Education
Scholars Design Competencies to Guide Secondary School Teachers Under New Curriculum
Scholars at Makerere University have developed a set of competencies to guide graduate secondary school teachers in Uganda, focusing on effectively teaching students under the new lower secondary curriculum. The initiative, spearheaded by Dr. Yuda Taddeo Kaahwa as Principal Investigator (PI), includes contributions from Dr. Rebecca Nambi, Dr. Richard Balikoowa, Mr. Edward Kansiime, and Mr. Cale Santus.
This research project, funded by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF), gathered data from teachers, head teachers, and curriculum specialists across various regions. The findings were unveiled on September 12, 2024, during a dissemination workshop at Makerere University.
“Our research found that most teachers are still using the old curriculum and are not meeting the required standards for teaching under the new lower secondary curriculum,” Dr. Kaahwa revealed. He emphasized the need for a paradigm shift, highlighting that the new curriculum requires a learner-centered approach, unlike the traditional teacher-centered methods.
The survey was conducted across 15 schools, with 25 participants from each institution, as well as 30 curriculum specialists. The study revealed significant gaps in the teachers’ readiness to implement the new Competence-Based Curriculum (CBC), as many were trained under the old curriculum.
To address this, the scholars have outlined plans for training sessions at teacher training institutions, aiming to equip future educators with the skills necessary to meet the new curriculum’s demands. Dr. Kaahwa called for government support to ensure the successful implementation of this project, which has so far focused on teachers in the Humanities, Sciences, History, and Languages.
“A secondary school teacher must be creative, with excellent communication skills, to effectively convey knowledge to their learners,” Dr. Kaahwa stated, also stressing the importance of integrating technology into the learning process. He noted that the new curriculum’s learner-centered approach emphasizes critical thinking, problem-solving, and collaboration, making teacher creativity and adaptability vital.
Dr. Richard Balikoowa proposed the creation of discussion groups among teachers to foster interpersonal communication skills and boost learner confidence. “Teachers must possess diverse knowledge in their disciplines and be able to identify and nurture their learners’ strengths and weaknesses,” he added.
The research, which began in 2022 following the introduction of the new curriculum, found that many teachers lacked a deep understanding of the competencies required for the CBC. This gap is largely due to teachers being trained in the outdated curriculum and needing time to “relearn” the new teaching strategies.
Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES), commended the scholars for their impactful research, which is poised to drive significant progress in Uganda’s education system. He highlighted the project as a crucial step toward improving teacher effectiveness under the new curriculum.
Prof. Fred Masagazi Masaazi, Chairperson of Mak-RIF, also praised the project, labeling it one of the most successful initiatives aimed at enhancing the competence profile of graduate secondary teachers in Uganda. He pledged ongoing support to ensure the project’s successful implementation, with the goal of shifting teacher practices to align with the new curriculum’s objectives.
However, challenges remain in ensuring widespread adoption of the new curriculum, particularly in private schools, where teachers are often unable or unwilling to attend government-organized training sessions. Nansana Municipal Inspector of Schools, Mr. Patrick Desire Nsubuga, emphasized the need for collective action from all stakeholders. “If we all agree to acquire the necessary skills, our children will better understand the curriculum,” he said.
Mr. Kinosa Daniel Mutumba, a teacher at Walibo Seed Secondary School in Luuka District, urged the government to deploy facilitators with in-depth knowledge of the new curriculum. “Some facilitators lack the expertise needed to guide teachers, which ultimately affects learners, especially when it comes to interpreting complex scenario-based questions in humanities subjects,” Mr. Mutumba remarked.
He also called on the government to provide more funding to fully implement the new curriculum and to increase the number of instructors available to train teachers in different districts.
As scholars continue refining the competencies and training frameworks, the hope is that teachers across Uganda will be better equipped to provide high-quality education under the Competence-Based Curriculum, thereby improving learning outcomes for students nationwide.
