General
African Universities urged on developing comprehensive safeguarding policies with critical elements of safety & protection
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe has urged Universities and other institutions of higher learning in Africa to embrace the approach of having comprehensive safeguarding policies where important elements of safety and protection are considered and all the common forms of risk, abuse and harm are emphasized.
This was during the Vice Chancellors’ Forum, one of the high powered side events of the RUFORUM Annual General Meeting that provides significant platforms for Vice Chancellors of all RUFORUM member Universities to engage, discuss, deliberate and guide on how universities, government and development partners can support the RUFORUM vision and mission of becoming a leader in higher agricultural education.
The Vice Chancellors’ Forum 2023 that was held in Yaoundé Cameroon during the 19th RUFORUM Annual General Meeting that proceeded from 28th October- 2nd November 2023 was the most attended ever with over 150 Vice Chancellors from 40 African countries and other parts of the world. The Forum deliberated on emerging and contemporary issues in higher education to strengthen university systems, promote inclusion and enhance the relevance of universities in national and regional development.
In her welcome speech, Prof. Theresia Nkuo-Akenji, RUFORUM Board Chair and Vice Chancellor University of Bamenda, Cameroon welcomed all Vice chancellors in attendance and acknowledged their strong commitment to the RUFORUM as a Network. She also appreciated the efforts of the Vice Chancellors in setting the agenda for the network to ensure its competitiveness.
According to her, RUFORUM has come of age but growth across every life’s journey comes along with its own challenges and opportunities. She therefore thanked all the Vice Chancellors that have committed and continue to clear the membership fees in time on annual basis. “Your contribution of US$5,000 is what keeps the Secretariat operational,” she said.
Prof. Theresia Nkuo-Akenji drew the attention of the Vice Chancellors to some critical issues such as low institutional burn-out rates of grant funding, the terrible completion rate of graduate students across the network, curriculum reviews that do not incorporate innovative academic programmes and policies that do not respond to global discourses. Noting that such issues have posed serious barriers achieving the network’s objectives.
She urged all universities to collectively support the RUFORUM Secretariat during resource mobilization. “It is important to note that RUFORUM Secretariat is not a donor as many of the members might perceive it. Rather, RUFORUM Secretariat works with all of us to raise resources that can either be sub-granted and/or directly disbursed by the funding agency to each of the universities that is participating. The Secretariat can support the universities efforts in training and ideation processes as well as brokering partnerships with ease. However, we need to ensure that we are all cooperative,” She stated. Presenting a lead paper titled, Enhancing Safeguarding at institutions of higher Learning, Prof. Nawangwe noted that Makerere University is committed to being a professionally governed, equitable, inclusive and gender mainstreamed institution. In line with this commitment, Makerere University has cited the need to have a comprehensive safe guarding policy that is intentional in ensuring that important elements of safety and protection are considered and all the common forms of risk, abuse and harm are emphasized.
According to Prof. Nawangwe, over the years Makerere University has built a record of governing and administrative policies and frameworks such as the Makerere University Policy and Regulations against Sexual Harassment, Makerere University Gender Equity Policy, the Student Accommodation Policy, the Risk Management Plan, the Policy on Persons with Disabilities, the Human Resources Manual as amended, Information and Communication Technology Policy which addresses issues of cyber security and abuse and the Open Distance and E-learning Policy. However, these do not adequately and comprehensively address the key elements of safety and protection.
“These policies only feature identification and prevention as elements of safeguarding hence guidance on the report procedures are least provided for. They much highlight emotional risk and harm and neglect cyber security threats, financial exploitation, limitation of academic freedoms for staff and students,” he said.
“All in all, the policies lack some of the internationally considered forms of risk, abuse and harm. In Africa, we are the second recipients of refugees in the whole world, but we lack anything about protecting refugees in our policies and some of the policies do not have the strategic plans to address any form of risk, abuse and harm,” he added.
