Education
Resurrecting forgotten history: African Slave trade & modern-day slavery
The Centre for Teaching and Learning Support, CEES in collaboration with the University College London, UK organized an Educational webinar entitled: Omissions in Sloane’s Jamaican collections: African slave trade and modern slavery building shared futures. The webinar held on 28th July, 2023 saw over 40 participants; lecturers, students from Makerere University and other Public and Private universities engaging in debates on addressing contemporary challenges as such Modern Slavery.
The Educational webinar was spearheaded by Dr. Dorothy Sebbowa and panelists; Dr. Mary Kakeeto and Dr. Zaid Sekitto all from Makerere University.
Dr. Dorothy Kyagaba Ssebowa who is a Sloane Lab Community Fellow began the webinar with a citation from William Wordsworth who once said: ‘Let us learn from the past to profit by the present, to live better in the future.’
Dr. Kyagaba noted that, Sir Hans Sloane (1660-1753) was a significant historical figure of the 18th Century who collected artifacts (flora& fauna) from Jamaica on the enslaved Africans during the Transatlantic Slave trade. Upon his death in 1753, Sloane bequeathed his collections which laid the foundations for the establishment of the world’s first free national and public museum, the British Museum. That is why his role as a pioneer cataloguist is remembered in museum, archival research and history education scholarship. Dr. Kyagaba argued that, although Sloane frequently included information about how locals such African Slaves used objects, herbal medicine, cultural and life experiences, this information is not only filtered and interpreted through Western lenses, but it is often viewed and dismissed as misinformation substantiating superstitious practices. Additionally, the history of slavery and the experience of enslaved people in museum, archival and history education scholarship has been largely un-investigated with notable gaps and omissions as reflected in the Specialist Guide to the Sloane Jamaican Database. Using Sloane’s guide as a key unit of analysis, the project examined the historicity and methodologies through the lens of Sloane’s involvement in the local of Jamaica the African Slave trade and enslavement (previously ignored or marginalized histories).
Okra and Kola Nut
To this end, two objects identified from Sloane’s Herbaruim: Okra and Kola all from the West African origin. The rationale for obtaining the two plants/objects were transported by the enslaved Africans from Africa to America as during the Transatlantic Slave trade. They are catalogued as Sloane’s Herbaruim collections 1687-89 (Natural History Museum, London). Okra particularly bears a West African name ‘ Okuru’. Okra is rich in vitamins B, C and it a source of lubrication among women.
Kola (Cola ntilida) from West African origin also bears an indigenous name ‘Bichy’. During the Transatlantic slave trade, it was used as a herb and medicine for taking away poison. It is currently useful in different parts of Africa as a medicine, trading commodity and the nuts help the body to get rid of excess water. These plants attach significance to African plant knowledge transfer and medicines. Such local medicines have since been useful in managing COVID 19. Accordingly, Historical hermeneutics emphasizes the conversation, relevance between the past, present and anticipated future
Dr. Kyagaba in her study of Sloane’s works found that Sloane does not recognize that plants such as Kola Nut and Okra were brought into Jamaica by slaves from West Africa during the Transatlantic Slave trade.
She contends that “although Sloane frequently included information about how locals such as African slaves used objects, herbal medicine, cultural life, and experiences, this information is filtered and interpreted through the Western lens. It is also often dismissed as misinformation substantiating superstitious practices.”
Okra, as she discovered originated from west Africa and was called Okuru. It is to this day still being eaten as a soup in west Africa. Okra is rich in vitamins A and C, as well as antioxidants that help reduce the risk of serious health conditions like cancer, diabetes, stroke, and heart disease. Okra is also a good source of Magnesium.
The research speaks to a relationship between the past, the present and the future.
The other herb that was investigated was Kola Nut, which is also said to have originated from West Africa.
In Igbo Culture in Nigeria Kola Nut is the first thing to be served to a visitor as they believe that it symbolizes peace and shows one is welcomed in peace. It symbolizes peace, unity, reconciliation, integrity, life, fraternity, hospitality, goodwill and kindness.
Dr. Kyagaba said that there is an argument that non-European peoples may have served on projects of imperial medicine, but the full extent of their pharmaceutical and medical knowledge was concealed, ignored, and sometimes lost. This contribution by the slaves ought to have been documented, Dr. Kyagaba argues.
The researchers found that Sloane’s writings were biased and prejudiced. The contribution of African slaves or their names were omitted from Sloane’s catalogue and yet they had a big role to play in the civilization of the Americas.
Between 1517 and 1867, about 12.5 million Africans were forced into slavery. These Africans were purchased by Europeans and sold in the Americas for a profit. In spite of their contributions to civilization, there is not enough documentation of the same. Dr. Kyagaba in her submission called for documentation of these forgotten history. ‘It is important for African historians to write and reconstruct and deconstruct history that has been given to us. Above all let the learners together with their teachers engage in a collaborative interpretation of the historical narratives presented to them.’
