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.

When one walks through the College of Education and External Studies at Makerere University, one definitely feels the positive energy and a growing desire to write a research grant.

The new motivation for scholars at the College of Education and External Studies to focus on writing and winning grants, stems from the good news that has been spreading like a wild fire – that a team of dedicated College staff, partnering with key entities, have won a grant worth one million EUROS (about UGX4 billion).

The grant is to support the implementation of a research titled, Transitioning Higher Education Regulators and Universities to Competence Based Education in East and West Africa.

Makerere University is the Lead partner in the implementation of the grant, courtesy of the following members of staff from the College of Education and External Studies who dared the long days and nights to write the proposal: Associate Prof. Josephine Esaete (Principal Investigator), Dr. Alfred Buluma (Co-Principal Investigator), Dr. Michael Walimbwa, Dr. Julius Shopi Mbulankende, and Ms Teddy Nassali.

The grant brings on board a consortium of nine (9) partners from Uganda, Ghana, Spain and Portugal. These include: Makerere University (Lead Partner), Mountains of the Moon University, University of Ghana, University of Education-Weniba, University of Barcelona, Pedagogical Institute of Portugal, National Council for Higher Education-Uganda, Ghana Tertiary Education Commission, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM).

On receipt of the good news, the College Principal, Prof. Anthony Muwagga Mugagga, congratulated his staff upon the remarkable milestone, which positions Makerere University and the College of Education and External Studies at the centre of transforming the education sector in Africa. Prof. Mugagga noted that winning such a grant was timely, as Uganda continues to take steps to implement competence-based learning at the primary, secondary and university levels of education.

Makerere University’s College of Education and External Studies (CEES), through its Department of Science, Technology, and Vocational Education (DSTVE), on Friday 18^th July 2025, hosted a high-level workshop for secondary school administrators focused on the implementation and assessment of the Competence-Based Curriculum (CBC) in science subjects.

The day-long workshop, held under the theme “The Role of School Administrators in Implementing and Assessing the Competence-Based Curriculum for ‘O’ and ‘A’ Levels of Secondary Schools,” drew participants from across Uganda’s secondary school education sector — head teachers, directors of studies, and other senior school leaders charged with ensuring that Uganda’s schools align with the country’s evolving education goals.

The workshop, held at Makerere University Yusuf Lule Central Teaching Facility Auditorium, was not just a dialogue but a clarion call to administrators to take ownership of their critical role in transforming science education through effective leadership, monitoring, and support for their teachers.

Addressing the Gap Between Policy and Practice

In her remarks, Dr. Marjorie S. K. Batiibwe, Head of DSTVE at Makerere University, welcomed participants and underscored the unique responsibility of administrators in ensuring the success of the competence-based reforms. “Teachers may have the necessary qualifications — some even hold master’s degrees — but without your support as administrators, the implementation of CBC risks remaining theoretical,” she said.

Dr. Batiibwe highlighted the Department’s long-standing contribution to teacher training in sciences — Physics, Chemistry, Biology, Mathematics, Agriculture, Food and Nutrition — and stressed the department’s commitment to building the capacity of educators at all levels. “We train both undergraduate and postgraduate teachers. We recognize that without a supportive school environment led by informed administrators, even the best-trained teachers will struggle to implement CBC effectively.”

She also pointed out persistent challenges, including low female participation in science subjects, reaffirming the department’s commitment to programs that encourage girls’ engagement in STEM through mentorship, science expos/exhibitions, and career guidance initiatives.

The Critical Role of Mindset Change

Delivering the keynote address, Prof. Anthony Muwagga Mugagga, Principal of CEES, spoke candidly about Uganda’s education history and the entrenched attitudes that continue to undermine progress. Drawing from his personal journey —which demonstrated that he struggled as a science student throughout his academic journey leading to a professor of philosophy — Prof. Mugagga stressed that Uganda’s greatest challenge is not lack of intelligence, but a failure to cultivate the right mindset among both educators and learners.

“What fails our students is not intelligence, but mindset. Every student is capable; it’s the teacher and the school leader who either unlocks or blocks that potential,” Prof. Mugagga remarked. He challenged school leaders to champion a shift in attitudes, especially among teachers who may still be clinging to outdated, exam-focused methods.

