Education
Prof. Nawangwe reiterates Makerere’s commitment on e-learning as the East African Teacher Education Symposium kicks off
Prof. Barnabas Nawangwe, the Vice Chancellor of Makerere University has reiterated the University’s commitment towards the implementation of e-learning. The vice Chancellor was speaking at the opening of a 3-day symposium organized to discuss the “Pandemic’s effects on Education in East Africa”.
Prof. Nawangwe said the University has embarked on process of developing the e-learning.
“Online teaching by Makerere University falls under core goals of the University that endeavours to market itself as a centre of research, teaching and Community outreach,” he said.
Upon the outbreak of the covid-19 pandemic, he said all private Universities nearly closed after they failed to pay their staff. Those that chose to teach online struggled because students lacked the necessary equipment.
Makerere University, he said upon learning this immediately constituted a special Committee led by the Deputy Vice Chancellor Academic Affairs which studied and rolled out e-learning and as well supported its staff in acquiring skills in the same.
“We embarked on the largest staff development program ever in the history of the University, when the institute trained more than 700 staff within one month. We also reactivated the MUELE and these initiatives maintained an online presence, with all students at Makerere also being advised to obtain a University email address thus teaching and learning went on,” he said.
“We were in a way responding to a theme of a conference which I attended in Beijing just before covid-19 broke out and we all didn’t know that it will be there,” he said
Prof. Nawangwe made these remarks during the launch of the 3 days East African Teacher Education Symposium 2022 (EATES 2022)
The East African Teacher Education Symposium was organized by the Capacity Building for Research-Based Teacher Education (CABUTE) project with funding from the Government of Norway.
“Uganda is home to over 40 registered private Universities and 11 public Universities. Almost all Universities in Uganda were Ill prepared for the covid-19 pandemic shock just like many in the world,” Nawangwe said.
“I thank the CABUTE project which aims at successful implementation of the National Teacher Policy through capacity building in English languages, education, foundation of education, mathematics education and Music education,” he said
Prof. Nawamgwe thanked the people and the government of Norway for the financial support to research and staff development and infrastructure development, saying it has been instrumental in making Makerere the great University that it is.
The Ambassador of Norway to Uganda, Her Excellency Elin Ostebo Johansen, said the project is a reflection program on career educational development.
Teachers, she said are the backbone of ensuring successful learning for everybody.
“A great teacher requires a great teacher education, excellence in functioning knowledge is necessary to excel as well. Quality education is a basis for growth and prosperity of people and this is import to all countries,” Ambassador Elin Ostebo Johansen said.
Paul Muyinda Birevu Country Coordinator of CABUTE Project said that the project is one of the signature activities of the Capacity building for research based teacher education project.
“We conceived this project after realizing the need to support the government in fast tracking capacity development of higher teacher trainers in primary teacher colleges and National Teacher colleges. These institutions are by policy required to transform into degree awarding institutions,” he said
He said that the CABUTE project therefore is intended to support this initiative and it is starting to pay off.
The project has awarded over 10 scholarships for Masters and PhD studies, at Makerere University. The awardees are drawn from National Teacher Colleges and Primary Teacher colleges across the country.
“Our work with building capacity in Ugandan teacher
education is finally in full swing. In the coming years, EATES will present
the results of this work, and the work of the CABUTE candidates’ will be
of particular interest. We already look forward to accompanying them
on their journey toward a degree,” the Principal Investigator, Prof. Steinar Sætre said.
Education
Call For Applications: Small Scale Action/Field Research Grants on TELLS Project for Senior Researchers at Makerere University
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.
“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.
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.
Key recommendations from the study include:
- Sensitizing ECD teacher trainees about the MoES (2013) school feeding guidelines.
- Encouraging teacher training colleges to embrace these feeding guidelines.
- Continuous parental sensitization on providing healthy and safe midday snacks for children.
- Initiating nutrition interventions that start with teacher education.
- 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.
Education
CEPIDE Study Identifies Challenges and Solutions for Low Doctoral Completion Rates in Universities
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:
- Low Transition Rates: Only 7.6% of master’s graduates advanced to doctoral studies.
- Enrollment Figures: Public institutions enrolled approximately 1,903 doctoral students from 2011 to 2020.
- Completion Rates: Of these, only 69.6% completed their doctoral programs by 2024, amounting to just 1,324 graduates.
- Institutional Disparities: Makerere University dominated doctoral completions, accounting for 81.4% of the total.
- Gender Disparity: Female graduates represented only 33.8% of doctoral completions.
- STEM Focus: 58% of doctoral completions at Makerere University were in STEM fields.
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.
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.
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.
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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