On January 10, a team of researchers from Makerere University‘s College of Education and External Studies (CEES), in collaboration with international partners, held a dissemination seminar at Nican Resort Hotel in Kampala. The event marked the culmination of their study on “Enacted Citizenship in Times of Uncertainty,” which focused on teachers’ lived experiences during the COVID-19 pandemic in Uganda and Tanzania.

The study, led by Prof. Tiina Kontinen of the University of Jyväskylä, Finland, included contributions from Dr. Karembe Ahimbisibwe, Dr. Kellen Aganyira (Makerere University), and Dr. Judith Kanamba (REPOA, Tanzania). The research was supported by the University of Jyväskylä’s Department of Social Sciences and Philosophy and Makerere University‘s Department of Adult and Community Education.

The research aimed to explore how state-citizen relations were re-articulated during the pandemic, focusing on the experiences of teachers in Kampala, Uganda, and workers in the tourism sector in Arusha, Tanzania. The study delved into how states justified their COVID-19 responses, how citizens coped with the pandemic, and the implications of these experiences on notions of citizenship.

Key Findings

The research identified significant impacts on teachers’ professional and personal lives, revealing challenges and adaptive strategies during the pandemic:

1. Status of Teachers:
   • Teachers were classified as “non-essential” workers, leading to job insecurity and lack of income during school closures.
   • They experienced a sense of vulnerability, with mixed outcomes regarding relief support.
2. Survival Strategies:
   • Many teachers diversified income sources, engaging in casual labor, retail businesses, or unauthorized coaching.
   • Teachers relied on social networks and reduced household expenditures to adapt to the “new normal.”
3. Emotional and Professional Impact:
   • The pandemic led to frustration and disillusionment among teachers, with some considering or transitioning to alternative professions.
   • The disruption weakened the bond between teachers and learners, as economic pressures diverted focus from teaching.
4. Perception of the State:
   • Teachers viewed the state’s pandemic measures as both caring and authoritarian. Relief efforts were perceived as inconsistent, with accusations of corruption and favoritism in their distribution.
   • The study highlighted the hybrid nature of state-citizen relations, oscillating between caring and oppressive tendencies.

Dr. Herbert Tumwebaze, representing the Head of the Department of Adult and Community Education, congratulated the research team on their efforts and acknowledged the participating schools and teachers. He emphasized the importance of such studies in understanding the multifaceted impacts of the pandemic on education.

Prof. Tiina Kontinen, the principal investigator, outlined the research’s next steps, which include analysis and publication. The seminar provided an avenue for stakeholders to reflect on the findings and discuss implications for policy and practice.

This study underscores the complex interplay between state policies and citizen resilience during crises. It sheds light on the unique challenges faced by teachers and highlights the need for more robust support systems for educators in times of uncertainty.

The Department of Adult and Community Education, under the School of Distance and Lifelong Learning, is currently hosting 17 exchange students from the University of Agder, Norway, as part of a one-month field course. The program, which began with an induction on January 6^th, 2025, aims to provide the students with practical learning experiences at both the university and community levels.

Immersive Learning in Uganda

The exchange program is designed to immerse students in the everyday realities of life in Uganda. A highlight of the initiative is a one-week homestay in Mbale, where students will live with local households. This arrangement provides a unique opportunity for the students to experience the cultural, social, and economic aspects of daily life in Uganda, fostering a deeper understanding of the challenges and opportunities faced by the community. Makerere University is partnering with Mission: Moving Mountains, a Christian Organization in Mbale to organize the home stays and coordinate Community Learning

Beyond the homestay, the students will engage in community and household-based learning activities in the Eastern and Northern regions of Uganda. These activities will include interactions with local families, community leaders, and organizations, enabling them to appreciate the intricate relationships between culture, gender, education, and development in Uganda.

This Field Course Program is Coordinated by Dr. Watuleke Joseph and Ms. Nuluyati Nalwadda at the Department of Adult and Community Education and this is the 7^th cohort since 2017 with the 2021 conducted virtually due to COVID-19

Induction Ceremony Highlights

The induction ceremony, held at Makerere University, introduced the exchange students to Uganda’s rich cultural heritage and the socio-economic dynamics that shape family and community life. Key sessions included:

• An Overview of Ugandan Culture, which explored traditions, norms, and values.
• Gender, Culture, and Education, focusing on how these intersect to influence marriage and family life in Uganda.

