Education
Dr. Caesar Jjingo wins Fulbright Award to promote the teaching of Kiswahili in Uganda
As Makerere University intensifies efforts to promote the teaching of Kiswahili, Dr. Caesar Jjingo has also joined efforts to gain more knowledge in exploring the Kiswahili using teaching competence-based curriculum and related approaches
Dr. Jjingo is among those who will be flying to the United States of America in August to conduct post-doctoral research in competence based curriculum at the University of Arizona.
This after winning a five-months Fulbright African Research Scholar Grant aimed at enhancing curriculum development in relation to competence-based language – Kiswahili – teaching at Makerere University and Uganda at large.
Fulbright African Research Scholar Program is a U.S funded program directed at faculty from African Universities to support them conduct postdoctoral research at U.S academic research institutions or universities
The program is expected to contribute to the development of new courses, curricula, or programs upon the participant’s return to his or her home institution.
During the orientation of all the beneficiaries of the U.S Embassy scholarships, the public engagement Officer at the U.S Embassy Kampala, Amy B. Petersen said, “We are proud to sponsor the Fulbright program which is an academic exchange program and each year we send 10 to 12 Ugandans students on the different academic exchanges”.
She said Makerere University has previously been the biggest benefactor of the Fulbright program. She, however, noted that this year, only one staff of the university is benefiting from this program unlike last year where about three of them benefited.
The program is fully funded by the U.S. Government and has been happening for over 75 years.
“This is one of the flagship programs for international understanding, mutual cooperation exchange that brings countries together through academic exchange,” Petersen said.
She explained that the students before departure are given an orientation to equip them with the necessary knowledge and understanding of the United States of America.
“This orientation prepares them for life in America, it is hard to be in another country not of your origin, especially when you are a student, but the orientation helps to prepare them academically, how to live, so that they can thrive while doing their academic work,” she said.
She advised them to always prepare for their travels by doing some sort of reading, preparing for their studies, understanding the situation and also embrace personal orientation in addition to being in connection with the people in charge of them in the United States of America.
While attending the orientation at the American Centre at the Embassy Plaza in Nsambya, Dr. Jjingo said he specialises in Kiswahili language particularly in syllabus designing and curriculum development.
“I am the second Kiswahili specialists to have won this award, the first being Prof. Ruth Mukama who got it in 1993 almost 30 years ago. I am happy that I was also able to get it as a Kiswahili specialist,” Dr. Jjingo said.
“I will be going to the University of Arizona specifically to study more and also do research on competence-based language teaching which was introduced in Uganda a few years back,” he added.
He explained that despite the introduction of competence-based teaching in Uganda, a section of Kiswahili teachers who are in service do not know much about it.
“Given that some of us who are teacher trainers were ‘never’ trained on how it works, the principles and the theories behind it, I felt it was wise to go to the country where it originated from and learn from the experts.”
While at Arizona University, for the five months, Dr.Jjingo hopes to learn how to develop a training manual such that his coming back will mean training other teacher trainers with regards to Kiswahili or languages in general such that they can be at par in regard to training teachers.
Dr. Jjingo cited a general gap with the competence-based curriculum which was launched in Uganda saying many Kiswahili teachers complain of not knowing how the projects are done or evaluated etc.
“Much as the National Curriculum Development Centre retools teachers, you find that there is a gaps which I want to contribute addressing,” Dr. Jjingo emphasized.
He said, while at Arizona University, he will develop a training manual which can be contextualized to different teacher training institutions in Uganda especially for those that produce Kiswahili teachers,” he said.
He said on his coming back, he expects to teach students the different components, rationales, theories and models behind the competence-based language teaching which currently he does not have and they have been missing.
This comes at the time when the country introduced Kiswahili as a compulsory subject in primary and secondary schools as a way of integrating fully with the other EAC partner states.
Uganda joined Rwanda in the list of regional countries seeking to boost their language use as they seek opportunities in the integrated EAC where English and Swahili are the main languages of communication.