He mentioned that the COVID 19 pandemic escalated the issue of mental health with so many cases of mental illnesses globally, an indicator that it is only in a safe and protected environment that people are mentally healthy to be fully creative and innovative.
The Vice Chancellors Forum 2023 also deliberated on topics such as exploring mechanisms for integrating universities into national and regional innovation systems and aligning African agricultural higher education to the future-of-work on the continent and globally.
Presenting on behalf of Prof. Bonang Mohale, Chancellor, University of Free State, South Africa, Agnes W. Mwang’ombe, a Professor Emeritus of Plant Pathology- Department of Plant Science and Crop Protection- University of Free State said that university education has become very competitive yet it is crucial for universities to remain ahead and relevant to their clients and other stakeholders through inclusive virtual modes that have set in new dimensions such as in-house pool of talent that in most cases await to be tapped. She mentioned that it is high time for Universities to shun away from the rampant blame games of how African graduates are not ready to tackle community challenges and focus on revamping, modifying and creating new systems of conducting research.
“As universities, we are expected to produce relevant information, knowledge, technologies, and innovations to fulfill aspirations; develop mechanisms to tap on human resource and mobilize research funds for the university. There is need for actual retooling of academic staff to be able to harness the various competences and skills represented in the universities including students through building alliances and effective teams to grant calls with wider society impact,” she said.
In the context of food and nutrition insecurity, Prof. Mwang’ombe noted that the changing climate has dwindled natural resources and increased social and economic inequalities hence raising concerns for more health food systems and eco-system services. She therefore called for collective efforts towards building resilience for sustainable agriculture and economic empowerment of those most affected by climate change through bio diversity restoration using natural based solutions.
“Food and nutrition is constrained by many factors including the heavy reliance on very few staple crops yet Africa has the diversity of crops some of which can handle some of the current situations,” she noted.
Painting a picture of the Future of Work for a competitive Africa, Prof. Peter Kamwi Matengu, Vice Chancellor, University of Namibia, was concerned about the role of higher education in developing interventions as a mitigating factor towards decreasing jobs in the agricultural sector. According to him, a report published in 2023 by the World Economic Forum recorded 673 million jobs across the globe. It is however expected that this number will decline by 83 million hence creating a job deficit of about 2%.
“It is not surprising that the field of agriculture which has increasingly been mechanized and automated will lose up to 60% of the jobs. The World Economic Forum report also notes that although the automation in Agriculture will create up to 25% of jobs, it is also expected that 75% of job will be lost in Africa if there is no intervention of up scaling and re scaling. This also means that 44% of the workers whose skills need to be upgraded will face a disruption,” he said.
Prof. Kamwi Matengu called upon universities in Africa to undertake relevant, impactful, responsive research that majorly focus on participation. “ The kind of research, I am talking about should enable us translate our knowledge into practice and African education should focus on national self- reliance and train people to be internationally competitive and to be very aware that we have the responsibility of the welfare of everyone,” he emphasized. The Vice Chancellors’ Forum 2023 was moderated by Prof. Roger Tsafack Nanfosso, Vice Chancellor, University of Dschang and Canon Prof. Olivia Nassaka Banja, Vice Chancellor of Ndejje University.
A delegation from the University of Zululand in South Africa, led by Professor Byron A. Brown, the Deputy Vice Chancellor for Engagement and Transformation, is visiting Makerere University on a two-day benchmarking mission focused on Africanising education and strengthening research collaboration.
During their visit, the delegation held discussions with the Vice Chancellor, Professor Barnabas Nawangwe; the Ag. Deputy Vice Chancellor for Academic Affairs, Professor Buyinza Mukadasi; the Ag. Deputy Vice Chancellor for Finance and Administration, Professor Winston Tumps Ireeta; Professor Sarah Ssali, the Director of the ARUA Centre of Excellence in Notions of Identity and the Director of Research, Innovation and Partnerships, Dr. Robert Wamala.