The event was graced by the Dean of the School of Distance and Lifelong Learning, Dr. Harriet Nabushawo, emphasized the importance of international partnerships in fostering cross-cultural understanding and advancing lifelong learning. She remarked:

“This program is a testament to the power of collaboration in education. By bringing students from diverse backgrounds into our communities, we create a platform for mutual learning and cultural exchange. The knowledge gained here will not only enrich the students’ academic journey but also contribute to building bridges between Uganda and Norway. I encourage you to immerse yourselves fully in this experience, embrace the culture, and build lasting connections.”

Dr. Nabushawo also highlighted Makerere University’s commitment to offering transformative educational experiences that extend beyond the classroom, reinforcing the institution’s role as a leader in lifelong learning and community engagement.

She also encouraged them to engage in tourism in an effort to enjoy their stay in Uganda.

The Head of the Department of Adult and Community Education, Dr. Stella Achen. Also welcomed the students to Makerere University and commended the initiative for its focus on community-based learning. She noted:

“This program is unique in its approach to education. By stepping out of the university and into Ugandan households and communities, you are not just learning about our culture—you are living it. I urge you to approach this journey with curiosity, respect, and an open mind. The communities you will engage with have rich knowledge and stories to share. In turn, you can contribute by sharing your perspectives, fostering an exchange of ideas that benefits all parties involved.”

Dr. Achen also commended the households in Mbale for their hospitality and willingness to host the students, underscoring the vital role of communities in creating impactful learning opportunities.

On their second day of stay, the students were guided by the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Muggaga, who shared his vast experience with different cultures in different countries and advised the students to embrace cultural diversity and tolerance, knowing that culture differs from context to context. He also advised them on personal safety and security, noting that while Uganda is a safe country, they should not be found moving alone especially at night as bad people could take advantage of them. He assured them of University Management Support while delivering the greetings from the Vice Chancellor and his deputies.

A Shared Commitment to Lifelong Learning

The exchange program is a reflection of Makerere University’s dedication to lifelong learning and community engagement. It provides a unique opportunity for the students to explore Uganda’s socio-cultural landscape while gaining practical skills that will enrich their academic and professional careers.

As the program unfolds, it is expected to strengthen the partnership between Makerere University and the University of Agder, fostering a legacy of collaboration that benefits students, faculty, and communities in both countries.

1.        HOW TO APPLY

Application will be online using the AIMS System after getting a pay reference number but you will have to submit certified copies of your Diploma transcripts and certificates and a passport size photograph to office 310, level 3 Senate Building after payment of application fees.

2.        MAKERERE UNIVERSITY ONLINE APPLICATION PORTAL USERGUIDE

1. Applicants should access the Institution’s Admissions URL http://apply.mak.ac.ug
2. Sign up using full name, e-mail and Mobile No.  Please note that your name must be similar to the one on your supporting academic documents for your application to be considered valid.  If you changed your names please go to Senate Building Office 301 with an affidavit supporting the name change.
3. A password will be sent to both your e-mail and mobile number.
4. The system will prompt you to change the password to the one you can easily remember.
5. To fill a form the applicant clicks on the APPLY NOW button displayed on the running scheme.
6. Obtain a payment advice slip by clicking on “Pay for Form” button
7. Make a payment at any of  bank used by URA

8. Print the filled form and attach certified copies of your academic documents.

3.        PROCEDURE FOR OBTAINING A PAYMENT REFERENCE NUMBER FOR

            PAYMENT OF APPLICATION FEES

1. Go the payment reference site: https//:payments.mak.ac.ug
2. Fill in your name;
3. Fill in your email;

• Fill in your telephone number – Go to the next
• Click on the option number;
• Application fee is 50,000/=(Undergraduate) continue and get the pay reference number
• Go to the Bank and pay
• Go to room 310 Senate Building and submit certified copies of your academic documents.

WARNING

•      Applicants are strongly warned against presenting forged or other people’s

Academic documents to support their applications for admission.  The                          consequences, if discovered, are very grave indeed.

•      Do not buy any other documents not originating from the Academic Registrar’s Office.  Those who buy them do so at their own risk.
•      The Academic Registrar has not appointed any agents to act on his behalf to solicit for additional funds other than the application fee stated above.

The deadline for receiving applications is 28th February 2025.

Prof. Buyinza Mukadasi
ACADEMIC REGISTRAR