Dr. Kakeeto Mary a key panelist of the webinar joined the conversation and conceptualized Modern Slavery. She said that Slavery is not only historical, today over 50 million people are victims of modern slavery which is mainly affecting the Global South.
She defined modern slavery in a number of ways: when an individual is exploited by others, for personal or commercial gain. Whether tricked, coerced, or forced, they lose their freedom. That manifestations of modern slavery include but is not limited to human/child/drug trafficking, forced labour, debt bondage, force marriages, sex slavery among others.
Many people who joined the online discussion through the metimeter link chats agreed with Dr. Kakeeto that modern slavery exists in many countries citing the enslavement of Ugandans who travel to the Arab world in search of employment. ‘Unlike the historical slavery, Modern slavery is disguised!’.
Additionally, Dr. Zaid Sekitto remarked that, youths are taken to the Arab world by labour companies that pay little or no attention to them, their health insurance once they get to the homes of their employers. That, the Business and Human Rights Resource Centre recently reported a family of a Ugandan lady that had allegedly been physically harmed by her employer in Saudi Arabia until her death. That, the most vulnerable groups are: women, young girls and children.
Discussants of the Webinar proposed solutions for addressing modern Slavery by calling on the government to create employment for Ugandans, enforce skills as reflected in the Competency based curriculum at the secondary level, empowerment, respect for cultures and women, create awareness and sensitization about the modern slavery and its ills, as well as implement anti-slavery laws and promote fair labor laws and practices.
Education
UNESCO CFIT III, Transforming Higher Education through Innovation and Competence-Based Skills
Makerere University hosted an insightful and educational national workshop at the College of Engineering, Design, Art and Technology (CEDAT) conference hall on July 29, 2025 aimed at citing ways how Higher Education can be improved into innovation and research-led learning as well as how education can be changed from the traditional learning to competence-based learning. The workshop was based on the theme, “Reimagining Higher Education for a Skills-Based, Innovation-Led Economy”.
The event commenced with a tour of exhibitions which featured innovations like, skin care products (With love) body jelly created by Raphaelina Okoth a student from Mbarara University of Science and Technology, designed to provide effective hydration for different skin types, and an AI powered medical diagnosis system (Integrated healthcare system) designed to reduce waiting times in health care settings, featuring emergency management capabilities and patient doctor communication tools developed by Hargreave Aturinzire a student from the College of Computing and Information Sciences (CoCIS). Other innovations included Mobile App similar to Uber that helps users find trustworthy mechanics in case a car breaks down in an emergency, reducing delays and inconveniences through features like voice support and photo uploads, developed by students based at the Makerere University Innovation Pod (Mak UniPod). Developed by Bill Canton Ojoke and Nanzala Joyce. M both students from CEDAT, a water quality testing prototype for fish farmers that automatically monitors parameters like temperature, PH, and ammonia levels sending SMS alerts when issues are detected was also showcased. Also exhibited was an automated precision irrigation system designed to solve issues of over and under irrigation problems, developed by students from College of Health Sciences (CHS) and College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB) among others.
Speaking at the event, the Vice Chancellor, Prof. Barnabas Nawangwe, expressed his appreciation to the citizens and Government of the People’s Republic of China who made the funds available to the United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake the important assignment, the China Funds In Trust (CFIT) project. He further thanked the government of Uganda for supporting innovations and technology taking place at different universities.
“I am really encouraged that they are still some Ugandans who receive other people’s money and put it to good use; they are people with integrity which helps our country to move forward,” said Prof. Nawangwe.
He made mention of the success of other countries like South Korea and China in innovation and the need for Uganda to follow suit as this will boost the economy of the country, and demonstrate the importance of promoting innovation and research.
He emphasized the importance of creating jobs for the growing youth population to stabilize the state of Uganda, a task that is upon Ugandans themselves and not anybody else from any country, “The bulk of industrialization in Uganda must be by Ugandans and particularly the young people who have had the opportunity to get higher education, especially in innovation and research related fields,” he said. “History will judge us harshly if we don’t do anything to create jobs for our people,” he argued.
The Vice Chancellor discussed the challenge of low enrollment in higher education in Uganda and the need to produce more engineers and technologists. “We need to put our efforts together in order to have a reasonable impact,” he said.
Prof. Nawangwe called for collaboration among universities to have a significant impact on industrialization and job creation. He highlighted the role of Mak UniPod in producing companies and creating jobs. “I believe that through the training our students and staff undergo at the UniPod, we are going to begin churning out companies”, said Prof. Nawangwe.