He illustrated this with a moving anecdote about his own daughter, who failed Senior 4 on her first attempt, but succeeded spectacularly after being allowed to choose subjects she was passionate about. “Mindset change — in both the student and the teachers — was what made the difference,” he said.

Science Education Must Translate into Practical Competence

Associate Professor Mathias Mulumba Bwanika, Dean of the School of Education, framed his remarks around the practical implications of science education for Uganda’s transformation agenda. He highlighted that Uganda’s heavy investment in STEM disciplines comes with expectations. “Science teachers are not just preparing students for exams, but for life,” he said.

Using the example of China’s pragmatic approach to education, Associate Prof. Mulumba lamented Uganda’s culture of theoretical science instruction. “If your physics or biology student cannot fix simple problems at home, we are failing. Science must be practical,” he emphasized.

He called on administrators to establish structures within their schools for continuous professional development, arguing that successful CBC implementation requires ongoing learning, collaboration, and leadership from school management. “The curriculum is only as good as its implementation. Administrators must lead from the front,” he urged.

Teachers Struggling Between Old Habits and New Demands

Mr. Mudde Moses Ronald, a national trainer under SESEMAT at the Ministry of Education and Sports, painted a realistic picture of the challenges teachers face transitioning from knowledge-based to competence-based approaches. “Many teachers are caught between what they were taught and what is now expected. They are not resistant out of defiance, but because they are confused or not supported,” he said.

Mr. Mudde emphasized the importance of problem-based learning in CBC, where learners are encouraged to identify real-life challenges and devise solutions. He gave an example of learners tackling environmental degradation through problem identification, questioning, and solution generation — a model he said fosters critical thinking and application of science to everyday problems.

He acknowledged persistent gaps: “Some teachers still struggle with asking the right questions, with lesson planning, or even with technology. Administrators must create environments that support rather than punish these efforts.”

He called for continuous training, peer mentorship, and supportive leadership to help teachers adapt and thrive under CBC.

NCDC: The Curriculum is Sound, But Schools Must Act

Mr. Wilson Ssabavuma from the National Curriculum Development Centre (NCDC) offered a comprehensive overview of Uganda’s CBC reforms and reiterated the government’s commitment to providing resources and training. He traced Uganda’s curriculum reform journey, rooted in the need to move away from colonial models towards education that fosters problem-solving, creativity, and socio-economic transformation.

“Education must help learners transform themselves and their communities. Otherwise, we are wasting time,” Mr. Ssabavuma said. He explained that Uganda’s CBC emphasizes practical activities, continuous assessment, and learner-centered methods over rote memorization.

He acknowledged implementation challenges — from resource gaps to teacher resistance — but warned against passiveness. “Schools and teachers must stop waiting passively. Take initiative. Engage with professional learning communities, peer coaching, and in-house training. The curriculum is there; success depends on how well you implement it,” he advised.

The Way Forward: Administrators as Change Leaders

Throughout the day’s discussions, a consistent message emerged: school administrators are not passive observers, but active leaders in the CBC journey. Their role is to ensure that teachers are equipped, supported, and monitored effectively. This includes embracing policies such as the Continuous Professional Development (CPD) requirement of two hours per week, fostering internal collaboration, and aligning school objectives with national education goals.

Administrators were reminded that effective leadership in CBC implementation requires more than enforcement — it demands understanding, empathy, and strategic support for teachers grappling with the transition. The workshop emphasized that the success of Uganda’s competence-based reforms hinges on school leaders modeling the very competencies they seek to instill: critical thinking, adaptability, collaboration, and innovation.

Conclusion: A Collective Responsibility for Uganda’s Future

As the workshop drew to a close, participants left with a renewed sense of purpose. They were challenged to return to their schools not just as managers, but as champions of a transformative vision for science education — one where every learner is equipped to solve real-world problems, contribute meaningfully to society, and drive Uganda’s socio-economic development.

Dr. Batiibwe captured the spirit of the day in her closing remarks: “Let us stay connected, let us share experiences, and let us continue working together for the good of our learners, our schools, and our country.”

The success of CBC, it was made clear, will depend not just on policies or curricula, but on the daily decisions, attitudes, and actions of school leaders across Uganda.