Education
CEES Launches the MiSeT Project to Drive Socio-economic Transformation
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 Masaazi 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 Masaazi 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.
Education
Empowering Educators: Makerere University Hosts Digital Education Training for Uganda’s Lecturers
In a significant event at Makerere University‘s East African School of Higher Education Studies and Development, leadership transitioned from the outgoing Dean, Dr. Kikooma Julius, to the incoming Dean, Prof. Jude Ssempebwa. The handover ceremony took place at the Curriculum Building, with faculty and staff in attendance to witness this momentous occasion.
The event was presided over by the Principal of the College of Education, Prof. Anthony Mugagga, who expressed his gratitude to everyone for attending. In his speech, Prof. Mugagga praised Dr. Kikooma for his exemplary service and unwavering dedication throughout his tenure. He emphasized the outgoing Dean’s ability to unite the school and lead it through key milestones, stating that Dr. Kikooma’s leadership had been crucial in advancing the school’s mission.
“We thank Dr. Kikooma for his remarkable work in steering this school to success and for fostering a spirit of togetherness,” said Prof. Mugagga. He wished the incoming Dean, Prof. Jude Ssempebwa, great success in his new role, assuring him of full support and praying for God’s guidance in his leadership. Prof. Mugagga further underscored the importance of teamwork in ensuring the school’s continued growth and success.
In his farewell address, Dr. Kikooma expressed heartfelt gratitude to the faculty and staff for their support during his tenure. He acknowledged the collective efforts of his colleagues, thanking them for their cooperation and hard work. In a candid moment, Dr. Kikooma asked for forgiveness for any unintentional shortcomings during his time as Dean. He warmly welcomed Prof. Ssempebwa and promised to provide assistance whenever needed.
“I thank the Principal for trusting me with this role and for the wonderful collaboration we had. I also assure Prof. Ssempebwa that I will be available to help in any way I can,” Dr. Kikooma remarked.
Several faculty members shared their appreciation for Dr. Kikooma’s leadership. Senior staff member Janet Nabukeewa commended him for his dedication and wished him well in his future endeavors. She added that any mistakes made during his tenure had been forgiven, symbolizing the strong bonds within the school’s leadership. Auditor Luwuliza Aggrey also expressed his gratitude, offering prayers and well wishes for the incoming Dean.
As the handover took place, Prof. Jude Ssempebwa expressed his deep appreciation for the trust placed in him. He pledged to work diligently with both staff and students to elevate the school to even greater heights. Prof. Ssempebwa emphasized the significance of teamwork and urged the entire school community to collaborate closely with him during this new chapter.
“I will not let you down,” Prof. Ssempebwa assured the audience, encouraging students to enroll and promising to work hand in hand with everyone to achieve success.
In his closing remarks, Prof. Mugagga offered valuable advice to the new Dean, encouraging him to take time to study the school’s dynamics. He concluded by giving thanks to God for guiding the institution through this leadership transition, and wished both Dr. Kikooma and Prof. Ssempebwa success in their respective roles.
Education
CEES Researchers discover how Indigenous knowledge systems such as Ethnomathematics enhance teaching and learning school mathematics
On September 3, 2024, the College of Education and External Studies at Makerere University hosted a significant research dissemination event, presenting pioneering findings on integrating Indigenous Knowledge Systems (IKS) such as ethnomathematics in teaching and learning school mathematics. The research, funded by the Carnegie Corporation of New York through the Makerere University Directorate of Research and Graduate Training, highlighted innovative approaches to making mathematics education more relevant and accessible to students in Uganda.
Ethnomathematics is an interdisciplinary field that explores the relationship between mathematics and culture. It investigates how different cultural groups understand, articulate, and apply mathematical concepts in ways that are often unique to their traditions and everyday practices. Educators and researchers can bridge the gap between formal, academic mathematics and the diverse mathematical practices found in various cultural contexts by exploring ethnomathematics. This approach can serve as a powerful medium for teaching and learning mathematics, offering several benefits such as cultural relevance in education.
Ethnomathematics helps make mathematics more culturally relevant to students by connecting abstract mathematical concepts to their real-world experiences and cultural backgrounds. This relevance can increase student engagement, making mathematics feel more accessible and meaningful. For example, students from agricultural communities may better understand mathematical concepts when they are presented using traditional farming practices, such as crop rotation patterns or land measurement techniques.
The research, led by Dr. Marjorie Sarah Kabuye Batiibwe from the Department of Science Technical and Vocational Education, focused on how traditional practices such as mat and basket weaving can be incorporated into the secondary school mathematics curriculum. This approach, termed ethnomathematics, seeks to connect abstract mathematical concepts to the cultural practices familiar to students, thus enhancing their understanding and engagement with the subject.
Key Findings
The research revealed that the mathematical processes embedded in traditional activities like weaving are rich in concepts that align with the school mathematics curriculum. For instance, mat weaving incorporates geometrical concepts such as symmetry, parallel lines, and shapes, while basket weaving introduces students to patterns, sequences, and measurement techniques. These cultural activities can be used as teaching tools to make learning more hands-on and relatable.
Impact on Education
Julius Anthony Musinguzi, a Master’s student undertaking this research said, the study also demonstrated that students taught using these culturally relevant methods showed improved conceptual understanding and a more positive attitude toward mathematics. “The use of IKS in teaching not only made mathematics more engaging but also helped bridge the gap between theoretical knowledge and practical application,” he said.
Dr. Batiibwe’s research further proposed the development of a curriculum module that incorporates these ethnomathematical practices into the training of pre-service mathematics teachers. This module would equip future educators with the tools and strategies needed to integrate IKS into their teaching practices effectively.
The event concluded with a call to action for education stakeholders in Uganda to consider the integration of ethnomathematics into the national curriculum. This would not just preserve and promote indigenous knowledge but also improve the quality of mathematics education by making it more inclusive and contextually relevant.
Makerere University continues to be at the forefront of educational innovation, and this research marks a significant step towards redefining how mathematics is taught in Uganda, ensuring that it resonates with students from all cultural backgrounds.
Research team
- Principal Investigator: Marjorie Sarah Kabuye Batiibwe
- Mentor: Assoc. Prof. Betty Kivumbi Nannyonga (Department of Mathematics, College of Natural Sciences, Makerere University)
- Master’s student: Julius Anthony Musinguzi (Master of Education in Science Education (Mathematics)
-
Agriculture & Environment2 weeks agoCall for Masters Scholarships at NTNU Norway
-
General1 week agoChange of Subjects for Undergraduate Admissions 2024/2025
-
Humanities & Social Sciences2 weeks agoSchool of Social Sciences Honors Three Retired Staff
-
Education1 week agoCEES Researchers discover how Indigenous knowledge systems such as Ethnomathematics enhance teaching and learning school mathematics
-
Innovation4 days agoSTI-OP Call For Applications: Knowledge-Based Goods and Services