Makerere University’s College of Education and External Studies (CEES) has officially launched the Mindset Change and Socio-economic Transformation from the People’s World (MiSeT) project, marking a significant milestone in the university’s efforts to promote social change and national development. The launch event, held at CEES, brought together a diverse group of academics, government officials, and community leaders to discuss the project’s goals and anticipated impact.
Dr. Achen Stella, a central figure in the MiSeT project, expressed her heartfelt gratitude to all those who contributed to making the initiative possible. She praised the research team’s dedication and specifically thanked Dr. Fred Masagazi Massazi for his pivotal role in securing the grant that brought the project to life. Dr. Achen also acknowledged the vital mentorship provided by the college principal, which has significantly bolstered the department’s growth and success. She further recognized Dr. Nabushawo Harriet, the Dean School of Distance and Lifelong Learning, for her encouragement in motivating staff to write research proposals, and thanked the organizing team for their efforts in ensuring the event’s success.
In her address, Dr. Nabushawo Harriet highlighted the transformative potential of the MiSeT project. “We are focused on shifting people’s ways of thinking, behaviors, and approaches to problem-solving,” she stated. “This shift is essential for achieving meaningful transformation and making a substantial impact on people’s lives.” She underscored the importance of long-term projects funded by the Research and Innovations Fund (RIF) and expressed her appreciation for the opportunity to conduct such impactful research. Dr. Nabushawo also mentioned the forthcoming publication funded by the principal, which will compile key findings from RIF-funded projects, serving as a valuable resource for future research and policymaking.
Professor Anthony Muwagga Mugagga, speaking at the event, emphasized the necessity of changing mindsets that hinder development. He stressed the importance of aligning the project’s goals with Uganda’s Vision 2040, which aims to achieve middle-income status. “To realize this vision, we must shift our mindset from what we already know to new, progressive ways of thinking,” Prof. Mugagga remarked. He also highlighted the role of social transformation, including parenting, in achieving this mindset change, and called for a deeper understanding of Uganda’s anthropological environment and the protection of cultural values.
Dr. Twine Bananuka provided an in-depth overview of the MiSeT project, explaining that the study aims to engage communities in the mindset change process. He outlined the project’s objectives, which include fostering a culture of productivity, value consciousness, and improved livelihoods. “Mindset change is a process, not an end in itself,” Dr. Bananuka noted, emphasizing that the ultimate goal is sustainable development and better lives for all.
Further elaborating on the project’s scope, Dr. Nampijja Dianah discussed the specific areas of research focus and the challenges encountered. The research will take place in Komamboga, Mpigi, and Bwaise, with a particular emphasis on overcoming barriers to community self-help initiatives. The Mayor of Mpigi Town Council expressed his support for the research and called for additional funding to ensure its continuity.
Professor Fred Masagazi Massazi appealed to the government for increased funding, highlighting the need for continued support of impactful projects like MiSeT. He noted that the equipment purchased under the RIF grant belongs to the department and stressed the importance of translating research findings into policy briefs that can guide national strategies. Prof. Masagazi also emphasized ongoing support for Ph.D. students and their supervisors and pledged to establish a grants office at CEES to streamline future research initiatives.
Representing the Ministry of Gender, Labour and Social Development, Ms. Imelda Kyalingabira commended Makerere University for its research efforts and its pivotal role in educating Ugandans. She noted that Uganda’s Vision 2040 emphasizes the need for mindset transformation as a pathway to economic growth. “This research is timely and will aid the transformation and development we seek,” she stated.
Ms. Kyalingabira also highlighted the ministry’s role in community mobilization and mindset change, noting their efforts in training community development officers and planners to support the implementation of the Parish Development Model (PDM) and other mindset change initiatives. She expressed optimism that the MiSeT project would yield significant results and reaffirmed the ministry’s commitment to working with Makerere University to improve communities across the country. The launch of the MiSeT project represents a pivotal moment in Makerere University’s ongoing efforts to drive social and educational transformation. As the project moves forward, the university, in collaboration with government and community partners, is well-positioned to make a lasting impact on Uganda’s journey toward sustainable development and national prosperity.
CABUTE is pleased to announce the availability of 8 Postdoctoral Scholarships, effective from November 2024. These scholarships will be allocated as follows: Five (5) for Makerere University, two (2) for Kyambogo University, and one (1) for UNITE.
Eligibility Criteria:
To qualify for this scholarship, applicants must:
Hold a faculty position at one of the Ugandan CABUTE institutions.
Possess a doctoral degree in English, General Education, Mathematics, or Music.
Not have attained the rank of Associate Professor.
Focus Area:
CABUTE is committed to enhancing teacher education in Uganda through capacity-building initiatives. Therefore, proposed Postdoctoral projects must be directly relevant to teacher education and/or school-related research.
Scholarship Structure:
The scholarship will be disbursed in three installments:
Start-up Package: Provided to initiate the research work.
Result-Based Award: Granted upon publication of the first peer-reviewed research article.
Final Award: Issued after the publication of the second peer-reviewed research article.
Each installment is valued at NOK 51,000 (appr. UGX 18 mill per August 2024).
Click the link below to visit the UiB Fellowships page for details
Under the theme “Future Ready Classrooms: Technologies and Strategies for Student Success in the 21st Century,”Makerere University recently hosted the third Transformative Education and Lifelong Learning for Sustainable Growth (TELLS) conference, held from August 7-8, 2024. This two-day event emphasized the urgent need for embracing the technological revolution in education to ensure student success in an increasingly digital world.
