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
School Stakeholders’ Exhibition: Graduate Students partner with schools to simplify the new Competence Based Curriculum
Makerere University, on Thursday 26th March 2026, hosted the School Stakeholders’ Exhibition, bringing together learners, teachers, researchers, and education policymakers to demonstrate how Uganda’s Competence Based Curriculum (CBC) can be implemented through experiential learning and real-life situations.
The Exhibition was championed by graduate students from the College of Education and External Studies (CEES) and the College of Humanities and Social Sciences (CHUSS) guided by Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University.
With Dr. Anne Ampaire’s close supervision, the graduate students studying the Master of Early Childhood Education, Postgraduate Diploma in Education, and the Master of Education-Educational Psychology, teamed up with various schools and learners, to showcase the possibilities of taking classroom content into real-life situations.
For instance, at the pre-primary level, students in kindergaten and nursery schools (Two to Eight years) participated in the Early Childhood Development (ECD) sessions guided by their teachers, and graduate students pursuing the Master of Early Childhood Education at Makerere University.
Themed, School Stakeholders’ Responsibilities in Shaping Minds for Productive Life, the exhibition attracted pre-primary, primary and secondary school learners, university students, educators and stakeholders in the education sector.
The following university officials graced the School Stakeholders’ Exhibition: The Principal of CEES-Prof. Anthony Mugagga, the Dean, School of Psychology-Dr. Martin Baluku, and the Head of the Department of Educational, Social and Organisational Psychology-Dr. Richard Balikoowa, Dr. Naomi Namanya-School of Psychology, and Ms. Ritah Namisango-Public Relations and Communication Specialist, who moderated the proceedings.
Education is no longer confined within classroom walls
Dr. Anne Ampaire, a Lecturer of Educational Psychology, welcomed the participants to the Exhibition, an initiative designed to connect theory with practice through stakeholder collaboration.
“Why is it important for Makerere University academic staff and students, to engage with headteachers, teachers, administrators, and learners from pre-primary, primary, and secondary levels? The answer lies in collaboration and shared responsibility, to effectively implement the Competence Based Curriculum,” she emphasised.
Dr. Ampaire explained that the Competence Based Curriculum represents a major shift in education delivery. “Education today is no longer confined to classrooms, not even the transmission of knowledge from teacher to the learners is adequate. The new Competence Based Curriculum focuses on developing competencies that prepare learners for a rapidly changing world,” she stated.
She highlighted the key competencies promoted under Competence Based Curriculum (CBC), including critical thinking, creativity, communication, and problem-solving. “With CBC, the learner is at the centre of this transformation, actively engaged in a learner-centred learning environment,” she added.
CBC grounded in psychology and experiential learning
Dr. Ampaire explained that the exhibition is rooted in educational psychology and field-based research conducted by Makerere University graduate students. “This work is grounded in early childhood education, psychology of learning, human development, and instructional science,” she said.
According to Dr. Ampaire, the School Stakeholders’ Exhibition re-affirms that learning is shaped by the environment and interaction. “The environment continuously shapes learning,” she stressed.
She emphasised that modern education is collaborative. “What I know, what you know, and what others know-when combined-form a stronger system. That is the direction education is taking,” she said.
Dr. Ampaire challenged traditional teaching models. “Gone are the days of teacher-centred learning where the teacher is the sole authority. Today’s learning model recognises that none of us knows it all,” she said.
Roleplays, drama, and cultural performances
A major highlight of the exhibition was a series of interactive performances by learners from different schools, who used drama, storytelling, and traditional dances to demonstrate CBC principles in action.
Pre-primary and primary learners guided by teachers and graduate students, staged roleplays reflecting everyday life situations, including family interactions, classroom discipline, peer pressure, and decision-making. The performances illustrated both positive and negative behaviours, with learners demonstrating how better choices could be made in real-life situations.
In one roleplay, a home setting illustrated the importance of parental attention and emotional bonding, showing how children respond better when given quality time and encouragement.
Another skit focused on classroom discipline, where learners acted out cases of dishonesty and conflict, later resolving them through dialogue, counselling, and cooperation between teachers and parents.
A nutrition-based performance demonstrated how diet affects learning outcomes, contrasting healthy meals such as fruits, eggs, and yoghurt with unhealthy options such as soda and processed snacks.
The exhibition also featured vibrant traditional dances performed by learners to cultural songs. The performances showcased unity in diversity and reinforced messages of identity, discipline, and teamwork.
We must be our brother’s keeper
Dr. Richard Balikoowa, the Head, Department of Educational, Social and Organisational Psychology, emphasised the importance of positive psychology in child development. “Human beings are dynamic and grow through stages of confusion, chaos, compromise, and change,” he said.
He urged educators to focus on constructive discipline approaches. “We should strengthen desired behaviour through positive reinforcement and carefully guide correction without harming the child’s wellbeing,” he said.