The discussions explored opportunities for integrating African perspectives and knowledge systems into university curricula, enhancing research networks across the continent, and fostering partnerships that empower African institutions to contribute meaningfully to global scholarship. Both institutions reaffirmed their commitment to the decolonisation of education and the promotion of African-led research initiatives.
In a symbolic and heartfelt gesture, the University of Zululand delegation presented a traditional Zulu spear and shield to Professor Nawangwe. The gift was accompanied by a message of solidarity and encouragement—to equip him in the ongoing struggle for the decolonisation of the curriculum at African universities. Professor Brown explained that the spear and shield represent the resilience, courage, and determination needed to reclaim African narratives in education.
Receiving the gift, Professor Nawangwe expressed his deep gratitude and reiterated Makerere University‘s commitment to championing African-centered scholarship and knowledge production. He noted that true transformation of African education must involve redefining curricula to reflect the continent’s histories, values, and aspirations. In return, he presented to Prof. Brown a book with the history of Makerere University.
The two-day mission is expected to pave the way for stronger collaboration between Makerere University and the University of Zululand, including joint research projects, faculty and student exchanges, and shared initiatives aimed at promoting Africanisation in higher education.
On Thursday 24th April 2025, the Director of the Institute of Open, Distance and E-learning under the College of Education and External Studies presented the dissemination results of phase 1 of the e-Learning initiative at Makerere University to over 75 participants and key stakeholders.
The dissemination brought on board Members of Makerere University Management, the Principal and staff from College of Education and External Studies (CEES), a representative from the Ministry of Education and Sports (MoES), student leaders, the Directorate for ICT Support (DICTS), Mastercard Foundation, Arizona State University (ASU)-USA and a representative sample of staff from academic and administrative units of Makerere University.
The dissemination of results of phase 1 of the e-Learning initiative follows the successful conclusion of the implementation process that kicked off in 2021 and ended in 2024. Phase 1 of the Mastercard Foundation Scholars Program e-Learning initiative has been implemented by the Institute of Open, Distance and E-learning (IODEL) in partnership with the Office of the Deputy Vice Chancellor (Academic Affairs).
Addressing the participants, the Director of IODEL and the Principal Investigator, Prof. Paul Birevu Muyinda stated that the overarching goal of phase 1 was to enhance the e-learning capabilities with partner institutions. He elaborated that in phase 1, the Mastercard Foundation worked with 10 universities to digitally transform the teaching and learning processes.
“During the implementation of Phase 1, Makerere University has registered significant achievements in e-Learning. I am glad that you have convened here today during the e-Learning Digital Transformation workshop, to receive the dissemination results as we work together to prepare for Phase 2,” said Prof. Birevu Muyinda.
Phase 1 of the e-Learning initiative provided a platform to strengthen the existing Makerere University e-Learning Environment (MUELE), onboarding of the University leadership, staff and students for the successful implementation of e-Learning initiative, capacity building for staff and students, and involvement of the teaching staff to develop content for online courses.
During the e-Learning Digital Transformation Workshop, Prof. Birevu Muyinda shared the dissemination results of phase 1 of the e-Learning initiative amidst applause from the participants, highlighting the following achievements:
- Training of 1,280 faculty members
- Development of 2,579 courses out of 2,560 representing 100.74%
- Development of four (4) support services modules
- Capacity building for over 7,000 students
- Training and recruitment of 32 e-Learning champions
- Upgrading of the Makerere University e-Learning Environment (MUELE)
- Acquisition of e-Learning infrastructure namely five (5) multi-media studios, a video streaming server and all in one printers.
Presenting the lessons learned, Prof. Birevu Muyinda informed the participants that top management support significantly contributed to the successful implementation of the program.
On this note, Prof. Birevu Muyinda acknowledged the University Council, the Vice Chancellor, Deputy Vice Chancellor (Academic Affairs), Deputy Vice Chancellor (Finance and Administration), the Academic Registrar, the University Secretary, DICTS and the entire leadership at the different levels for the support rendered in the execution of the different activities of phase 1.
