Education
Mak vision for blended learning is alive, Prof Kakumba
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.
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.
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.
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.
The U.S Ambassador to Uganda William W. Popp, has called on institutions of higher learning to groom and shape active citizens. The ambassador was delivering a keynote address at the Annual Prof. William Senteza Kajubi Fulbright Memorial Lecture, held on Thursday October 3, 2024 at Makerere University’s Yusuf Lule Auditorium.
“Higher education is not just about earning degrees; it is about cultivating the skills and values that create active, engaged citizens who can contribute to a better world,” H.E. William W. Popp said.
Ambassador Popp emphasized the crucial role universities play in nurturing responsible citizens. By fostering debate, advocacy and governance participation, universities equip students with the tools needed for leadership in their communities and beyond. “Universities are essential for promoting civic participation, critical thinking, and informed citizenship—key components of a healthy democracy. A vibrant democracy relies on citizens who can engage constructively and peacefully with each other and their leaders,” he explained.
He elaborated on how universities contribute to civic education by offering courses in disciplines like political science, history, and sociology. These programs inform students about democratic systems, civil rights, and global issues, while also providing platforms for interaction with current and former political leaders, he said.
Ambassador Popp highlighted the importance of fostering critical thinking and debate. “By engaging in discussions around complex issues, students learn to form informed opinions and engage in responsible democratic discourse.” He noted that universities empower individuals through education, internships, and student councils, laying the groundwork for active and informed citizenship. “History shows that universities are incubators of social movements, where students challenge the status quo and advocate for policies that benefit society.”
Panel discussants
Dr. Pamela Tibihikirra-Kalyegira, Director of the Law Development Centre, reinforced these points by outlining three core roles of universities: teaching, applied research, and community engagement. “We must reflect on how well we are fulfilling these responsibilities,” she urged, encouraging students to adopt a lifelong learning mindset and recognize that no one can know everything.
Dr. Ruth Biyinzika, Coordinator of the GROW Project at the Private Sector Foundation Uganda (PSFU), shared insights on various opportunities available to students that can help them navigate their career paths. She also called on parents to actively engage in shaping their children’s educational journeys before they transition to higher education institutions.
In honoring the legacy of Prof. Senteza Kajubi, Makerere University Vice Chancellor Prof. Barnabas Nawangwe praised him as one of Uganda’s most influential educationists. A two-time Vice Chancellor and the first Fulbright from Uganda, Prof. Kajubi opened doors for many African students to benefit from the Fulbright scholarship. Prof. Nawangwe recalled his personal friendship with Kajubi, highlighting the wisdom he gained from him.
During Uganda’s struggle with the HIV/AIDS epidemic, Prof. Kajubi played a pivotal role in establishing a partnership between Makerere University and Case Western Reserve University in the U.S., which helped train staff to manage the crisis. “The first COVID-19 testing kits we received at Mulago Hospital were donated by Case Western Reserve University—400,000 free kits,” noted Prof. Nawangwe, emphasizing the enduring impact of Prof. Kajubi’s contributions to Makerere University and Uganda.
Through these discussions, the lecture underscored the vital role of higher education in not only developing individual capabilities but also fostering a more engaged and informed citizenry, ultimately contributing to a stronger democracy.
Scholars at Makerere University have developed a set of competencies to guide graduate secondary school teachers in Uganda, focusing on effectively teaching students under the new lower secondary curriculum. The initiative, spearheaded by Dr. Yuda Taddeo Kaahwa as Principal Investigator (PI), includes contributions from Dr. Rebecca Nambi, Dr. Richard Balikoowa, Mr. Edward Kansiime, and Mr. Cale Santus.
This research project, funded by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF), gathered data from teachers, head teachers, and curriculum specialists across various regions. The findings were unveiled on September 12, 2024, during a dissemination workshop at Makerere University.
“Our research found that most teachers are still using the old curriculum and are not meeting the required standards for teaching under the new lower secondary curriculum,” Dr. Kaahwa revealed. He emphasized the need for a paradigm shift, highlighting that the new curriculum requires a learner-centered approach, unlike the traditional teacher-centered methods.
The survey was conducted across 15 schools, with 25 participants from each institution, as well as 30 curriculum specialists. The study revealed significant gaps in the teachers’ readiness to implement the new Competence-Based Curriculum (CBC), as many were trained under the old curriculum.
To address this, the scholars have outlined plans for training sessions at teacher training institutions, aiming to equip future educators with the skills necessary to meet the new curriculum’s demands. Dr. Kaahwa called for government support to ensure the successful implementation of this project, which has so far focused on teachers in the Humanities, Sciences, History, and Languages.
“A secondary school teacher must be creative, with excellent communication skills, to effectively convey knowledge to their learners,” Dr. Kaahwa stated, also stressing the importance of integrating technology into the learning process. He noted that the new curriculum’s learner-centered approach emphasizes critical thinking, problem-solving, and collaboration, making teacher creativity and adaptability vital.
Dr. Richard Balikoowa proposed the creation of discussion groups among teachers to foster interpersonal communication skills and boost learner confidence. “Teachers must possess diverse knowledge in their disciplines and be able to identify and nurture their learners’ strengths and weaknesses,” he added.
The research, which began in 2022 following the introduction of the new curriculum, found that many teachers lacked a deep understanding of the competencies required for the CBC. This gap is largely due to teachers being trained in the outdated curriculum and needing time to “relearn” the new teaching strategies.
Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES), commended the scholars for their impactful research, which is poised to drive significant progress in Uganda’s education system. He highlighted the project as a crucial step toward improving teacher effectiveness under the new curriculum.
Prof. Fred Masagazi Masaazi, Chairperson of Mak-RIF, also praised the project, labeling it one of the most successful initiatives aimed at enhancing the competence profile of graduate secondary teachers in Uganda. He pledged ongoing support to ensure the project’s successful implementation, with the goal of shifting teacher practices to align with the new curriculum’s objectives.
However, challenges remain in ensuring widespread adoption of the new curriculum, particularly in private schools, where teachers are often unable or unwilling to attend government-organized training sessions. Nansana Municipal Inspector of Schools, Mr. Patrick Desire Nsubuga, emphasized the need for collective action from all stakeholders. “If we all agree to acquire the necessary skills, our children will better understand the curriculum,” he said.
Mr. Kinosa Daniel Mutumba, a teacher at Walibo Seed Secondary School in Luuka District, urged the government to deploy facilitators with in-depth knowledge of the new curriculum. “Some facilitators lack the expertise needed to guide teachers, which ultimately affects learners, especially when it comes to interpreting complex scenario-based questions in humanities subjects,” Mr. Mutumba remarked.
He also called on the government to provide more funding to fully implement the new curriculum and to increase the number of instructors available to train teachers in different districts.
As scholars continue refining the competencies and training frameworks, the hope is that teachers across Uganda will be better equipped to provide high-quality education under the Competence-Based Curriculum, thereby improving learning outcomes for students nationwide.
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