Dr. Brian Semujju, a senior Lecturer at the Department of Journalism and Mass Communication also an alumni of the Fulbright program said the program has helped him make professional friends and taught him how to teach science communication.
He implored more university staff to apply for the scholarships so that they can build a strong research base and alumni.
On 17th June 2025, the Principal of the College of Education and External Studies at Makerere University, Prof. Anthony Muwagga Mugagga hosted a meeting with Dr. Hanan Al Malki, the Director of Program and Centre Planning and Management at the King Salman Global Academy for the Arabic Language, aimed at building institutionalized partnerships in language education in Uganda and globally.
The proposed collaboration presents Makerere University with a golden opportunity to increase the number of students studying the Arabic language at the Undergraduate and Masters’ degree levels respectively through provision of scholarships, as well as, staff and student exchange programmes.
With reference to the 2024/2025 academic year, over 40 students are studying Arabic Language studies under the Bachelor of Arts with Education degree programme, and two (2) students studying the Arabic language at the Masters degree level at the College of Education and External Studies.
Welcoming Director Malki to the College, Prof. Mugagga expressed the readiness of staff members to collaborate with reputable partners to promote language education in Uganda and globally. He was delighted that through this meeting, the College had embarked on a fruitful discussion to partner with an international academy established to teach, promote and preserve the Arabic language.
The meeting brought on board the following academic staff at Makerere University: Dr. Muhammad Kiggundu Musoke-Head, Department of Humanities and Language Education, Dr. Ayoub Twahir Sekitto-Coordinator Arabic Languages at the School of Education, and Dr. Ibrahim Ssali- Coordinator Arabic Language, College of Humanities and Social Sciences.
Committed to forging collaboration with the College of Education and External Studies at Makerere University, Dr. Malki disclosed that partnering with universities was one of the most effective strategies in the promotion of the Arabic language, and revival of the Arabic culture in Uganda. In line with advancing the Arabic culture and values globally, Dr. Malki emphasized the academy’s focus on language planning, computational linguistics, education, and culture.
Contributing to the discussion on examining proficiency in the language, Dr. Malki recommended the use of digital testing to measure students’ proficiency in Arabic language.
During the meeting, both parties agreed to actively participate in the rejuvenation of Arabic studies at Makerere University and Uganda at large, through frameworks and institutionalized approaches guided by a Memorandum of Understanding (MoU). The MoU would set parameters for the collaboration integrating the proposed hosting of an Arabic Centre at Makerere University, provision of scholarships, staff and student mobility programmes, joint lectures and supervision, and establishment of teaching and learning facilities.
The College Principal supported the proposal to establish a specialized Arabic Institute with a Language Auditorium. According to Prof. Mugagga, the facility would provide one-stop centre for the teaching of the Arabic language and cultural exchange.
The Head of the Department of Humanities and Language Education, Dr. Kiggundu Musoke stressed the need to prioritize teacher training in the Arabic language field. He explained that through its degree programmes, the College of Education and External Studies trains a number of students/teachers, who on completion of their studies, contribute to the teaching, promotion and dissemination of the Arabic language in Uganda and beyond. However, the demand to enroll for the Arabic language studies is curtailed by the financial limitations faced by some of the prospective applicants.
Convinced that if the prospective students are supported financially to access University education the student enrollment in Arabic language studies would increase to the desired levels, Dr. Kiggundu Musoke urged members to expedite the finalization of the MoU to boost collaboration and provision of scholarships to both staff and students.
Makerere University has taken a significant step toward transforming its digital education landscape with the unveiling and stakeholder review of its Draft Master Plan for Open, Distance, and e-Learning (ODeL). The consultative workshop, held on Thursday, June 5, 2025, at Hotel Africana, brought together university leadership, academic staff, student representatives, and development partners to review the 10-year roadmap aimed at scaling access to quality, affordable, and inclusive education.