Education
Makerere University Charts New Future with the unveiling of the Open, Distance and E‑Learning Building and Strategic Plan
By Harriet Musinguzi, CEDAT
Makerere University has embarked on a transformative journey in higher education with the official launch of its Open, Distance and E‑Learning (ODeL) Strategic Plan and the laying of the foundation stone for a new ODeL facility at the College of Engineering, Design, Art and Technology (CEDAT). The event, attended by dignitaries, university leaders, and international partners, marked a milestone in Uganda’s quest to harness digital technology for accessible, innovative, and inclusive education.
Presiding over the ceremony, Ms. Jihee Ahn, Country Director of the Korea International Cooperation Agency (KOICA), underscored the spirit of collaboration that has defined the project. She praised the collective efforts of Korean partners, Makerere’s project management team, and the construction and consulting teams.
Quoting an African proverb, she reminded the audience that “a single stick cannot make fire”, emphasizing that the success of the initiative lies in shared purpose and unity. Drawing from Korean wisdom, she added, “a journey of a thousand miles begins with a single step,” noting that this launch is the first step toward positioning Makerere as a leader in open and distance education across Africa.
“This new building will not be just a physical structure but a driving force that advances our shared vision,” Ms. Ahn said. “KOICA looks forward to continued cooperation with Makerere University and all partners as we move forward together.” she added.
Representing the University Council Chairperson Dr. Lorna Magara, Dr. Silas Ngabirano highlighted the broader significance of the ODeL project. He described it as a turning point in bridging the gap between traditional teaching methods and modern learning needs. “This project is more than just providing technology,” he said. “It’s about enhancing capacity for our students, faculty, and staff. It’s about making education more accessible and affordable, fostering innovation, creativity, and lifelong learning.” He urged staff and students to embrace the opportunities offered by online distance learning, reaffirming the Council’s commitment to supporting initiatives that expand access to higher education.
The Vice Chancellor, Prof. Barnabas Nawangwe, represented by Deputy Vice Chancellor for Academic Affairs Prof. Sarah Ssali, emphasized that e‑learning is a central pillar in Makerere’s Strategic Plan (2026–2030). She noted that the initiative aligns with Uganda’s National Development Plan IV, which prioritizes digital transformation by 2030.
“ODeL provides opportunities for students inside and outside Uganda to engage in learning, access cutting-edge research, and participate in innovation and entrepreneurship,” he said. “Now that ODeL is getting a home, there is no excuse for not delivering.”
Prof. Nawangwe expressed gratitude to KOICA and the people of Korea for the US$12.2 milliongrant, describing it as a testament to Makerere’s reputation as a center of academic excellence and innovation. He also acknowledged the support of Uganda’s Ministry of Education and Sports and the Ministry of Finance, Planning and Economic Development.
The Principal Investigator, Prof. Henry Alinaitwe, outlined three core components of the project: the development of the ODeL Masterplan, the enhancement of e‑learning infrastructure through a state‑of‑the‑art facility and modern equipment, and capacity building to equip staff with the skills needed to create high‑quality digital content. He explained that the construction, valued at USD 3.7 million, is being undertaken by SMS Construction Ltd, with designs developed by ArchForum Consultants Ltd, and is scheduled for completion by September 29, 2027.
Prof. Henry Alinaitwe explained that the ODeL Masterplan was developed through a highly consultative process, engaging numerous Makerere University staff and working closely with project consultants to ensure inclusivity and relevance. He expressed deep appreciation to the implementing partners, the Korea National Open University (KNOU) and the Korea Institute ofDevelopment Strategy (KDS) for their invaluable support in making the initiative a success.
Prof. Alinaitwe also commended the Makerere University Council for approving the allocation of space and committing to maintain the building and systems once operational. He recognized the dedication of the project implementation team, which includes Dr. Venny Nakazibwe(Co‑PI), Prof. Paul Muyinda, Dr. Godfrey Mayende, Mr. Samuel Mugabi, Mr. Alex Mwebaze, Dr. Kenneth Ssemwogerere, and Dr. Lydia Mazzi Ndandiko, for their tireless efforts in managing the project. He further acknowledged KOICA Country Director Ms. Jihee Ahn for expanding the scope of the project beyond the College of Engineering, Design, Art and Technology (CEDAT) to encompass
Written by Musinguzi Harriet, Principal Communication Officer, College of Engineering, Design, Art and Technology.
