Nancy Nabiryo an English and Literature specialist from School of Education Makerere University presented Findings from a systematic review of play-based learning in national ECD frameworks and baseline survey on play-based learning in ECDE centers in Uganda.
It is evident that parents and schools are not aware that children can learn effectively through play and play based learning has not been benchmarked and neither has it been much encouraged.
The government has not recognized the role of an effective ECDE in tertiary Education, Dr. Nabiryo ended by calling on government not to only regulate but to assiduously fund, benchmark and encourage play based learning across ECD centers in the country and also help out teachers through training to understand rights of the child and values of play in Early Childhood Education.
Dr. Alfred Buluma and Mr. Edward Kansiime also presented their projects on Infrastructure in Play Based Learning and Play based learning ECDE teachers ‘pedagogical practices respectively where learners were encouraged to use their own bodies and materials in learning. Both studies at least found that learners are using actions and the five senses in learning.
The project also captured gaps in ECDE that need immediate intervention which include pupils singing while sitting which limits full body activity, most ECDE teachers arenot well trained, congested classrooms by desks and too much play materials where some are actually not used, interpersonal skills and personality traits of curiosity and creativity not fully encouraged.
The project team thinks that it is prudent if workshops were put in place to sensitize teachers, parents, policy makers and implementers. Also, organizing of In-service teacher training, provision of an ECDE learning framework to some of the schools at least in every region and working alongside the inspectorate of Education for building linkage and sustainability of play-based learning in ECDE.
The symposium on scaling school readiness initiative (SSRI) through play-based learning brought together education enthusiasts from universities of Uganda and across the world. It is a joint partnership among Makerere University, University of Zambia, University of Arizona and the Zambia Open Community Schools organization funded by the International Development Research Centre Canada.
Over 240 students graduated with certificates and diplomas from the College of Education and External Studies (CEES) under the Love Binti Program, which offers training in fashion design and hairdressing.
Speaking at the graduation ceremony on December 13, 2024, Mr. Joseph Watuleke, the program coordinator at Makerere University, noted that while the program has provided free training for seven years, this year’s graduates were required to co-fund 50% of their tuition to ensure sustainability. Due to rising demand, the college introduced diploma-level training and plans to expand into other vocational courses.
Preparing Job Creators, Not Job Seekers
As the global focus shifts from creating job seekers to fostering job creators, graduates from the Love Binti Program expressed interest in pursuing higher education to enhance their qualifications. They called for universities to prioritize vocational courses at the degree level, citing the growing youth unemployment crisis.
“Universities are still producing job seekers, leaving many graduates unemployed due to a lack of practical skills,” said Mr. Moses Conrad Yesuanjagala, a fashion and design graduate. “If more students were enrolled in vocational training, they would be job-ready upon graduation.”
The students made this plea during the Love Binti International graduation ceremony held at Makerere University’s Rugby Grounds, where 244 students were conferred ordinary and advanced certificates in fashion and design.
Transforming Dreams into Reality
Since its founding in 2018, Love Binti International has graduated 1,930 students in Uganda in hairdressing and fashion design. Mr. Yesuanjagala, 53, expressed gratitude for the opportunity, sharing how his lifelong dream of becoming a fashion designer came true through the program.
“I’m a father of grown children, but I still pursued this knowledge because the skills are practical and marketable,” he said, urging universities to embrace vocational skilling.
Similarly, Ms. Sarah Apio, a fellow fashion and design graduate, called on her peers to pursue their passions fearlessly. “The world needs your unique perspective, talent, and passion. Don’t be afraid to challenge the status quo and pursue your dreams,” she advised.
Institutional Support and Future Prospects
Dr. Jimmy Tibs Tumwesigye, representing the Department of Adult and Community Education at Makerere, emphasized the need for continuous skilling beyond formal education. He encouraged graduates to form groups and apply for government programs like the Parish Development Model and Emyooga for startup capital.
“Be our ambassadors and train at least five more people. That is how we build a skilled and self-reliant society,” he urged.
Dr. Harriet Nabushawo, Dean of the School of Distance and Lifelong Learning, served as the guest of honor. She encouraged graduates to remain proactive, collaborate, and seek out new knowledge and designs online.
On behalf of Makerere University, Dr. Nabushawo pledged continued support for the program, which has been hosted at the university for seven years.
Founder’s Vision and Sustainability Plans
Ms. Elle Yang, founder and executive director of Love Binti International, shared her vision of empowering African men and women through vocational training to combat unemployment. Initially offering fully sponsored programs, she introduced a co-funding model this year due to rising enrollment.
“Instead of giving you fish, I wanted to teach you how to catch it. These skills, if used well, can change your life,” she affirmed.
December 11, 2024
Makerere University has embarked on a comprehensive training program aimed at enhancing the pedagogical and professional competencies of its academic staff. The inaugural training, organized by the Office of the Deputy Vice Chancellor (Academic Affairs), was officially launched by Prof. Mukadasi Buyinza at Fairway Hotel. The training is facilitated by a team from the Centre for Teaching and Learning Support (CTLS) at the College of Education and External Studies (CEES).
In his opening remarks, Prof. Buyinza emphasized the urgent need for retooling academic staff in light of emerging challenges such as artificial intelligence (AI) and evolving teaching technologies. “The digital era has reshaped how we teach and learn. We must equip our staff with the necessary pedagogical skills and ethical professionalism to remain at the forefront of higher education,” he said.
Prof. Anthony Muwagga Mugagga, one of the lead facilitators, highlighted that the training goes beyond teaching techniques, focusing on developing reflective and adaptive educators. “University teaching today demands more than subject expertise. It requires an intentional blend of pedagogical knowledge, ethical standards, and technological competence,” he remarked.
The University Pedagogy and Professionalism Course was designed in response to gaps identified in higher education teaching. According to the course guidelines, many academic staff possess deep subject-matter expertise but lack structured training in pedagogy and andragogy, essential for effective knowledge transfer.
Participants will engage in an intensive curriculum covering themes such as educational theory, professional ethics, teaching models, assessment strategies, and the integration of emerging technologies. The course, guided by the National Council for Higher Education’s strategic plan, aims to foster continuous professional development among university educators.
Prof. Buyinza concluded by reiterating Makerere University’s commitment to nurturing competent and ethically grounded educators. “This initiative reflects our dedication to academic excellence and our role in shaping the future of higher education in Uganda and beyond.”
The training is expected to run in phases, ensuring that all academic staff receive the essential skills needed to enhance the university’s teaching and learning environment.
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.
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