In appreciation, Prof. Birevu Muyinda requested the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga, and the Ag. Deputy Vice Chancellor (Academic Affairs), Prof. Buyinza Mukadasi to convey the message of gratitude to the Top University Management and Central University Management respectively.
Underscoring top management support as a pre-condition for successful digital transformation, he provided a detailed account of the lessons learned in Phase 1. These include:
- Co-creation: Course co-creation breeds ownership and effective utilization
- Learning Designers: Learning designers are necessary for the pedagogical design of e-Courses
- Infrastructure: A robust integrated institutional, staff and students’ infrastructure is vital for successful e-Learning ecosystem
- Capacity building: Inclusive capacity building for staff and students is essential for successful digital transformation
- Multi-media Studios: Video content enhances flipped classroom pedagogy. This requires the setup of cost-effective multi-media studios operated by multi-media specialists who also provide ongoing technical support and capacity building
- Pedagogical Building Design: The design of new buildings in the University should take into consideration all pedagogical and inclusivity requirements
- Inclusivity: All courses should be designed following the universal design for learning principles
- Student Support: The success of online courses heavily relies on well structured student support offered by the University (coaches, mentors, facilitators, technicians, career guidance, counsellors) among others
- Central Unit: There should be a central unit (similar to Arizona State University-ASU’s EdPlus) to foresee the design, development and growth of digital and innovative pedagogy in the University
- Design thinking: There is need to use design thinking approaches in digital transformation processes in the University
- Partnerships: There is need to optimize collaborations for institutional growth
Background to Phase 1
The e-Learning Initiative is a program funded by Mastercard Foundation out of the need to address the negative effects of the COVID-19 pandemic that constrained access and continuity of teaching, learning and community engagement activities at Makerere University.
The COVID-19 pandemic disrupted the teaching and learning in a number of universities in Africa. As the pandemic intensified, the World Health Organisation and the respective countries issued Standing Operating Procedures (SOPs) which limited physical interactions, gatherings and restricted movements. In extreme cases, the respective governments declared a lockdown to reduce the spread of the deadly pandemic. The lockdowns affected a number of Universities, higher education institutions and schools that had to stop operations, close and send students home in order to save lives.
Makerere University continued to conduct online teaching and learning aided by its home grown, Makerere University e-Learning Environment (MUELE), managed by the Institute of Open, Distance and e-Learning under the College of Education and External Studies.
Although MUELE enabled Makerere University to conduct online teaching during the difficult time of the COVID-19 pandemic, the experience called for a robust approach to institutionalize MUELE and online teaching pedagogies.
In its strategic plan, Makerere University committed to providing innovative teaching and learning as well as adaptation to ICT trends. This strategic approach dictated the adoption of a blended approach towards teaching and learning. The COVID-19 period and post COVID-19 challenged Universities to come up with immediate, short-term and long-term measures to institutionalize e-Learning through onboarding of staff and students, creating content for online courses, and acquisition of the required infrastructure and equipment for e-learning.
Fortunately, the Mastercard Foundation issued a call for proposals for universities to compete for funding targeting quality delivery of and access to education during and post the COVID-19 era.
The IODEL team at Makerere University in partnership with the Deputy Vice Chancellor (Academic Affairs) seized this golden opportunity and submitted a proposal. Following the competitive processes and strict adherence to the required grant application procedures, Makerere University’s proposal was successful.
With the award of the USD 2million grant, Makerere University embarked on supporting colleges to develop high-quality content and revitalization of the Makerere University e-Learning Environment (MUELE). The Mastercard Foundation Scholars Program e-Learning Initiative was officially launched on Tuesday 20th September 2022 by Prof. Mary Okwakol, the Executive Director of the National Council for Higher Education (NCHE) at a colourful ceremony held at Makerere University Yusuf Lule Central Teaching Facility Auditorium.
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