Identify formation and long-term development
The Dean of the School of Psychology, Dr. Martin M. Baluku, emphasised identity formation and long-term development. He stressed the role of both teachers and learners in shaping future outcomes. “As teachers, we have a responsibility to shape minds and identities. At the same time, learners must actively shape themselves,” he said.
He called upon students to remain focused on their aspirations. “If you want to join Makerere University in future, you must work hard and take your studies seriously,” he said.
CBC is a bold and necessary reform
Dr. Ampaire described the Competence Based Curriculum (CBC) as a major transformation in Uganda’s education system. “CBC is a bold and necessary step. Education is no longer confined within classroom walls. Learning is everywhere. We should prioritize project-based learning and contextual education. A banana plantation is a laboratory. A craft workshop is a laboratory. Learners must connect classroom knowledge to real-life experiences,” she said.
Schools must embrace practical learning
The Principal of CEES, Prof. Anthony Mugagga, praised the initiative and urged schools to fully adopt CBC approaches. “Many schools are still struggling with how to implement the Competence Based Curriculum,” he stated.
He emphasised that learning must be practical and reflective of real life. “When a child observes behaviour, they may internalise it. That is why learning experiences must be carefully guided,” he said.
Prof. Mugagga urged learners to value time and education. “When faced with challenges at school and you feel like giving up, remember those other Ugandans who wish to be at school, but they are not able, due to lack of school fees,” he advised.
“Being at school is a golden opportunity that you need to utilize to become a better person. I encourage you to be hard-working, focused,disciplined and resilient as you pursue your studies,” he added.
Sharing his experience, Prof. Mugagga disclosed that he was once a student, who faced challenges, but he did not give up.
Prof. Mugagga informed the participants that he was a seminarian, and when his chances of becoming a priest did not materialize, he focused on other career paths within the education sector, rising up to the rank of Professor at Makerere University, and with ability to stand in front of the learners, to share words of wisdom and inspiration.
Stakeholders encouraged to support learner centred education
The exhibition concluded with a strong call for collaboration among parents, teachers, policymakers, and communities to support learner-centred education. Stakeholders agreed that the Competence Based Curriculum can only succeed if all actors work together to create supportive, practical, and inclusive learning environments that prepare learners for real-life challenges.
Schools that participated in the exhibition
Some of the schools that participated in the exhibition include: Mengo Senior Secondary School, Mirembe G. Vocational Training Centre-Zana, Garfield Nursery and Primary School-Gayaza, Tephies Kindergarten School Nagalabi-Budo, Raayat Islamic Primary School.
Education
DACE Launches Research Seminar Series to Strengthen Co-Authorship and Scholarly Engagement
The Department of Adult and Community Education (DACE), under the School of Distance and Lifelong Learning at the College of Education and External Studies (CEES), Makerere University, has launched a bi-weekly research seminar series aimed at strengthening scholarly engagement and promoting co-authorship among staff and students.
The initiative forms part of the Department’s broader strategy to develop and operationalise its research agenda, with the goal of repositioning Adult and Community Education within national and global academic discourse.
According to the Head of Department and staff members, limited public understanding of Adult and Community Education continues to constrain its visibility and impact, particularly in relation to its contribution to lifelong learning, community transformation, and national development. The research seminar series is therefore intended to enhance knowledge production, increase publications, and promote evidence-based engagement in the field.
The seminars, held every Tuesday, are coordinated by Dr. Karembe Ahimbibisibwe and Dr. Kellen Aganyira, following their nomination by the Departmental Academic Board.
The inaugural session, held on Tuesday, 24th March 2026, focused on the theme: “Understanding Co-Authorship in Academic Practice.”
The seminar brought together academic staff, PhD students, and recent graduates of the Master of Adult and Community Education (MACE) programme to reflect on collaborative research and scholarly writing.
Participants engaged with key aspects of co-authorship, including contribution, collaboration processes, and the role of joint writing in enhancing academic productivity and mentorship.
“Co-authorship is not just about writing together—it is about building shared thinking, mentorship, and a collective scholarly identity,” noted one of the facilitators during the session.
As part of the seminar, participants were required to prepare structured abstracts outlining their research focus, theoretical grounding, methodology, and anticipated contribution to scholarship or policy. The session included presentations of draft ideas, followed by peer feedback.
This practical approach enabled participants to move beyond conceptual discussions and actively engage in the process of developing publishable work.
A participant described the experience as transformative. “The seminar has helped me refine my research idea and think more clearly about collaboration. The feedback from colleagues is both constructive and motivating.”
The Department has prioritised inclusive participation by involving graduate students and recent alumni, with plans to expand the initiative to all postgraduate learners in order to strengthen research capacity across academic levels.
Speaking during the seminar, the Acting Head of Department, Dr. Joseph Watuleke, commended staff and students for embracing the initiative and called for sustained commitment to building a research culture. “This seminar series represents a deliberate step toward strengthening our research culture and increasing our contribution to knowledge and development,” said Dr. Watuleke.