The workshop was officially opened by the Deputy Vice Chancellor (Academic Affairs), Professor Buyinza Mukadasi, who represented the Vice Chancellor. In his remarks, Prof. Buyinza underscored the transformative potential of the KOICA-supported initiative.
“This project is a significant milestone in our journey to enhance the university’s capacity in ODeL,” he noted. “With support from the people of the Republic of Korea, KOICA’s grant will enable us to strengthen our ODeL infrastructure, develop high-quality digital content, and build staff capacity. This investment will undoubtedly have a lasting impact on our institution and the wider education sector in Uganda.”
Prof. Buyinza also paid tribute to the late Prof. Sung Seyeoung, the head of the Project Management Consultant team in Seoul, who passed away earlier this year, describing him as “a dedicated partner in this transformative journey.”
The project, which began in 2024, is being implemented with technical support from the Korea National Open University (KNOU) and the Korea Institute for Development Strategy (KDS). It focuses on three core components: development of a strategic and contextualized ODeL masterplan; capacity building for academic, administrative, and technical staff; and enhancement of ODeL infrastructure, including a new Learning Management System (LMS), Content Management System (CMS), ICT equipment, and the construction of a dedicated ODeL building.
Professor Henry Alinaitwe, the Project Investigator, emphasized the forward-looking nature of the initiative. “Through this masterplan, we are not only expanding access to higher education across Uganda and beyond, but also redefining how knowledge is delivered in the 21st century,” he said.
The workshop aimed to disseminate information about the masterplan, gather stakeholder feedback, and prepare the document for preliminary approvals by the University Senate and Council. The draft was developed by a joint task force composed of Ugandan and Korean experts, including representatives from KNOU, KDS, Makerere’s Institute of Open, Distance and e-Learning (IODel), and the Directorate for ICT Support (DICTS).
Prof. Alinaitwe noted that all three project components are progressing steadily. Training sessions are underway both in Uganda and Korea, and the design for the Mak-ODeL building is currently 60% complete, with construction expected to commence later in the year.
The ODeL Master Plan (2025–2035) envisions Makerere as a regional hub for digital education. It outlines strategies to increase the number of accredited ODeL programmes, enhance ICT infrastructure, improve content development, and ensure that distance learners can access high-quality and flexible education through the university’s Moodle-based MUELE platform.
Speaking at the workshop, KOICA Country Director Ms. Ahn Jihee commended Makerere for its commitment to digital transformation. “We believe education is a powerful driver of national development, and we are proud to partner with Makerere University on this ambitious journey,” she said. “Our partnership is not just about technology, but about building resilient systems and empowered people who can shape the future.”
She also recognized the efforts of both Ugandan and Korean teams and encouraged continued dialogue and knowledge sharing.
Currently, only 8 of Makerere’s academic programmes are offered through ODeL. However, the university’s Strategic Plan (2020–2030) envisions a substantial increase in that number. The new masterplan draws from international best practices including models from KNOU, Hanoi Open University, and the Africa Virtual University.
Prof. Alinaitwe extended special thanks to KOICA and its Kampala-based experts Prof. Kim Hyunjoo and Mr. Kim Kihun for their ongoing support, and acknowledged the contributions of the Makerere team—Prof. Paul Muyinda, Dr. Godfrey Mayende, Dr. Harriet Nabushawo, Dr. Richard Kajumbula, Mr. Samuel Mugabi, and Co-PI Dr. Venny Nakazibwe.
“We are laying the foundation for a future where Makerere University can provide education that is not just accessible, but also adaptable to the needs of learners wherever they may be,” he concluded.
The masterplan, once finalized and approved, is expected to usher in a new era of blended, learner-centered education that meets both local and global demands.
In his closing remarks, Professor Anthony Mugagga, who represented the Deputy Vice Chancellor (Finance and Administration), applauded participants for their insightful engagement. He emphasized the need for academic units to take ownership of ODeL implementation.