Education
Mak CEES Hosts Kiswahili Primary School Orientation Workshop to Boost Language Teaching Quality
On Saturday 14th March 2026, the Center for Teaching and Learning Support, based at the College of Education and External Studies (CEES), Makerere University, hosted the Kiswahili Primary School Orientation Workshop, aimed at strengthening skills in content and delivery, enhancing assessment competencies, and improving the understanding of the Kiswahili curriculum.
This initiative brought together Kiswahili primary teachers from across the country, affiliated with the umbrella association, CHAWAKISHUMU, with the objective of fostering high-quality Kiswahili teaching in primary schools across Uganda through professional collaboration, resource sharing, and cultural integration.
During the capacity-building workshop, participants listened to the following presentations delivered by experts in the discipline: Kiswahili Curriculum Content by Dr. Boaz Mutungi and Kiswahili Curriculum Delivery by Mr. Micah Bamugyeya. At the end of each presentation, participants engaged in plenary discussions managed by Mr. Joseph Tusingwiire and Dr. Caesar Jjingo, respectively.
Delivering the opening remarks on behalf of Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies, Dr. Dorothy Ssebowa Kyagaba welcomed the participants to the capacity-building workshop, aimed at redefining the teaching and speaking of Swahili in primary schools and Uganda at large.
“The purpose of this workshop is to learn, reflect, and share insights on Kiswahili curriculum delivery and assessment at primary, secondary, and university levels,” Dr. Kyagaba said.
Dr. Kyagaba stated that a memorandum of understanding was signed between the College of Education and External Studies and CHAWAKISHUMU to collaborate on building the capacity and professional development of Kiswahili teachers, research, and innovation of Kiswahili pedagogy.
Highlighting the mandate of the Centre for Teaching and Learning Support, Dr. Kyagaba articulated its commitment to undertaking innovative approaches through learner-centered and activity-based pedagogical practices.
Dr. Kyagaba reiterated the importance of Kiswahili teachers’ role in helping learners develop language skills, deliver content clearly, and assess learning effectively. She expressed confidence that the facilitators’ expertise and Kiswahili teachers’ shared experiences will improve understanding of the Kiswahili curriculum and strengthen skills in content delivery and assessment competencies.
The National President of Chama Cha Walimu Wa Kiswahili Shule Za Msingi Nchini Uganda (CHAWAKISHUMU), Mr. Joseph Tusingwiire, explained that the association is an inclusive organisation, uniting primary, secondary, and university educators.
According to Mr. Tusingwiire, CHAWAKISHUMU exists to promote high-quality Swahili teaching in primary schools in Uganda through professional collaboration, resource sharing, and cultural integration.
In pursuit of this vision, the association, since its inception in 2012, has undertaken several activities, including the successful organisation of national Swahili music, dance, and drama concerts, showcasing students’ skills in the language through debates and poems
Mr. Tusingwiire called upon Swahili teachers to seize opportunities including participating in workshops, training abroad, and the provision of translation services. He stressed that CHAWAKISHUMU aims to create more opportunities for its members. He called upon teachers to work together to promote Swahili and equally tap into its benefits.
Mr. Tusingwiire acknowledged the government’s rollout of Swahili in secondary schools as a positive development. However, he noted that its impact is limited because the subject is not compulsory up to Senior Four. He therefore urged the government to extend the rollout to primary schools, emphasizing that this would provide learners with a strong foundation in Kiswahili before they progress to secondary education.
In his presentation on Kiswahili Curriculum Content, Dr. Boaz Mutungi revealed that the focus is on equipping learners with practical language skills rather than just grades. “Ours is not about grades but about a learner exhibiting four critical skills in language learning. These include writing, reading, speaking, and listening,” he said.