Dr. Watuleke noted that the initiative aligns with the strategic direction of the Principal, CEES, Prof. Anthony Muwagga Mugagga, who has consistently emphasized the importance of research in repositioning academic units within the University.
“The Principal has continually guided us to reclaim our intellectual space and strengthen our contribution to Adult and Community Education. This initiative is part of that broader vision of enhancing research visibility and academic leadership.”
The Department envisions the seminar series as a platform for fostering collaborative research, increasing scholarly publications, and building a vibrant academic community within the College of Education and External Studies (CEES).
Education
Makerere University Charts New Future with the unveiling of the Open, Distance and E‑Learning Building and Strategic Plan
By Harriet Musinguzi, CEDAT
Makerere University has embarked on a transformative journey in higher education with the official launch of its Open, Distance and E‑Learning (ODeL) Strategic Plan and the laying of the foundation stone for a new ODeL facility at the College of Engineering, Design, Art and Technology (CEDAT). The event, attended by dignitaries, university leaders, and international partners, marked a milestone in Uganda’s quest to harness digital technology for accessible, innovative, and inclusive education.
Presiding over the ceremony, Ms. Jihee Ahn, Country Director of the Korea International Cooperation Agency (KOICA), underscored the spirit of collaboration that has defined the project. She praised the collective efforts of Korean partners, Makerere’s project management team, and the construction and consulting teams.
Quoting an African proverb, she reminded the audience that “a single stick cannot make fire”, emphasizing that the success of the initiative lies in shared purpose and unity. Drawing from Korean wisdom, she added, “a journey of a thousand miles begins with a single step,” noting that this launch is the first step toward positioning Makerere as a leader in open and distance education across Africa.
“This new building will not be just a physical structure but a driving force that advances our shared vision,” Ms. Ahn said. “KOICA looks forward to continued cooperation with Makerere University and all partners as we move forward together.” she added.
Representing the University Council Chairperson Dr. Lorna Magara, Dr. Silas Ngabirano highlighted the broader significance of the ODeL project. He described it as a turning point in bridging the gap between traditional teaching methods and modern learning needs. “This project is more than just providing technology,” he said. “It’s about enhancing capacity for our students, faculty, and staff. It’s about making education more accessible and affordable, fostering innovation, creativity, and lifelong learning.” He urged staff and students to embrace the opportunities offered by online distance learning, reaffirming the Council’s commitment to supporting initiatives that expand access to higher education.
The Vice Chancellor, Prof. Barnabas Nawangwe, represented by Deputy Vice Chancellor for Academic Affairs Prof. Sarah Ssali, emphasized that e‑learning is a central pillar in Makerere’s Strategic Plan (2026–2030). She noted that the initiative aligns with Uganda’s National Development Plan IV, which prioritizes digital transformation by 2030.
“ODeL provides opportunities for students inside and outside Uganda to engage in learning, access cutting-edge research, and participate in innovation and entrepreneurship,” he said. “Now that ODeL is getting a home, there is no excuse for not delivering.”
Prof. Nawangwe expressed gratitude to KOICA and the people of Korea for the US$12.2 milliongrant, describing it as a testament to Makerere’s reputation as a center of academic excellence and innovation. He also acknowledged the support of Uganda’s Ministry of Education and Sports and the Ministry of Finance, Planning and Economic Development.
The Principal Investigator, Prof. Henry Alinaitwe, outlined three core components of the project: the development of the ODeL Masterplan, the enhancement of e‑learning infrastructure through a state‑of‑the‑art facility and modern equipment, and capacity building to equip staff with the skills needed to create high‑quality digital content. He explained that the construction, valued at USD 3.7 million, is being undertaken by SMS Construction Ltd, with designs developed by ArchForum Consultants Ltd, and is scheduled for completion by September 29, 2027.
Prof. Henry Alinaitwe explained that the ODeL Masterplan was developed through a highly consultative process, engaging numerous Makerere University staff and working closely with project consultants to ensure inclusivity and relevance. He expressed deep appreciation to the implementing partners, the Korea National Open University (KNOU) and the Korea Institute ofDevelopment Strategy (KDS) for their invaluable support in making the initiative a success.
Prof. Alinaitwe also commended the Makerere University Council for approving the allocation of space and committing to maintain the building and systems once operational. He recognized the dedication of the project implementation team, which includes Dr. Venny Nakazibwe(Co‑PI), Prof. Paul Muyinda, Dr. Godfrey Mayende, Mr. Samuel Mugabi, Mr. Alex Mwebaze, Dr. Kenneth Ssemwogerere, and Dr. Lydia Mazzi Ndandiko, for their tireless efforts in managing the project. He further acknowledged KOICA Country Director Ms. Jihee Ahn for expanding the scope of the project beyond the College of Engineering, Design, Art and Technology (CEDAT) to encompass
Written by Musinguzi Harriet, Principal Communication Officer, College of Engineering, Design, Art and Technology.
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