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CEES Annual Report 2023

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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
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Education

Boosting Cognitive Development Through Early Childhood Nutrition Education

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Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

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.

Dr. Josephine Esaete. Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

“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.

Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

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.

Prof. Merab Kagoda, Dr. Josephine Esaete, Dr. David Kabugo. Integration of nutrition education into the training programs for early childhood development (ECD) teachers research dissemination and launch of the recommendation report by College of Education and External Studies funded by Makerere University Research and Innovations Fund (Mak-RIF), 11th June 2024, AVU Conference Room, Makerere University, Kampala Uganda, East Africa.

Key recommendations from the study include:

  1. Sensitizing ECD teacher trainees about the MoES (2013) school feeding guidelines.
  2. Encouraging teacher training colleges to embrace these feeding guidelines.
  3. Continuous parental sensitization on providing healthy and safe midday snacks for children.
  4. Initiating nutrition interventions that start with teacher education.
  5. 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.

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CEPIDE Study Identifies Challenges and Solutions for Low Doctoral Completion Rates in Universities

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Left to Right: Dr. Mulira from NCHE, Prof. Openjuru, Chair Vice Chancellors' Forum and Prof. Robert Wamala, from Mak-RIF. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.

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:

  1. Low Transition Rates: Only 7.6% of master’s graduates advanced to doctoral studies.
  2. Enrollment Figures: Public institutions enrolled approximately 1,903 doctoral students from 2011 to 2020.
  3. Completion Rates: Of these, only 69.6% completed their doctoral programs by 2024, amounting to just 1,324 graduates.
  4. Institutional Disparities: Makerere University dominated doctoral completions, accounting for 81.4% of the total.
  5. Gender Disparity: Female graduates represented only 33.8% of doctoral completions.
  6. STEM Focus: 58% of doctoral completions at Makerere University were in STEM fields.
Dr. Irene Etomaru - PI of the Project. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Irene Etomaru – PI of the Project.

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. 

Dr. Tom D. Balojja - Co-PI of the project. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Dr. Tom D. Balojja – Co-PI of the project.

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.

Participants at the event. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Participants at the event.

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.
Participants at the event. College of Education and External Studies (CEES), Mak-RIF-funded Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) study research dissemination and launch of Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda, 30th May 2024, Yusuf Lule Central Teaching Facility, Makerere University, Kampala Uganda, East Africa.
Participants at the event.

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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Mak vision for blended learning is alive, Prof Kakumba

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A group picture of the guests, research team and participants of the workshop. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.

Makerere University’s vision for blended learning which was adopted during the COVID-19 lockdown in 2020, is on track, the Acting Vice Chancellor (VC) who doubles as the Deputy VC Prof Umar Kakumba has said.

Prof Umar Kakumba said Makerere has already integrated Open, Distance and e-learning (ODeL) into the teaching and learning of students.

He said the institution has ensured capacity building with two high-end servers installed to support the generation of course content.

“The servers are very powerful and will be enabling tools for lecturers during repository of heavy files, videos and other learning materials,” DVC said.

 He was speaking at the dissemination workshop of Comprehensive Evaluation of Blended Learning (CEBL) Phase II at the university’s main campus in Kampala recently.

Researchers led by Mr Arthur Mugisha, the principal investigator (PI) of CEBL, conducted research to assess the e-learning model integrated into teaching and learning.

Their research launched in 2021, was aimed at evaluating long distance learning, how it works and the requirements to ensure effectiveness in higher institutions of learning.

The first phase of the study was conducted on undergraduate students.

CEBL I

The study revealed that the students called for sustainable resources, technologies and methods to improve the learning of students.

The study evaluated the learner’s status, to establish readiness, satisfaction and challenges they were facing and also establish potential solutions to the challenges they had.

“51 percent of the students were willing and were ready to take up blended learning for purpose of continuity because they were under lockdown,” the research finds revealed.

The study also indicated students were not consulted much but it was something that was helping them as well.

Prof. Kakumba Umar, the Acting VC. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.
Prof. Kakumba Umar, the Acting VC.

However, 49 percent of the students from the samples were a little bit skeptical, critical and were reluctant to adopt blended learning.

“60 percent of the respondents had not received adequate learner support but as students were looking for support, the lecturers were also looking for support,” the research further stated.

Mr Mugisha added: “89 percent of undergraduate students were getting support from their lecturers via zoom. And accessing this platform was mainly through smartphones and laptops.”

CEBL research also revealed how students at the end of the day, accepted that e-learning was the only way to go.

“We suggested that there should be a one-student support centre because students were asking how they can be supported,” the project PI said.

The support needed included a number of players that is the technical support, academic support, social support, equipment and resources and non-academic support.

CEBL Phase II

E-learning evaluation phase II looked at graduate students and how they understood ODeL.

According to the research, graduate students were yearning for quality blended learning and were so interested in it because it is convenient.

However, they noted people had misunderstood blended as the use of Zoom which was not correct.

Mr Arthur Mugisha the PI. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.
Mr Arthur Mugisha the PI.

Being a working class group, they believed if the university provided a cross-cutting course during entry to introduce them to how e-learning workers, it would be helpful to them.

e-learning infrastructure

IoDEL scholars led by Prof Kakumba worn a grant of Shs7bn to enhance capacity building including upgrading of the Makerere University e-learning (Muele) platform.

The University management has ensured the internet at campus is strengthened.

“Muele has been upgraded to increase on the operating speed because we received complaints that it was not stable and could not provide a conducive learning environment to students.”

“In the capacity building process, all the programmes offered by Makerere both at undergraduate and post-graduate level have a slot on Muele,” Prof Kakumba said.

Introduction of e-learning course for Mak staff

Working with the Institute of teaching and learning under the College of Education, the Deputy Vice Chancellor, Makerere looks at capacity building.

A short certificate course is in the pipeline to equip academic staff with the skills needed, Prof. Kakumba said.

He said Senate and the University Council passed a proposal of retooling lecturers and once approved, all staff will be subjected to that course.

The short course is expected to take four-six weeks of training focusing on how to design course content, assessing competitiveness of learners and setting learning outcomes among others.

The proposal was informed by the Directorate of Quality Assurance after learning that some academic staff lacked delivery skills when teaching o-line.

Implementation of the e-learning Policy

Makerere’s learning agenda through the policy framework was passed by Senate and University Council concerning blended learning and a brief report will be sent to parliament.

Prof. Masagazi, the chair Grants management committee of MakRIF. Dissemination workshop of the Makerere University Research and Innovations Fund (Mak-RIF)-funded Comprehensive Evaluation of Blended Learning (CEBL) Phase II by Open Distance and e-Learning (ODeL), College of Education and External Studies (CEES), May 2024, Makerere University, Kampala Uganda, East Africa.
Prof. Masagazi, the chair Grants management committee of MakRIF.

The policy the DVC said is a pillar of innovative teaching and the Mak revised teaching and learning policy 2023 has enshrined the blended teaching and learning.

Principal of the College of education, Prof Anthony Muwagga Mugagga, noted that all lectures at his college have already adopted blended learning.

“As a leader in the educational pedagogy and ICT, we will be able to help the entire university to adopt blended learning and teaching and to help our students,” Prof Mugagga said.

Call for government support towards research

Prof Fred Masagazi Masaazi, the Chairperson of the Grants Committee/Makerere University Research and Innovation Fund (Makrif), called for government support.

He noted that the university receives Shs30 billion every financial year but he was concerned that for this fiscal year about Shs5 billion had not been received.

“Applications are overwhelming but there are no funds currently to facilitate research. We request the government for funds before the end of this financial Year,” he said.

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