“The future of education is blended and borderless,” Prof. Mugagga said. “We must collectively embrace this shift—not just through policy, but through action: by developing new programmes, supporting learners, and investing in infrastructure that will carry us into the next generation of higher education.”
He also expressed appreciation to KOICA for its continued support and funding, which he said is helping to shape a more resilient and inclusive education system for Uganda and the region.
By Eutychus Ngotho Gichuru
The escalating fight between veteran US President Donald Trump and the powerful American institutions like Harvard University is politics, it’s bare-faced incursion into intellectual freedom that can reshape the international world of higher education, particularly for Africans. The latest “scandal,” Trump’s combative condemnation of colleges as liberal ideological hotbeds, amplified by legal intimidation and political retaliation against colleges like Harvard, is damaging America’s international reputation as the academic gold standard. Unless the trend continues, African scholars have long regarded American colleges as embodiments of intellectual liberty will seek further afield, such as China’s Tsinghua University, and redefine the landscape of scholarship.
Trump himself, bloated-check on his 2024 campaign and beyond, denounces elite universities as “woke” indoctrination centers. Demands to defund universities, ideological segregation, and laser-beam focus on diversity programs have chilled the atmosphere. Harvard, already on trial for affirmative action and accused of suppressing conservative thinking, is under greater scrutiny than ever. The Trump-endorsed Supreme Court win in 2023 over the case against racially discriminatory admissions, as a triumph for Trump and his faithful, has been exerting political pressure on institutions to fall in line. Politicization is destroying the very essence of intellectual freedom: freedom to pursue truth through means of open-ended inquiry, unhampered by interference.
For African students, it is shattering the American academic dream. America has been the preferred destination of African Muslims for many years, with 400,000 or more African students enrolled in American universities by 2023. Harvard stands for hope, intellectual activism, and interdependence worldwide. But when academic freedom is attacked, either in Muslim nations by executive fiat or group demonization, students question the system. The image of American universities as payoff politics centers rather than temples of knowledge is a great discourager.
Take the case of China, which has placed its universities at the world map. Tsinghua University, affectionately referred to as “China’s MIT,” features among the top 20 universities in the world with state-of-the-art research in AI, engineering, and global governance. China’s Belt and Road initiative has already prompted scholarship collaborations with Africa, awarding more than 50,000 African students scholarship annually. China provides an open alternative to America, in which political anti-foreigner prejudice and visa controls have tightened but in which Tsinghua’s insistence upon technical discipline and non-Western-inspired political scandal-mongering offers a sanctuary to those denied security and possibility.
Life for African students is a game. If the shine fades from American campuses, Nigerian, Kenyan, or Ghanaian students may be lured by the more appealing prospect of subsidized campuses and meritocratic competition culture of Tsinghua. Chinese universities, though not inexpensive, are another deal: intellectual seriousness untainted by ideational competition distorting American campuses. To Africans bureaucratically and financially strained in America, China’s streamlined visa process and subsidized schooling are appealing. Tsinghua welcomed 20% more African applicants in 2024, and the figures can only go up if America’s learning environment deteriorates.
This has far-reaching implications. Chinese-educated Africans will increasingly adopt the Beijing approach to geopolitics, enhancing China’s soft power in Africa. America will lose the intellectual and cultural capital that it has gained through decades of exportation of Africa’s best and brightest for studies in its institutions. Harvard-educated African leaders have led the innovation and governance driver in the continent; a transition to Tsinghua would funnel those networks into China’s quarter. In order to ensure academic freedom and global competitiveness, America should not politicize its colleges and universities. Institutional autonomy must be upheld by academics and legislative members in a situation where scholarship, rather than ideology, is the basis of higher education. For the students from Africa, the consequence is ominous: college selection not only determines their future but that of the continent. And if the Trump-Harvard soap opera continues chewing away at American scholarship’s trust factor, Tsinghua’s gates will swing wider and wider, and Africa’s best and brightest will walk through them with the U.S. in their rearview mirror.
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