Education
Long-Serving Academic Dr. Samuel Siminyu Retires: Fond Farewell from IODEL
The Institute of Open, Distance and e-Learning (IODeL) has bid farewell to one of its longest serving academics, Dr. Samuel Ndeda Siminyu. This was at a colorful luncheon on March 27, 2024. Spiced up with music, dance, food, drinks, jokes, laughter, and nostalgic speeches, the party was attended by the institute’s staff, friends, and colleagues of Uncle Sam, as he has been popularly known.
Colleagues shared memories of Uncle Sam’s dedication to the job, resilience and mentorship. Speaker after speaker underscored his fatherly approach towards handling of both students and fellow staff. “I remember my first travel abroad was with uncle Sam. We suffered several mishaps such as missing the plane, but he kept claiming me down, saying we would hope that all would be well. Indeed, after one month of being abroad, we returned safely. He was and still is like a father to me,” Mr. Kajumbula Richard said.
Dr. Siminyu was also praised for his mastery of the English language. “Can it be true that Omuwongo Samwiri has clocked retirement? Samwiri remains my legendary wordsmith! I will greatly miss those positive comments about my grammar, word diction, and synthesis! Samwiri is not only brainy but also well cultured, responsible, respectful, amiable, jovial, warm and polished. I am lucky to have known and interacted with Mzee Mangeni (Sr) who fathered these eminent personalities. Samwiri has been my trusted encyclopedia, and it’s sad that he is retiring at such a young age,” another colleague shared.
Another colleague, Mr Arthur Mugisha also added, “Sam was such a perfectionist that nothing would cross his table with any errors, and he appends a signature. I remember him principally teaching me how to write official documents in his office. I would draft, and then we would write together what he would sign. He has such a moral character that everyone would wish to emulate.”.
“Sam was a father figure to many of us who came as young staff. especially me, who never joined Makerere with anyone holding my hand but my performance. If anything was going astray, he would call you and counsel you instead of reprimanding you. For me, that was perfect leadership. I have learnt quite a lot from him, which makes me stand out in my leadership within and outside the department.”
Uncle Sam, as he is known by many in the department, has mentored many staff on matters of student support, managing DE programs, handling students as coordinators, matters of faith, and personal well-being.
On his part, Dr. Siminyu thanked IODEL for the love and support shown to him over the year and for the beautiful sendoff. He expressed his gratitude for the opportunity to mentor and lead others, and he emphasized the importance of continuous learning and growth in leadership. Dr. Siminyu’s legacy of compassionate leadership will continue to inspire those he has mentored for years to come. His dedication to helping others succeed has left a lasting impact on the department, and his wisdom and guidance will be greatly missed. Dr. Siminyu’s legacy will live on through the countless individuals he has influenced throughout his career. He said that he is confident that his mentees will carry on his values and teachings, making a positive impact on their own leadership journeys.
Speaking during the luncheon, Mr. Banadda Godfrey, a member of the Makerere University Retirement Benefits Scheme (MURBS) and also a retiree, shared some insight into what one needs to do pre and post-retirement.
Mr Banadda said it was important for one to save money before retirement. This, he said, should be invested in a fixed deposit account or a unit trust so that one is able to enjoy the interest accrued during retirement.
He advised Dr. Siminyu to draw up his own retirement plan, which he said would guide him in the utilization of his money.
“You will need to put in place a plan for cash flow and also have an investment plan for your benefits. Look at investment options like bonds and trust funds,” he emphasized.
Don’t delegate the use of your money or enterprise. Invest in ventures you can supervise effectively. Always adjust to your new status quo. Your lifestyle might need to change, so adjust quickly. Don’t live in denial.”
Mr. Banadda advised Dr. Siminyu to continue socializing and also widen his social networks by joining clubs, visiting friends and family, and engaging in regular exercise.
“Above all of this, enrich your spiritual life, join a church, and pray,” he concluded.
About Dr. Siminyu
- BAED 1989 and scored Upper Second
- MA 1995
- Joined the Department of Distance Education as a contract staff (Editor) 1995
- Got Contract appointment for 6 months on 25th January 1996 an Editor
- He joined with a Masters Degree so he got an appointment as a lecturer on March 11, 1998 a rank he has held until his retirement.
- He previously served as the head of the Department of Distance Education
- All through his service at Makerere, he has served as the Head of Materials Development and Distribution Section in the department.
- Sam has been an expert in curriculum development and review for all the delivered programs in the department (B.Ed/ Ext, B.COX, B.Sc and BARI)
- He became the interim managing editor of Makerere University Press on June 20, 2022 and made several publications under his watchful eye.
