Education
CEES Annual Report 2023
Published
1 year agoon

The Year 2023, has been a memorable one in the life of the College of Education and External Studies. The college has made a number of salient achievements, notwithstanding the challenges which when solved made us stand high as a prime graduate teacher training facility in the region and Uganda in particular.
This year’ s annual report 2023 presents the key activities, achievements, networks and challenges registered the college as it embarked back on the journey towards the second epoch of Makerere’s centenary celebrations in 2022 and existence.
With its tripartite mission of: Teaching, Research and Community outreach, the following have been registered:
The year begun with council approving the Makerere University Institute for Teacher Education and Research (MITER). MITER was incepted with a goal of contributing to the University Research Agenda cognizant of the current strategic direction of Makerere University which is skewed towards research led university. MITER was also meant to contribute to the National Teacher Policy (NTP, 2019) – which aims at professionalizing teacher education in Uganda through research.
To achieve its prime goal of professionalizing teacher education in Uganda, CEES, through MITER and in collaboration with the National Curriculum Development Centre (NCDC) has initiated a Memorandum of Understanding (MoU) to incept the desired critical pedagogy which is not only of importance to secondary education, but is key to revitalizing university and tertiary education in Uganda. The college is ever grateful to the Vice Chancellor Prof. Nawangwe Barnabas, the Deputy Vice Chancellor- Academic Affairs Prof Kakumba Umar and the Director NCDC Dr Baguma K. Grace. who have linked up Makerere University with The National Curriculum Development Centre (NCDC) which is a body responsible for the development of educational curricula for Pre-primary, Primary, Secondary and Tertiary institutions in Uganda. Cognizant of the fact that CEES –School of Education mainly serves the constituents of Pre-primary, Primary, Secondary and Tertiary institutions in Uganda.
To realize and fulfill its networking mandate, the college has signed a number of MoUs for example: IODeL signed an MOU with MS Seed Global Health to provide e-Learning and e-Content Development Training for Lira University academic staff members. Forty (40) staff trained and developed e-content for their respective courses. The college also signed an MoU with Uganda police to train Uganda Police officers and men in soft skills. The college through CLL has continued to train and reach out to the most disadvantaged mostly girls through its collaboration with Love Binti International https://us.lovebinti.org “ Love Binti pushing Women empower Project and eyes” on helping their basic needs for sanitary pads and clothing by teaching them tailoring and other sift skills not requiring credited academic programmes.
This year, a number of memorial lectures, conferences, workshops and educational webinars have been arranged in the course of the year for example: Nsumba Lyazi Memorial Lecture of “the unforgettable education Legacy, the Prof. Senteza Kajubi memorial lecture where Senteza was eulogized for enormous contribution towards the education sector. The college also on July 24, 2023, hosted the Distance Education and Teacher Training in Africa (DETA) Conference. In the conference: Researchers discuss transformation of e-learning with a call to embrace distance and e-learnings and address the challenges associated with emerging Information and Communication Technologies. 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 college also organized a dissemination workshop on ‘Increasing Access to Inclusive and Quality Business, Technical, Vocational Education and Training through Open, Distance and e-Learning.
The project was funded by the Government of Uganda under the Makerere University Research and Innovations Fund (Mak-RIF). The college is ever grateful to the government of Uganda and the Ministry of Education and Sports. Staff in the College of Education and External Studies have embarked on a number of micro and macro educational research projects either sponsored by Makerere’s development partners or the government of Uganda through Mak-RIF. The college received a number of foreign students and vising scholars for example: CEES hosts 21 students from University of Agder, Norway. It also hosted professors from the university of Hiroshima, Japan. At the same time a number of faculty went for post-doctoral studies in USA, Finland and Norway. The Malmo-Makerere University staff and student mobility program has been renewed. It is hoped CEES –ECD/ECCE staff and students will benefit from the mobility to Malmo –Sweden. The college will this year present close to 939 students for graduation, 370 of them male while 569 are female. This number excludes the graduate students who are still defending their study projects. The college is very proud of its undergraduate students who incepted a project called “Teachers on the drive to keep Makerere University clean and off liters “.