The curriculum content revolves around the four key areas namely, reading, writing, listening and speaking, with writing being the highest order. Dr. Mutungi stressed the importance of proper pronunciation, urging students to mind about the pronunciation as they deliver their skills.
The methodologies employed in the curriculum are centred on strengthening these fundamental language fields. He noted that, focusing on these core areas, learners will develop a strong foundation in Swahili, enabling them to communicate effectively. He revealed that the National Curriculum Development Centre (NCDC) is emphasizing this approach to language learning, prioritising practical application over mere academic achievement.
In his presentation, Mr. Micah Bamugyeya highlighted concerns over the delivery of the Kiswahili curriculum, citing that most schools are not prioritising the subject because it is not examinable.
He suggested that this structural issue can be addressed by re-evaluating the subject’s importance in the school curriculum. Mr. Bamugyeya stressed that the lack of emphasis on Kiswahili affects the quality of teaching and learning, urging stakeholders to take action to rectify the situation and ensure the subject receives the necessary support.
Participants called upon school leaders to engage the Uganda National Examinations Board (UNEB) to include Swahili on the list of examinable subjects. “Students have been studying Swahili, and UNEB doesn’t examine them. This is a gap that UNEB should address,” Dr. Nelson Nsereko noted.
The workshop achieved a significant milestone in enhancing Kiswahili teaching in Uganda, with participants aligning on promoting practical language skills and addressing challenges like the low priority given to the subject in some schools. It also enhanced plans for capacity-building workshops, certification programs, and curriculum review.
28th February 2026– On 28th Feb 2026, 200 students examined by the Uganda Vocational and Technical Assessment Board (UVTAB) were awarded National Diplomas and Certificates during the 7th graduation ceremony organized by the Centre for Lifelong Learning (CLL) under the College of Education and External Studies (CEES) at Makerere University.
The occasion marked a significant milestone not only for the graduates, but also for the university’s expanding lifelong learning and technical education mandate.
Speakers described the ceremony as a celebration of partnership, and the growing recognition of skills-based education as a driver of national transformation.
The celebration brought onboard graduands, parents and guardians. At the ceremony, the Principal of CEES, Prof. Anthony Muwagga Mugagga was represented by Prof. Paul Muyinda Birevu, the Director of the Institute of Open, Distance and e-Learning. The following University officials also graced the ceremony: Dr. Harriet Nabushawo-Dean, School of Distance and Lifelong Learning, Dr. Marjorie Batiibwe-Head, Department of Science, Technical and Vocational Education, Dr. Oscar Mugula-National Coordinator, Centre for Lifelong Learning, Dr. Rose Atugonza-former Coordinator of the Centre, and members of staff at the Centre for Lifelong Learning.
Vice Chancellor congratulates UVTAB graduates
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe conveyed his regards, and congratulated the students, the Centre for Lifelong Learning under College of Education and External Studies (CEES), as well as, the College of Engineering, Design, Art and Technology (CEDAT) upon this academic milestone built on partnership, skills development, and lifelong learning.
In a special way, Prof. Nawangwe credited the students, supervisors, and instructors for undertaking the real-life project, which led to the construction of the wall fence at Makerere College School.
The wall fence constructed by students pursuing the National Diploma for Architecture, and Civil Engineering, was unveiled on 12th November 2025, and handed over to the Head Teacher of Makerere College School, Dr. Martin Muyingo.
A Milestone Built on Sacrifice and Partnership
Addressing the congregation of graduates, parents, guardians, instructors, and invited guests, Dr. Oscar Mugula, the National Coordinator of the Centre for Lifelong Learning, acknowledged the sacrifices made by families.
“Today is not only about certificates and diplomas,” he said. “It is about the journey you have walked — the sleepless nights, the tuition sacrifices, the encouragement, and the belief that education changes lives.”
He thanked parents and guardians for standing by the students throughout their studies, describing their investment in education as one that yields long-term dividends for families and communities.
The graduation ceremony underscored the importance of institutional collaboration. Dr. Mugula extended gratitude to the leadership and management of CEDAT for the strong partnership that has enabled the Centre for Lifelong Learning to train and mentor students effectively. He commended instructors and trainers whose dedication shaped the graduates’ academic and professional growth.