The TELLS conference is a collaborative effort between Makerere University, Uganda; the University of Rwanda; Jimma University, Ethiopia; and the University of Agder, Norway. This initiative is funded by NORAD under the NORHED II Program (2021-2026).
Representing the Vice Chancellor, Prof. Moses Musinguzi, Principal of the College of Engineering, Design, Art, and Technology (CEDAT), highlighted Makerere University’s commitment to integrating new innovations in education. He underscored the institution’s dedication to preparing students for life, work, and citizenship, ensuring they contribute to economic and social development, adapt to change, and provide leadership.
“The University’s educational philosophy is rooted in principles of innovation, learner-centeredness, lifelong learning, internationalization, equity and diversity, academic freedom, collaboration, and quality assurance,” Professor Musinguzi stated. He further emphasized the role of the Centre for Lifelong Learning (CLL) in championing continuing and lifelong education on both national and international levels.
Prof. Musinguzi also recognized the importance of collaborative efforts in addressing the multifaceted challenges and opportunities in education. “The diverse expertise and perspectives gathered here exemplify the power of collaboration. By working together across disciplines, institutions, and borders, we can develop comprehensive solutions that meet the needs of both learners and educators.”
Associate Professor Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES) at Makerere University, echoed these sentiments. He emphasized the need for universities to navigate the challenges posed by artificial intelligence (AI) in research, teaching, and assessment. “We are in an era of AI, and it is imperative that we carefully consider its impact on academic integrity and the future of education.”
Professor Florien Nsanganwimana, Principal of the College of Education at the University of Rwanda, called for a paradigm shift in educational practices, advocating for the integration of transformative technologies in teaching and learning. “In the 21st century, technology-driven education is essential. We must equip our learners with the competencies they need to thrive in a rapidly evolving world,” he urged.
The conference also featured insights from John Domingue of The Open University in the United Kingdom, who delivered a keynote on “Generative AI and the Future of Education.” He emphasized the potential of AI to revolutionize education and the need for educators to prepare students for a future where AI plays a central role.
The TELLS Project coordinators, Associate Professors Paul Birevu Muyinda from Makerere University and Ghislain Maurice N. Isabwe from the University of Agder, Norway, highlighted the project’s achievements, including workshops, policy reviews, and collaborative research efforts. They also addressed challenges such as the digital divide, budget constraints, and security concerns across partner universities.
As the conference concluded, Professor Buyinza Mukadasi, the Acting Deputy Vice-Chancellor (Academic Affairs) and Institutional Coordinator of the NORHED II Programme, delivered the closing remarks. He expressed profound gratitude and happiness for hosting the event at Makerere University, highlighting the significance of the TELLS project as one of the 19 projects under the NORHED II programme. He commended the collaborative efforts of the partner institutions, particularly acknowledging the leadership of Prof. Maurice Isabwe and Prof. Paul Birevu Muyinda in steering the TELLS project through both good and challenging times.
Professor Mukadasi emphasized the importance of the conference in building capacity for innovative teaching and learning, stating, “This Future Education Conference has not only showcased the rich tapestry of innovation and collaboration in teaching, learning, and educational leadership but has also underscored the significant strides we are making in our quest for educational excellence.” He urged participants to carry forward the momentum of the conference by translating discussions into tangible actions that will enhance the quality of education and promote sustainable development.
As the conference concluded, participants were reminded of the transformative power of education and the need for continuous innovation in teaching and learning. The TELLS conference has set the stage for future collaborations aimed at harnessing technology to enhance education and lifelong learning in Africa and beyond.
The East African Teacher Education Symposium (EATES) is an annual international symposium for educational research related to teacher education. The symposium addresses the situation in and development of teacher education in Uganda, but also seeks to include a regional perspective on teacher education within The East African Community (Burundi, Kenya, Rwanda, South Sudan, DR Congo, Somalia, and Tanzania). The symposium aims to present high-quality research with relevance for teacher education in Uganda and the East African region, and to be an international platform for developing new research on and collaboration in teacher education.
The 3rd East African Teacher Education Symposium will be held at Makerere University Wednesday November 6 through Friday November 8, 2024. The symposium welcomes proposals that investigate topics of relevance for East African Teacher Education under the symposium theme “Curriculum Development and Decolonization of Education in East Africa”.
The symposium theme invites the creation of insightful presentations of relevance to teacher education in East Africa. It serves as a conduit for diverse explorations, ranging from meticulous research on subject-specific issues to an in-depth examination of varied educational tiers, including primary, secondary, and higher education. Additionally, the symposium encourages cross-national comparative inquiries, shedding light on distinctive pedagogical landscapes, and opens a window into historical perspectives on curriculum developments and the pivotal discourse of decolonization.
Central to this theme is a realization that education, both in relation to our past and our present, is interwoven with the currents of global influence. By fostering a keen understanding of these dynamics, the symposium aims to facilitate a nuanced comprehension of the most pertinent directions for educational development and growth within the East African context. EATES 2024 will also take into consideration other abstracts that are highly relevant to teacher education.
Join us as we embark on a collective journey to unravel the complexities, embrace innovative possibilities, and chart a course toward an enlightened and contextually attuned East African educational landscape.
SUBMISSION GUIDELINES
We invite proposals on any topic relevant to the symposium theme. EATES 2024 will also take into consideration other abstracts that are highly relevant to teacher education. Submissions are limited to one abstract per person. Each talk selected for presentation will be allotted 20 minutes followed by 10 minutes of discussion. Abstracts have to be written in English and should not exceed 350 words excluding the reference list. Proposals should include the title of the talk, name of author and affiliation, email address, a short biography (max 100 words), and up to five keywords.