As we enter the new year, 2024, the college of education is embarking of transforming its face and to refine its facilities to meet the national and international standards for Increased Access to Inclusive education, given its ever increasing numbers of special needs students. This year in the academic year 2023/24 the college received a pumper harvest of close to 1200 undergraduate BA. ED and BSc. ED student intake. It also saw an approximately 60% increase in the number of its graduate student and PGDE numbers.
The college also hopes to enhance its national and international visibility in e-pedagogical practice and research through IoDEL. The college given its strategic direction drawn from the Makerere University-research –led mantle, which pivots on enhanced staff and student’s capacity in educational research. CEES hopes to expand and grow the EASHESD by setting up a modern graduate training Centre with facilities such as smart and educational PhD conference study rooms at CEES-book bank.
The college hopes to increase its visibility in Uganda’s primary and secondary school education space since the DSTVE staff who are key in Ugandan STEM terrain have been oriented on the New Lower Secondary School Curriculum by NCDC staff courtesy of the CARNEGIE (CECAP) departmental grant. The college in the year 2024 also hopes to realize its dream of having the Early Child Study and Child support Centre built.
I do thank the entire College team for work well done in the year 2023. Specifically I thank Associate Professor Ronald Bisaso, the Deputy Principal for steering the academic mantle of the College, the Deans, Assoc. Prof. Mathias Mulumba, Dr. David Onen the out-going Dean East African School of Higher Education Studies and Development (EASHESD), Dr. Twine Bananuka , the outgoing Dean School of Distance and Lifelong Learning (SoDLL), Dr. Harriet Nabushawo , the incoming Dean SoDLL, Prof. Julius Kikooma who pacified the EASHESD, the various Heads of Departments (Dr. Nicholas Itaaga, Dr. Muhammad M. Kiggundu , Dr. John Ssentongo, the Directors of Institutes: Assoc. Prof Paul M. Birevu, Prof. Fred Masagazi Masaazi and not forgetting the CEES-Centre Coordinators: Dr. Oscar Mugula, Dr. Kabugo David, Dr. Dorothy Ssebowa and Dr. Miiro Farooq in AG. I would also wish to thank the staff who have carried out the teaching mission of CEES.
The College Leadership, staff and students do thank the University Council for providing the pedagogical and non-pedagogical facilitation requisite for their work. Specifically, they thank the Chair Council Mrs. Lorna Magara and her team who took time to visit and talk to the staff of CEES in this particular year ending. Such visits are not taken for granted, they boost staff and cause meaningful accountability on part of staff and the College Leadership.
We, in a very special way thank the Vice Chancellor, Prof. Barnabas Nawangwe and his team for always providing an understanding ear to our challenges and providing prompt solutions as well as providing the necessary mentorship to us all. Thank you very much.
I do thank the government of Uganda and the various national and international agencies which have funded our teaching, research and enabled us to network as our mandate dictates. We do thank you all and always will count on your support.
As We Build for the Future.
Prof. Anthony Muwagga Mugagga
PRINCIPAL
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Education
Trump vs. Harvard: A Threat to Academic Freedom Driving African Students to China
Published
1 week agoon
May 29, 2025By
Mak Editor
By Eutychus Ngotho Gichuru
The escalating fight between veteran US President Donald Trump and the powerful American institutions like Harvard University is politics, it’s bare-faced incursion into intellectual freedom that can reshape the international world of higher education, particularly for Africans. The latest “scandal,” Trump’s combative condemnation of colleges as liberal ideological hotbeds, amplified by legal intimidation and political retaliation against colleges like Harvard, is damaging America’s international reputation as the academic gold standard. Unless the trend continues, African scholars have long regarded American colleges as embodiments of intellectual liberty will seek further afield, such as China’s Tsinghua University, and redefine the landscape of scholarship.
Trump himself, bloated-check on his 2024 campaign and beyond, denounces elite universities as “woke” indoctrination centers. Demands to defund universities, ideological segregation, and laser-beam focus on diversity programs have chilled the atmosphere. Harvard, already on trial for affirmative action and accused of suppressing conservative thinking, is under greater scrutiny than ever. The Trump-endorsed Supreme Court win in 2023 over the case against racially discriminatory admissions, as a triumph for Trump and his faithful, has been exerting political pressure on institutions to fall in line. Politicization is destroying the very essence of intellectual freedom: freedom to pursue truth through means of open-ended inquiry, unhampered by interference.