He sounded a wakeup call on the importance of using current resources to make an impact and the potential risks of relying on external aid. “This is not going to be there all the time as the funders can wake up in the morning and freeze all the funds”, said the Vice Chancellor. He said this in relation to the United States of America’s act of withdrawing their funding from UNESCO. “This should be a very good lesson,” he commented.
Deputy Chancellor in charge of Academic Affairs at Mbarara University of Science and Technology (MUST), Prof. Nixon Kamukama highlighted the success of the project, mentioning that six African countries participated, with Mbarara University and Makerere University being chosen from Uganda.
“Traditional lecture methods are being replaced with hands-on, student-centered training, the emphasis is on practical skills, with more time spent in the field rather than lecture halls”, he stated.
He further explained the training of lecturers under the CFIT project, with two cohorts completing the training and receiving certificates. This is in line with skilling and preparing for the students doing the new curriculum who are coming on board. “And it is our policy that as a lecturer, if you don’t have a certificate when it comes to 2027, it will be hard for you to appear on the timetable, because you will have no skills”, said Prof. Nixon.
However, he discussed the challenges of matching traditional lecturers with students trained in competence-based education. “It would be very difficult to match the traditional lecturer and the student who has trained differently”, he said.
He went on and said that there is a mismatch in training approaches, particularly affecting education students who struggle to find employment. Schools are finding it very difficult to employ Students who are doing education because they have not been taken through the competence-based curriculum”, he expressed.
He however encouraged the government to address employment issues by supporting competency-based education whereby a student can manage to start up a project and move on instead of looking for jobs.
Prof. Kamukama also emphasized the need for practical training. “You need farms that will engage all these students, 80% of the time should be spent in the field. We have to take lecture rooms to the industries or bring industries to the lecture rooms”, he stated.
He explained that traditional lecture methods are becoming obsolete, with a shift towards hands-on training. “Soon lecturers and professors are going to put aside their yellow notes and we move on”, he said.
He acknowledged the role of artificial intelligence in education with a focus on practical skills.
Mr. Timothy Ssejjoba, the Commissioner University Education and Training in the Ministry of Education and Sports, expressed gratitude to UNESCO for their coordination efforts and securing funds from the People’s Republic of China.
In his remarks, he highlighted the focus on competence-based assessment systems to prepare students for employment. “I think this project is really leading higher technical education into employment”, he stated.
Mr. Ssejjoba introduced the concept of green skills and their importance in creating a sustainable world. “We need to ensure that whatever we do, we do it in a way that would enable the world to be here long after us”, he commented.
He further mentioned the upcoming training on green skills to ensure that the education system empowers learners to sustainably develop the world. In this he emphasized the need for the education system to support and embrace green skills development.
Mrs. Nasaba Rosemary a representative from UNESCO, congratulated Makerere University and MUST upon their competence based education initiatives. And on this note, she emphasized the importance of celebrating success and innovation in education.
She further mentioned the pride felt by UNESCO due to the universities’ achievements and hoped that the successful model will be replicated across all universities and schools in Uganda.
The UNESCO representative discussed the importance of hands on learning and practical experience in education. “We need people who have learned from experience, that’s why we are very proud that you are looking at competence and hands on approaches”, she stated.
Education
Mak CEES Principal commends Prof. İbrahim Hakan Karataş for undertaking research in higher education
On Thursday 24th July 2025, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga, commended Prof. İbrahim Hakan Karataş, an international Postdoctoral Research Fellow from Turkey, for his contribution to research and graduate training at Makerere University in particular, and Uganda at large.
Prof. Karataş has undertaken research on Uganda’s Higher Education considering its broader political, economic and academic context, in order to contribute to a comparative study aligned with Turkey-Africa vision and internationalization policies in higher education.
Prof. Karataş is a scholar and researcher. He holds a Bachelor of Arts and Master of Arts in Turkish language and literature. He earned his PhD in Educational Leadership in 2008. He is an academic, who has served in the capacity of Assistant Professor as well as Head of Educational Administration Department at the Medeniyet University in Istanbul, Turkey.
Prof. Karataş has worked with academic staff at School of Education including Dr. Charles Kyasanku and Dr. Alfred Buluma to write papers focusing on Uganda’s higher education sector. He has also engaged and involved graduate students in research and publication undertakings.
Posted at the School of Education effective 15th August 2024, Prof. Karataş completed his research fellowship at Makerere University on 24th July 2025.
Bidding him farewell, Prof. Mugagga appreciated Prof. Karataş for choosing to work with staff in the College of Education and External Studies, and for his deliberate focus on research in higher education. Prof. Mugagga re-affirmed that Prof. Karataş’ research and findings will inform and enrich the higher education sector.
To ensure that Prof. Karataş continues to remember the institution, the College Principal presented to him, a Makerere University Necktie. Prof. Mugagga noted that the souvenir would enable Prof. Karataş always rekindle the great memories about Makerere University and the College of Education and External Studies.
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