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.
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
-
General1 week agoUndergraduate Admission Lists under Government Sponsorship 2024/2025
-
General1 week agoUndergraduate Admission List Private Sponsorship Scheme 2024/2025
-
General1 week agoRe-advertisement: Undergraduate Programmes 2024/2025
-
General6 days agoDiploma/Degree Holders Admission Lists 2024/25
-
General1 week agoFreshers’ Orientation and Registration For 2024/2025 Academic Year