For African students, it is shattering the American academic dream. America has been the preferred destination of African Muslims for many years, with 400,000 or more African students enrolled in American universities by 2023. Harvard stands for hope, intellectual activism, and interdependence worldwide. But when academic freedom is attacked, either in Muslim nations by executive fiat or group demonization, students question the system. The image of American universities as payoff politics centers rather than temples of knowledge is a great discourager.
Take the case of China, which has placed its universities at the world map. Tsinghua University, affectionately referred to as “China’s MIT,” features among the top 20 universities in the world with state-of-the-art research in AI, engineering, and global governance. China’s Belt and Road initiative has already prompted scholarship collaborations with Africa, awarding more than 50,000 African students scholarship annually. China provides an open alternative to America, in which political anti-foreigner prejudice and visa controls have tightened but in which Tsinghua’s insistence upon technical discipline and non-Western-inspired political scandal-mongering offers a sanctuary to those denied security and possibility.
Life for African students is a game. If the shine fades from American campuses, Nigerian, Kenyan, or Ghanaian students may be lured by the more appealing prospect of subsidized campuses and meritocratic competition culture of Tsinghua. Chinese universities, though not inexpensive, are another deal: intellectual seriousness untainted by ideational competition distorting American campuses. To Africans bureaucratically and financially strained in America, China’s streamlined visa process and subsidized schooling are appealing. Tsinghua welcomed 20% more African applicants in 2024, and the figures can only go up if America’s learning environment deteriorates.
This has far-reaching implications. Chinese-educated Africans will increasingly adopt the Beijing approach to geopolitics, enhancing China’s soft power in Africa. America will lose the intellectual and cultural capital that it has gained through decades of exportation of Africa’s best and brightest for studies in its institutions. Harvard-educated African leaders have led the innovation and governance driver in the continent; a transition to Tsinghua would funnel those networks into China’s quarter. In order to ensure academic freedom and global competitiveness, America should not politicize its colleges and universities. Institutional autonomy must be upheld by academics and legislative members in a situation where scholarship, rather than ideology, is the basis of higher education. For the students from Africa, the consequence is ominous: college selection not only determines their future but that of the continent. And if the Trump-Harvard soap opera continues chewing away at American scholarship’s trust factor, Tsinghua’s gates will swing wider and wider, and Africa’s best and brightest will walk through them with the U.S. in their rearview mirror.
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Education
Admission List to Bachelor of Education External (BED) 2025/26 -Private Sponsorship
Published
2 weeks agoon
May 22, 2025By
Mak Editor
The Office of Academic Registrar, Makerere University has released the admission list of Diploma holders provisionally admitted to Bachelor of Education (EXTERNAL) programme under Private Sponsorship for the Academic Year 2025/2026 pending verification of their academic documents by the awarding institutions.
The List can be accessed by following the link below:
Education
Makerere University embarks on developing e-Learning Digital Transformation Roadmap
Published
4 weeks agoon
May 8, 2025
Makerere University has been selected to participate in Phase 2 of the e-Learning Initiative aimed at the development of a five-year digital pedagogy transformation roadmap (2025-2030).
This noble task championed by the College of Education and External Studies (CEES) through its expert team at the Institute of Open, Distance and e-Learning (IODeL) will shape the future of e-learning and digital education in Uganda.
In phase 2, the Mastercard Foundation commits to supporting e-Learning and digital transformation based on the needs of each institution. Makerere University’s consideration for Phase 2 follows the successful implementation of phase 1 of the Mastercard Foundation Scholars Program e-Learning Initiative (2021-2024), which registered remarkable achievements.
‘In a bid to consolidate the gains of phase 1 and transition into a digitally resilient and learner-centred institution, Makerere University has been selected to participate in phase 2 of the e-Learning Initiative. Led by the Mastercard Foundation in partnership with Arizona State University (ASU), phase 2 aims to support partner universities in designing and implementing a five-year digital pedagogy transformation roadmap (2025-2030),” highlighted Prof. Paul Birevu Muyinda, the Director of IODeL.
Speaking at the co-creation workshop held on 24th April 2025 at Speke Resort Munyonyo, Prof. Birevu Muyinda said: “During phase 1, Makerere University 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, which focuses on the unique needs for each institution.”

