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.

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 21^st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda.

Speaking at the launch, the guest of honour, the ED of the NCHE, represented by Dr. Norah Miliira underscored the importance of doctoral studies saying NCHE recognizes the need for critical high-level knowledge and skills to power Uganda’s economy through research and Innovations. Dr. Muliira noted that NCHE had proposed to government to include a National Research Fund in its planning in an effort to support doctoral research. 

Prof. Julius Kikooma, the Dean East African School of Higher Education and Development, advised that if we are to meet the development needs of the country, we ought to produce 1,000 PhDs every year.

Prof. Anthony Mugagga, the Principal of CEES called on NCHE to formulate PhD policies that have crosscutting courses, a thing he said would help in quality assurance.

The Executive Secretary-Uganda National Council for Science & Technology, in a speech read for him by Ms Beth Mutumba said the council is set to establish a research integrity code of conduct for which universities will have institutionalized policies to cab unethical practices and continue dissemination of the national regulatory frameworks.

Dr. Hamis Mugendawala who represented the ED of National Planning Authority cautioned universities against focusing on training more PhDs but rather focus on training quality PhDs in skills scarce areas. He pledged NPA’s support in implementing some of the key recommendations of the study.

The research is funded by the government of Uganda through the Makerere University Research and Innovations Fund. Represented by Prof. Robert Wamala, the MakRIF chair, Prof. Fred Masagazi-Masaazi, congratulated the research team upon the study and said that the findings will be crucial in guiding policy makers and stakeholders in addressing the skills gap in the country. He emphasized the importance of collaboration between universities and government agencies to ensure that research outcomes are effectively utilized for national development. He appreciated government’s support to the university.

Conclusions: The study concludes that Uganda’s doctoral pipeline is “leaky and constrained,” resulting in low participation in graduate education and subsequently fewer researchers in the national system. This shortfall affects the country’s ability to achieve Sustainable Development Goal (SDG) Target 9.5 and hampers progress toward national development goals. Additionally, the underrepresentation of women in research careers may further impede efforts to attain gender parity.

Recommendations:

CEPIDE proposes several measures to address these issues:

• National Framework: Development of a national framework for doctoral education to enhance quality and accountability.
• Research Culture: Promotion of a supportive research culture, ensuring proper funding and resources.
• Supervisor Training: Mandatory training and certification for doctoral supervisors.
• Equity Initiatives: Affirmative actions to boost female participation in doctoral programs and research careers.
• Quality Assurance: Establishment of a specialized quality assurance system for doctoral education.
• Institutional Support: Enhanced support services for graduate students, focusing on information, resources, and personal wellbeing.

Implications for the Future:

These recommendations aim to bolster Uganda’s research and innovation ecosystem by improving the doctoral education pipeline. Implementing these measures is crucial for increasing the number of doctoral graduates, enhancing research capacity, and fostering national development. The focus on gender parity and STEM fields aligns with Uganda’s strategic priorities, but addressing systemic issues in the doctoral education system remains essential for sustained progress.

About CEPIDE:

The Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) is part of the Makerere University Research and Innovation Fund (Mak-RIF). It is funded by the Government of Uganda to support impactful research and innovation, aiming to align academic outputs with national development priorities.

As Uganda continues to position itself as a knowledge society, the findings and recommendations of the CEPIDE study offer a roadmap for strengthening doctoral education and, by extension, the nation’s research and innovation potential.

Research Team:

Dr. Irene Etomaru, Dr. Tom Darlington Balojja, Dr. Louis Theophilus Kakinda

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.

At the College of Education and External Studies (CEES), there was a buzz of excitement as faculty, staff, and students gathered to honor a remarkable figure: Professor Merab Kagoda, who recently celebrated her 71^st birthday and the successful recovery from heart surgery performed in India. The event was not just a birthday party; it was a heartfelt celebration of a life that has touched so many others, both within the college and beyond.

The hall was adorned with balloons and banners, and the air was filled with laughter and music. As guests mingled and shared stories, it was clear that Prof. Kagoda’s influence had rippled across the college, creating connections that would last a lifetime. Her recovery from heart surgery added a deeper significance to the celebration, a testament to her strength and resilience.

Prof. Kagoda, a respected educator and mentor, took the stage to express her gratitude to everyone who supported her through her health journey. She thanked the CEES staff for their financial and moral support during her surgery and recovery, a show of solidarity that warmed her heart. “I’m grateful to be here today, surrounded by such wonderful people,” she said, her voice full of emotion.

The college’s principal, Prof. Anthony Muwagga Mugagga, spoke warmly about Prof. Kagoda’s dedication to her work and her nurturing approach towards both staff and students. “When we were young lecturers, she would invite us to her office and offer guidance on how to conduct ourselves around students. Her advice was invaluable, and it helped us mature as educators,” he recalled. His words were met with nods of agreement from many in the room who had also benefited from Prof. Kagoda’s mentorship.

But Prof. Kagoda’s contributions extend far beyond classroom instruction. Her efforts to establish research partnerships have opened doors for many at the college. Prof. Mulumba Mathias, the Dean of the School of Education, praised her role in securing scholarships for several members of staff. “Her hard work and vision have created opportunities that will shape the future of our college,” he noted.

As the evening continued, there were more tributes to Prof. Kagoda’s legacy. Prof. Sarah Ssali, a member of the university council, shared her appreciation for Prof. Kagoda’s mentorship and for the service she and her husband, Mr. Kagoda, a former council member, had provided to the university. “It’s leaders like Prof. Kagoda who inspire the next generation of educators,” she said, emphasizing the importance of role models in academia.

The celebration culminated in a heartfelt toast, with everyone raising their glasses to honor a woman whose life and work have been a source of inspiration and hope. As the evening drew to a close, it was clear that Prof. Kagoda’s impact would be felt for many years to come, her legacy woven into the very fabric of the college she has helped to build.