- Sam was one of the pioneers of online learning at Makerere University. He did his PhD at the University of Liverpool purely online.
- He has participated in policy formulation and implementation at various levels.
Education
Call For Applications: Small Scale Action/Field Research Grants on TELLS Project for Senior Researchers at Makerere University
In an ambitious move to enhance early childhood development, researchers from Makerere University’s College of Education and External Studies are advocating for the integration of nutrition education into the training programs for early childhood development (ECD) teachers. This groundbreaking initiative aims to equip future educators with essential knowledge and skills to foster healthy eating habits among young learners, potentially leading to significant improvements in their cognitive development, academic performance, and long-term health outcomes.
The Call for Integration
Led by Dr. Josephine Esaete, the research team highlighted the critical role of nutrition in the overall development and well-being of young children. Dr. Esaete emphasized that teachers, particularly those in early childhood education, have a unique opportunity to shape the eating habits and nutrition knowledge of their students. By incorporating nutrition education into teacher training programs, educators can become powerful agents of change, promoting healthy behaviors that will benefit children throughout their lives.
“By integrating nutrition education into teacher training programs, we can ensure that early childhood teacher educators are equipped with the necessary knowledge to promote healthy eating habits and behaviors among young children,” Dr. Esaete said during the dissemination workshop.
A Holistic Approach
The dissemination of the research and launch of the recommendation report saw a strong emphasis on collaboration. The research team underscored the importance of a cooperative effort between schools, parents, and community organizations to guarantee children access to nutritious foods both at school and at home. This holistic approach aims to address food insecurity and promote overall health and well-being among students, particularly in Sub-Saharan Africa, where malnutrition is a significant issue. In Uganda, alarming statistics reveal that 49% of child deaths are associated with malnutrition, and a substantial proportion of school-age children suffer from stunting, underweight, thinness, and obesity.
Prof. Anthony Muwagga Mugagga, the principal of the college, reinforced the need for this comprehensive strategy, urging the focus to extend beyond early childhood learners to include those in universal primary education who often face hunger. He highlighted the necessity of addressing food insecurity across all educational settings to ensure that children have access to nutritious meals.
Ms Harriet Adong, who represented the Makerere University Research and innovation fund, the funding agency congratulated the research team saying that the proposed guidelines are crucial for promoting the health and well-being of young children in schools. She also emphasized the importance of ongoing research and collaboration to ensure effective implementation of these guidelines.
Implementing the Vision
The project activities, already initiated in five primary teacher colleges including Bishop Willis CPTC and St. Aloysius Core Primary Teachers College, aim to make lasting changes in the curriculum. Dr. Esaete and her team are working on a policy brief to advocate for these changes at the governmental level, aiming to influence the Department of Teacher Education, Training, and Development at the Ministry of Education and Sports.
Key recommendations from the study include:
- Sensitizing ECD teacher trainees about the MoES (2013) school feeding guidelines.
- Encouraging teacher training colleges to embrace these feeding guidelines.
- Continuous parental sensitization on providing healthy and safe midday snacks for children.
- Initiating nutrition interventions that start with teacher education.
- Reworking the content of nutrition courses taught to ECD teacher trainees to incorporate emerging global nutrition issues relevant to their professional practice.
Paving the Way Forward
The research team, comprising Dr. Josephine Esaete, Mr. Edward Kansiime, Dr. Gaston Ampeire Tumuhimbise, Dr. Michael Walimbwa, and Dr. Alfred Buluma, is committed to seeing these recommendations take root. Their efforts signify a proactive step towards creating a supportive environment where children can learn about nutrition and make healthy choices, ultimately shaping the well-being of the next generation.
As these initiatives progress, the hope is that by equipping educators with the right tools and knowledge, the cognitive development and health of young children in Uganda, and potentially across Sub-Saharan Africa, will see significant improvement. The integration of nutrition education into early childhood development teacher training is not just a proposal; it’s a necessary evolution in educational practice that promises to nurture healthier, more informed future generations.
Education
CEPIDE Study Identifies Challenges and Solutions for Low Doctoral Completion Rates in Universities
A recent study by the Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) reveals significant challenges in the country’s doctoral education system. The study, conducted over the period 2011-2024, underscores low conversion and completion rates among doctoral candidates in Uganda, raising concerns about the future of the nation’s research and innovation capacity.
The study findings were released during a dissemination workshop held on May 30, 2024 at Makerere University.