Through phase 1, which aimed at enhancing the e-learning capabilities of partner institutions, Makerere University strengthened the existing Makerere University e-Learning Environment (MUELE), conducted onboarding workshops for the university leadership, trained teaching staff and students, and engaged teaching staff to develop content for online courses.
According to Prof. Birevu Muyinda, the specific achievements of phase 1 of the e-Learning initiative included the following:
- 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.
The co-creation workshop for phase 2 and dissemination of results for the concluded phase 1, brought on board over 75 participants comprising members of Makerere University Management, the Principal and staff of the College of Education and External Studies, a representative from the Ministry of Education and Sports, student leaders, the media, 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.

Facilitated by Arizona State University (ASU) working closely with IODeL, the interactive co-creation sessions involved taking into account the milestones from phase 1 and leveraging the successes, as well as coming up with proposed strategies for phase 2.
The co-creation workshop involved understanding the concept transformation road mapping, using a grid to identify the current state of e-Learning and digital transformation at Makerere University and the desired state, assessment alignment on shared vision for the current and the desired state, and identifying learner needs in line with the desired state, among other items.
The workshop adopted a holistic approach to digital transformation focusing on the following themes: teaching and learning, student services, instructional infrastructure, leadership and culture, and partnerships. For each cluster, the participants proposed immediate, short-term and long-term strategies with respect to digital transformation in those processes. With each group presenting during the plenary sessions, the co-creation workshop was a success. The ideas were captured instantly feeding into the proposal for the phase 2 e-learning digital transformation roadmap (2025-2030).

At this highly participatory workshop, reaching consensus was a key factor in determining the ideas that were included in the proposal.
In addition to the aforementioned clusters, some of the broader aspects that the co-creation teams highlighted should be prioritized included:
- Adoption of e-supervision of students
- Increasing enrollment of international students through e-Learning
- Reducing the digital divide among learners
- Ensuring digital inclusion with programs sensitive to learners with disabilities
- Capacity building programmes for administrative support

Opening the co-creation workshop, Prof. Buyinza Mukadasi, Ag. Deputy Vice Chancellor (Academic Affairs) of Makerere University, conveyed the congratulatory messages from the University Council and Management on the successful completion of phase 1 and its remarkable achievements.
On behalf of the University Management, Prof. Buyinza said, phase 2 of the e-Learning Initiative should be a revolutionary phase, igniting Makerere University to be a key player in digital education and integration of technologies.
Reflecting on youth empowerment, Prof. Buyinza highlighted that phase 2 is student-centred with e-Learning and digital pedagogies addressing the needs of learners. In addition, Prof. Buyinza underscored that this approach will increase the number of students accessing quality education programmes at Makerere University at the national and international levels.

The Ag. Deputy Vice Chancellor (Academic Affairs) commended the Mastercard Foundation for partnering with Makerere University to empower the young people through education and technological advancements. Prof. Buyinza acknowledged the collaboration with the Mastercard Foundation and Arizona State University (ASU) for building the capacity of faculty at Makerere University.
Emphasizing the importance of building capacity, retooling and reshaping the curriculum to produce graduates who meet the demands of the modern workforce, Prof. Buyinza re-affirmed that Makerere University is a learning institution committed to embracing new approaches. He recognized the Institute of Open, Distance and e-Learning (IODeL) for holding onboarding workshops for the University leadership, staff and students in phase 1.
Prof. Buyinza testified that the onboarding sessions changed his perception, and transformed him into a firm believer in positioning e-Learning to champion the digital transformation agenda at Makerere University. He disclosed that he is a “convert” to the transformative potential of technology integration, learner-centeredness, industry partnerships, and lifelong learning, key features of University 5.0.

He urged participants to utilize the co-creation e-Learning digital transformation workshop to define institutional needs and expectations, allowing for a more rapid and collaborative advancement into the “revolutionary” phase 2.
Building on the Prof. Buyinza’s submission, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga informed the participants that phase 2, which focuses on e-Learning and digital transformation should empower the faculty and university at large to provide inclusive education. He implored the co-creation team and stakeholders to come up with digital strategies for students who are visually impaired and those with hearing impairments.
Prof. Mugagga emphasized the importance of continuous learning and self-examination, stating that even a professor should strive to be open to new knowledge. With reference to Socrates’ philosophy, he suggested that a life devoid of learning is not worth living.

