Makerere University in collaboration with the University of Agder, Norway, University of Rwanda and Jimma University is implementing a NORAD funded project titled Transformative Education and Lifelong Learning for Sustainable Growth (TELLS).

TELLS aims at developing sufficient stock of gender balanced imaginal, transformative leaders and workforce for sustainable development of Sub-Saharan Nations. In so doing TELLS has the following four (4) objectives

• Employability – fast-track access to future work markets.
• Promotion and recognition of excellence in teaching
• Promotion of new and transformative teaching and learning methods/models
• Development of policies and new strategies/guidelines for innovative teaching and learning.

The TELLS project wishes to recruit two senior researchers (1 female and 1 male) from Makerere University to each undertake a 161-hour action/field research on emerging education technologies. The 161 hours shall be distributed within a period of six months (July – December 2024). The senior researcher may choose to research on emerging education technologies within these priority areas.

• Policies for use of artificial intelligence and Chatbots in education
• Innovations in blended teaching and learning
• Online course development and online tutoring
• Online Instruction/Learning Design
• Micro credentials/micro degrees
• Design, usability testing and evaluation of virtual learning environment
• Authentic Assessment in online learning environments

Eligibility Criteria:

1. Must be at the rank of Senior Lecturer of above
2. Evidence of employment at Makerere University
3. Quality research proposal (maximum 10 pages) with the following research directions, theories and frameworks, materials and methods, research directions, proposed research publication and work plan
4. A statement of motivation and commitment (Maximum 2 pages)
5. Commitment to produce at least one (1) quality co-authored publication within the grant period
6. Having a research team of at least three (3) scholars

Research duration and funding

1. The grant will last for a period of six months (July to December 2024)
2. Each research grant will be provided as salary/stipend for research time at UGX 50,000 per hour for 161 hours

Applications Procedure

Submit your application to maurice.isabwe@uia.no with a copy to mpbirevu2023@gmail.com not later than 19th July 2024. Also drop your hardcopy application to the TELLS Office in School of Distance and Lifelong Learning, College of Education and External Studies, Makerere University.

Paul Birevu Muyinda, PhD
TELLS Coordinator, 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:

1. Sensitizing ECD teacher trainees about the MoES (2013) school feeding guidelines.
2. Encouraging teacher training colleges to embrace these feeding guidelines.
3. Continuous parental sensitization on providing healthy and safe midday snacks for children.
4. Initiating nutrition interventions that start with teacher education.
5. 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.

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:

1. Low Transition Rates: Only 7.6% of master’s graduates advanced to doctoral studies.
2. Enrollment Figures: Public institutions enrolled approximately 1,903 doctoral students from 2011 to 2020.
3. Completion Rates: Of these, only 69.6% completed their doctoral programs by 2024, amounting to just 1,324 graduates.
4. Institutional Disparities: Makerere University dominated doctoral completions, accounting for 81.4% of the total.
5. Gender Disparity: Female graduates represented only 33.8% of doctoral completions.
6. 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 21^st 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