Key Findings:
- Low Transition Rates: Only 7.6% of master’s graduates advanced to doctoral studies.
- Enrollment Figures: Public institutions enrolled approximately 1,903 doctoral students from 2011 to 2020.
- Completion Rates: Of these, only 69.6% completed their doctoral programs by 2024, amounting to just 1,324 graduates.
- Institutional Disparities: Makerere University dominated doctoral completions, accounting for 81.4% of the total.
- Gender Disparity: Female graduates represented only 33.8% of doctoral completions.
- STEM Focus: 58% of doctoral completions at Makerere University were in STEM fields.
Challenges Identified:
The study highlights several constraints impacting the doctoral pipeline, including:
- Supervision Challenges: Insufficient support and resources for doctoral supervisors.
- Situational Factors: External and personal circumstances affecting students’ ability to complete their studies.
- Institutional Factors: Lack of robust support systems within universities.
- Student Characteristics: Variability in students’ preparedness and resilience.
The team also used the same forum to unveil and launch a course module intended to equip supervisors with more skills. The course named Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda.
Speaking at the launch, the guest of honour, the ED of the NCHE, represented by Dr. Norah Miliira underscored the importance of doctoral studies saying NCHE recognizes the need for critical high-level knowledge and skills to power Uganda’s economy through research and Innovations. Dr. Muliira noted that NCHE had proposed to government to include a National Research Fund in its planning in an effort to support doctoral research.
Prof. Julius Kikooma, the Dean East African School of Higher Education and Development, advised that if we are to meet the development needs of the country, we ought to produce 1,000 PhDs every year.
Prof. Anthony Mugagga, the Principal of CEES called on NCHE to formulate PhD policies that have crosscutting courses, a thing he said would help in quality assurance.
The Executive Secretary-Uganda National Council for Science & Technology, in a speech read for him by Ms Beth Mutumba said the council is set to establish a research integrity code of conduct for which universities will have institutionalized policies to cab unethical practices and continue dissemination of the national regulatory frameworks.
Dr. Hamis Mugendawala who represented the ED of National Planning Authority cautioned universities against focusing on training more PhDs but rather focus on training quality PhDs in skills scarce areas. He pledged NPA’s support in implementing some of the key recommendations of the study.
The research is funded by the government of Uganda through the Makerere University Research and Innovations Fund. Represented by Prof. Robert Wamala, the MakRIF chair, Prof. Fred Masagazi-Masaazi, congratulated the research team upon the study and said that the findings will be crucial in guiding policy makers and stakeholders in addressing the skills gap in the country. He emphasized the importance of collaboration between universities and government agencies to ensure that research outcomes are effectively utilized for national development. He appreciated government’s support to the university.
Conclusions: The study concludes that Uganda’s doctoral pipeline is “leaky and constrained,” resulting in low participation in graduate education and subsequently fewer researchers in the national system. This shortfall affects the country’s ability to achieve Sustainable Development Goal (SDG) Target 9.5 and hampers progress toward national development goals. Additionally, the underrepresentation of women in research careers may further impede efforts to attain gender parity.
Recommendations:
CEPIDE proposes several measures to address these issues:
- National Framework: Development of a national framework for doctoral education to enhance quality and accountability.
- Research Culture: Promotion of a supportive research culture, ensuring proper funding and resources.
- Supervisor Training: Mandatory training and certification for doctoral supervisors.
- Equity Initiatives: Affirmative actions to boost female participation in doctoral programs and research careers.
- Quality Assurance: Establishment of a specialized quality assurance system for doctoral education.
- Institutional Support: Enhanced support services for graduate students, focusing on information, resources, and personal wellbeing.
Implications for the Future:
These recommendations aim to bolster Uganda’s research and innovation ecosystem by improving the doctoral education pipeline. Implementing these measures is crucial for increasing the number of doctoral graduates, enhancing research capacity, and fostering national development. The focus on gender parity and STEM fields aligns with Uganda’s strategic priorities, but addressing systemic issues in the doctoral education system remains essential for sustained progress.
About CEPIDE:
The Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) is part of the Makerere University Research and Innovation Fund (Mak-RIF). It is funded by the Government of Uganda to support impactful research and innovation, aiming to align academic outputs with national development priorities.
As Uganda continues to position itself as a knowledge society, the findings and recommendations of the CEPIDE study offer a roadmap for strengthening doctoral education and, by extension, the nation’s research and innovation potential.
Research Team:
Dr. Irene Etomaru, Dr. Tom Darlington Balojja, Dr. Louis Theophilus Kakinda
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