In a moving testimony, the Principal explained that he is always learning new ideas from his techy savvy son. Prof. Mugagga shared that his son continues to be instrumental in teaching him online safety principles and techniques. This experience underscored the generational gap in digital literacy and the importance of adapting to the evolving digital landscape.
The Principal expressed his hope to learn from the workshop, acknowledging that digital transformation requires everyone to be proactive in acquiring new skills.
On behalf of the students, Hon. Julius Kiganda, the Minister of Academic Affairs at Makerere University commended the organisers for including students in the e-Learning digital transformation workshop. Hon. Kiganda pledged active participation in the training to ensure that the interests of the students are effectively captured.

Evaluating phase 1, Ann Nielsen from Mastercard Foundation recognized that the institutions had built a solid foundation, prompting a transition into phase 2 to address the unique needs of each university.
“Phase 2 will prioritize scaling training and knowledge mobilization, offering opportunities for scholars to pursue learning design and technologies, graduate certificates, master’s degrees, and professional certificates tailored for individuals seeking instructional design knowledge.
“Mastercard Foundation will emphasize inclusive learning practices, collaborating with experts to ensure accessibility and equity. The Foundation aims to enhance digital infrastructure, focusing on student support systems, quality management, and data-driven decision-making in order to meet diverse learner needs,” Nielsen explained.

The Foundation revealed that the ultimate goal is to collectively impact policies across the continent, advocating for e-learning as a valid and accredited pathway to quality education. Recognizing the network’s growing maturity, the initiative aims to position participating universities as leaders and resources, fostering collaborative learning and co-creation.
The Foundation’s participation stems from a belief in the future of young Africans, seeking to equip them with education and skills to fulfill their careers by strengthening institutions and scaling innovative solutions through technology. The focus shifts from a reactive response to a sustainable and long-term initiative.
Regan Matsiko, the IT Officer at the Ministry of Education and Sports, highlighted the Ministry’s commitment to digital advancement, drawing on prior experience with the national digital transformation roadmap initiated by the Ministry of ICT. “This roadmap, built on five key pillars including digital scaling and infrastructure development, serves as a foundation for current initiatives within the education sector.”

Matsiko emphasized the Ministry of Education and Sports’ development of a digital agenda last year as demonstration of a proactive approach to integrating technology.
He commended the partnership with universities in developing e-learning programs. Matsiko noted a shift towards a more integrated structure within the Ministry, where the ICT department now includes a dedicated e-learning department working directly with university partners, demonstrating a unified push for digital transformation in education.
The voices from key stakeholders set the stage for an interactive and high participatory training session. Lara Rabala the facilitator of the training outlined the primary objectives. These included: To collaboratively envision e-learning-driven classrooms, not only for the host institution but also for external partners, aligning proposed initiatives with McKinney’s strategies and broader community programs.
She noted that a key focus will be on formulating recommendations that correspond with critical areas to drive the development of a roadmap and implementation plan.

Labala stressed that the aim is to establish a clear vision for the future, crafting a transformative roadmap and a practical implementation plan. This roadmap will serve as the foundation for a tangible proposal to attract funding and partnerships, articulating the vision and direction for key learning and behavioral transformation.
Trainees were encouraged to respect the past as the foundation for the present and future, while also imagining innovative possibilities. Trainees, regardless of their expertise, were urged to maintain curiosity, open-mindedness, and value every voice.
The co-creation sessions featured the following clusters:
- Teaching and learning: Digital strategy, pedagogical services, faculty development and staff support
- Student services: Engagement-enrollment, Administrative support and Academic Support
- Instructional Infrastructure: Connectivity, Educational technology, and Instructional design learning analysis
- Leadership and Culture: Internal stakeholders, Leadership structure, Governance models, Innovative Culture
- Partnerships: Development, Evaluation and External Stakeholders
Closing the co-creation workshop, Prof. Birevu Muyinda said: “The exercise has presented us with an understanding of the major activities to be undertaken and the key priorities.”
With the support of the Mastercard Foundation and other partners, Makerere University is focused to develop a comprehensive e-learning roadmap, driving innovation and excellence in education.
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