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 College of Education and External Studies (CEES) has made a remarkable contribution to Makerere University‘s 75th Graduation Ceremony by presenting 1,192 graduands. Of these, 659 are female and 533 are male. The college also set a milestone with 28 PhD graduands—the highest in recent years—including 15 females and 13 males. Additionally, CEES graduated 63 master’s students, 148 postgraduate diploma holders, and 953 undergraduates.
In his address, the Vice Chancellor, Prof. Barnabas Nawangwe, commended CEES for its strategic initiatives aimed at addressing Uganda’s socio-economic challenges. He highlighted the “Student Training Entrepreneurial Promotion” (STEP) project under the Mak-RIF initiative, which equips teachers, students, and school dropouts with entrepreneurial skills to combat unemployment. This aligns with the College’s focus on enhancing Uganda’s educational landscape through programs such as Early Childhood Learning offered at various academic levels.
The Vice Chancellor praised Makerere‘s commitment to community engagement and innovation. He underscored the importance of CEES’s research on competence-based secondary school curricula as a step towards bridging gaps in foundational education. He also encouraged graduands to leverage their education for societal transformation, emphasizing entrepreneurial solutions to community challenges.
Staff awards
The Vice Chancellor, used the same occasion to recognize Dr. Reymick Oketch and Dr. Sekatawa Kenneth, who were awarded for their excellence as early and mid-career researchers, respectively. Dr. Sr. Namaganda Justine and Prof. Bakkabulindi Fredrick received awards after they were voted best lecturers by the student community, reflecting the college’s dedication to academic excellence.
First Lady’s Message
The Guest of Honour, Hon. Janet Kataaha Museveni, represented by the State Minister for Primary Education, Hon. Joyce Kaducu, congratulated the graduands and acknowledged the parents for their sacrifices. She urged the students to be proactive contributors to Uganda’s development. “Go into the world and light a candle. Start humbly, face the future with courage, and create jobs rather than dispersing them,” she said.
Achievements
During the week-long graduation ceremony, 13,658 graduands will receive their awards, including 143 PhDs, 1,813 master’s degrees, 11,454 bachelor’s degrees, and 243 postgraduate diplomas. Of these, 53% are female, and 44% of the PhD recipients are women. The Vice Chancellor noted these statistics as evidence of Makerere‘s progress toward gender equity and research-led growth.
Prof. Nawangwe lauded the Government of Uganda’s support through initiatives like the Makerere University Research and Innovation Fund (Mak-RIF), which has enabled cutting-edge research. He also celebrated CEES’s role in fostering partnerships and innovations that address Uganda’s most pressing challenges, such as unemployment and quality education.
Future Direction
The Chancellor, Hon. Dr. Kiyonga, outlined Makerere’s vision for expanding its community outreach and commercialization of research innovations. He proposed strengthening partnerships with private-sector investors to turn academic ideas into viable businesses. Dr. Kiyonga also encouraged the graduands to apply their skills to create opportunities in agriculture, education, and other sectors.
As Makerere celebrates its legacy as a beacon of higher education, CEES exemplifies the transformative impact of education in building active and responsible citizens. The achievements celebrated today reflect the university’s dedication to empowering individuals and fostering national development.
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 Kahamba (SUA, Tanzania). The research was supported by the University of Jyväskylä’s Department of Social Sciences and Philosophy, where Dr. Karembe and Dr. Kahamba are postdoc fellows.
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:
- 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.
- 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.”
- 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.
- 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.
Education
Makerere University Hosts Exchange Students from Norway for Field-Based Learning in Uganda
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 6th, 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 7th 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.
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