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.

In a significant step towards advancing digital education in Uganda, 12 lecturers from various universities across the country recently convened at Makerere University for specialized training on research methodology and the presentation of research findings. The training, part of the Digital Education Practitioner Networks, is supported by the University of Edinburgh’s MasterCard Foundation Scholars Program.

This initiative is part of a broader effort to build digital capacity and foster practitioner networks across higher education institutions in sub-Saharan Africa. The project, hosted by the University of Edinburgh in partnership with Mastercard Foundation, emphasizes inclusion, focusing on educators who serve traditionally underrepresented groups, such as women, individuals with disabilities, and forcibly displaced populations.

Held at the College of Business and Management Sciences from September 1 to 3, 2024, the training was facilitated by two esteemed lecturers from the University of Edinburgh—Dr. Michael Gallagher and Dr. Peter Evans. Over the course of three days, the participating educators engaged in immersive sessions that honed their digital pedagogy skills, curriculum design techniques, and use of cutting-edge educational technologies.

This was an intensive three days of teaching, learning and discussion that was very valuable to the Scholars but also for us in better understanding the context of digital education in higher education in Uganda.

Mastercard Foundation Scholar, Alice Nakalema, lecturer from Bugema University and a participant in the program, highlighted how the training has broadened her understanding of educational mobility, online assessments, and the role of feedback in learning. “There is a wealth of information online,” Nakalema noted, adding that tools such as Miro boards have enriched her personal learning experience.

Dr. Sarah Bimbona, from Makerere University, also a Mastercard Foundation Scholar, shared her enthusiasm for the course, which she believes has given her a competitive edge in her teaching career. “Although I am a teacher, I wasn’t really grounded in education. This training has provided me with the digital pedagogy skills, curriculum design insights, and the use of educational technologies that I needed,” she explained.

Dr. Bimbona is committed to using her newfound knowledge to stay abreast of the latest trends in digital education, with the goal of transforming her teaching methods and enhancing the learning experience of her students.

The Digital Education Practitioner Networks project is one of three key work packages under the Mastercard Foundation Scholars Program at the University of Edinburgh, aimed at empowering educators and driving inclusion in higher education. Through initiatives like these, the future of education in Uganda and across sub-Saharan Africa is becoming more equitable, digitally enhanced, and forward-thinking.

Makerere University, as a key partner in this program, remains dedicated to leading efforts in digital education transformation, creating avenues for innovation, and strengthening the capacity of educators to meet the demands of a rapidly evolving educational landscape.