In a significant step towards advancing digital education in Uganda, 12 lecturers from various universities across the country recently convened at Makerere University for specialized training on research methodology and the presentation of research findings. The training, part of the Digital Education Practitioner Networks, is supported by the MasterCard Foundation Scholars Program, in collaboration with the University of Edinburgh.

This initiative is part of a broader effort to build digital capacity and foster practitioner networks across higher education institutions in sub-Saharan Africa. The project, hosted by the University of Edinburgh, emphasizes inclusion, focusing on educators who serve traditionally underrepresented groups, such as women, individuals with disabilities, and forcibly displaced populations.

Held at the College of Business and Management Sciences from September 1 to 3, 2024, the training was facilitated by two esteemed lecturers from the University of Edinburgh—Dr. Michael Gallagher and Dr. Peter Evans. Over the course of three days, the participating educators engaged in immersive sessions that honed their digital pedagogy skills, curriculum design techniques, and use of cutting-edge educational technologies.

Dr. Sarah Bimbona, from Makerere University, shared her enthusiasm for the course, which she believes has given her a competitive edge in her teaching career. “Although I am a teacher, I wasn’t really grounded in education. This training has provided me with the digital pedagogy skills, curriculum design insights, and the use of educational technologies that I needed,” she explained.

Dr. Bimbona is committed to using her newfound knowledge to stay abreast of the latest trends in digital education, with the goal of transforming her teaching methods and enhancing the learning experience of her students. Makerere University has got three educators on the program and the 12 are the first educators in East Africa to receive training. The next cohort will come from West Africa.

Alice Nakalema, a lecturer from Bugema University and a participant in the program, highlighted how the training has broadened her understanding of educational mobility, online assessments, and the role of feedback in learning. “There is a wealth of information online,” Nakalema noted, adding that tools such as Miro boards have enriched her personal learning experience.

The Digital Education Practitioner Networks project is one of three key work packages under the Mastercard Foundation Scholars Program at the University of Edinburgh, aimed at empowering educators and driving inclusion in higher education. Through initiatives like these, the future of education in Uganda and across sub-Saharan Africa is becoming more equitable, digitally enhanced, and forward-thinking.

Makerere University, as a key partner in this program, remains dedicated to leading efforts in digital education transformation, creating avenues for innovation, and strengthening the capacity of educators to meet the demands of a rapidly evolving educational landscape.

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.

Kampala, August 30, 2024—

The School of Education, Department of Languages at Makerere University, recently organized a highly impactful workshop aimed at enhancing the research skills of PhD students. The workshop, titled “Moving from Raw Data to Reporting Findings in Educational Research,” attracted over 40 doctoral candidates who are currently navigating the challenging terrain of academic research.

The event was graced by a distinguished panel of senior researchers who brought a wealth of knowledge and experience to the discussion. The panel included Dr. Leah Sikoyo, Dr. Reymick Oketch, Dr. Nambi Rebecca, Dr. Badru Musisi, Dr. Nicholas Itaaga, and Dr. Michael Gallagher, a Senior Lecturer in Digital Education from the University of Edinburgh.

Theoretical Foundations in Research

A key point emphasized during the workshop was the importance of grounding research in a strong theoretical framework. The facilitators urged the PhD students to ensure that every piece of research draws from a relevant theory, which serves as a foundation for their study. “A theory is not just an academic requirement; it’s a lens through which you interpret your data and understand your findings,” said Dr. Leah Sikoyo, setting the tone for the day.

Navigating Research Methodologies

The workshop also delved deeply into the ongoing debate between quantitative and qualitative research methods. Dr. Sikoyo argued passionately that qualitative data collection is often more rigorous than its quantitative counterpart, as it requires a deep understanding of the context and the researcher’s ontological views must be clearly represented in the thesis. This approach ensures that the subjective nature of qualitative research is not lost, and that the findings truly reflect the nuanced realities of the study subjects.

On the other hand, Dr. Badru Musisi contributed to the discussion by distinguishing between mixed methods and multi-methods research. He explained that while mixed methods research combines qualitative and quantitative approaches in a single study, multi-methods research involves using multiple methods within the same research paradigm. “Understanding the distinction is crucial,” Dr. Musisi noted, “as it influences how you design your study and interpret your findings.”

Adding to the discussion, Dr. Reymick Oketch emphasized the critical role of statistical methods in data analysis, particularly within quantitative research. He highlighted that statistical tools enable researchers to uncover patterns, test hypotheses, and draw conclusions with a high degree of precision. “Incorporating statistical methods into your research allows for a more rigorous analysis of data, providing results that are both reliable and valid,” Dr. Oketch explained. He encouraged students to develop a strong foundation in statistical analysis to enhance the quality of their research outcomes.

Reporting Research Findings

One of the workshop’s highlights was a session led by Dr. Michael Gallagher, who provided practical guidance on presenting research findings effectively. Dr. Gallagher emphasized that research findings should directly answer the research questions posed at the outset of the study. He advised students to draw clear connections between their findings and the themes that emerged during the data analysis, ensuring that their conclusions are firmly grounded in both their data and the existing literature.

Dr. Gallagher also underscored the importance of transparency in reporting research methods. “Be sure to mention all the methods you used to collect data,” he advised. “This not only adds credibility to your research but also provides a roadmap for others who may wish to replicate your study.” He further encouraged PhD students to be reflexive in their analysis, emphasizing the importance of critically examining their own assumptions, biases, and perspectives throughout the research process. Reflexivity in research analysis involves being aware of how the researcher’s identity, experiences, and positioning might influence the interpretation of data and the outcomes of the study.

In a practical session, Dr. Nambi Rebecca introduced the students to a presentation model she code-named PEE—Point, Evidence, and Explanation. She explained that this model helps in structuring arguments logically and effectively. “Start with your Point, back it up with Evidence from your research, and then provide an Explanation that ties it all together,” Dr. Nambi advised. This approach, she noted, is especially useful when presenting complex research findings, as it ensures clarity and coherence in the delivery.

A Valuable Learning Experience

The workshop was lauded by participants for its practical focus and the opportunity to learn directly from seasoned researchers. “It was an eye-opening experience,” said one of the PhD students in attendance. “The insights shared will definitely shape how I approach my own research, especially in terms of grounding my work in theory and being more reflective in my analysis.”

As the event concluded, there was a palpable sense of empowerment among the PhD students, who left with a clearer understanding of how to navigate the complex journey from raw data to meaningful, well-reported research findings. The Department of Languages plans to continue offering such workshops to support the academic growth of its doctoral candidates, ensuring they are well-equipped to contribute to the field of educational research.

The School of Education’s commitment to fostering academic excellence and research rigor is evident through such initiatives. As the doctoral candidates move forward in their research endeavors, the lessons learned from this workshop will undoubtedly serve as a valuable guide, helping them to produce high-quality research that not only advances their academic careers but also contributes to the broader field of education.