“Our instructors have not only taught content,” he noted. “They have moulded character, built competence, and instilled discipline.”
Skills and Entrepreneurship are the New Currency
The Principal of CEES, Prof. Anthony Muwagga Mugagga, in a speech read by Prof. Paul Muyinda Birevu, the Director of the Institute of Open, Distance and e-Learning, emphasized that the qualifications awarded represent more than academic success — they signify practical competence.
“These qualifications certify knowledge, and affirm your ability to apply what you have learned in real-world contexts.”
The Principal reminded graduates that technical and vocational education is inherently practical, designed to solve problems and respond to industry demands.
“You are entering society at a time when skills are the new currency,” he stated. “Uganda needs technicians, innovators, engineers, administrators, planners, and entrepreneurs who can deliver results.”
The graduates received awards in diverse fields, including architecture, mechanical engineering, electrical engineering, civil engineering, accountancy, public administration and management, business administration and management, and project planning and management.
Embracing entrepreneurship
Prof. Mugagga called upon the graduates to embrace entrepreneurship. “Entrepreneurship begins with identifying the need of your society/community. I encourage you to master your craft/skill, and learn to work with teams, and develop a positive attitude towards work,” he said.
Graduation as the Beginning of Responsibility
While celebrating academic achievement, speakers cautioned graduates against viewing graduation as the final destination. “Today marks the end of one chapter,” Prof. Mugagga observed, “but it is the beginning of responsibility.”
He urged them to pursue mastery in their respective disciplines, emphasising that competence must go beyond minimum standards. “Be the graduate who says, ‘Give me the task, and I will deliver,’” he challenged.
Graduates were encouraged to build professional identities anchored in integrity, reliability, and innovation. They were advised to maintain professional networks formed during their studies and to continue learning in order to remain relevant in a rapidly evolving global environment.
Dr. Mugula echoed this call, describing the graduates as “designers of change and leaders of tomorrow.” “You have crossed a bridge,” he said. “What lies ahead depends on the choices you make from today.”
Recognized Qualifications and Standards for further education
A key highlight of the ceremony was the reaffirmation that the diplomas and certificates awarded are nationally and internationally recognised under the Government of Uganda through UVTAB.
“The custodian of these awards is the Government of Uganda,” Dr. Mugula emphasized. “These qualifications meet standards required for further education and professional advancement.”
He encouraged graduates not to stop at the diploma or certificate level, but to consider advancing to degree programs locally and internationally. “A new journey begins today,” he said. “Plan for your dream degree. Take yourself to the next level.”
The message resonated strongly with students who had progressed from certificate level to diploma level — a transition celebrated during the ceremony as a testament to determination and growth.
Recognising Academic Excellence
The ceremony also celebrated outstanding performers who graduated with First-Class Diplomas (GPA 4.4–5.0).
Among those recognised were:
Diploma in Public Administration
• Giibwa Dennise Kivumbi (4.63)
• Hussein Omar (4.41)
• Ssentale Peter (4.50)
National Diploma in Business Management
• Oyella Vivian Mildred (4.48)
National Diploma in Accountancy
• Nakiboneka Ritah (4.43)
• Nabaasa Annah (4.65)
• Olupot Jorem Dominic (4.42)
• Mulindwa Ashraf (4.53)
National Diploma in Civil Engineering
• Masaakate Joshua Robinson (4.53)
• Tamale Arafah (4.51)
• Kulumba Anwar (4.59)
Their achievement was met with applause from the audience, serving as inspiration to fellow graduates.
Giving Back to the Community
Beyond personal advancement, graduates were urged to remain ambassadors of the Centre for Lifelong Learning. “Most young people out there are not aware of these opportunities,” Dr. Mugula said. “Guide them. Encourage them to seek institutions whose qualifications are recognised.”
He called upon graduates to mentor others, share knowledge, and uplift communities. “That is how we build a stronger society,” he said. “You have come, you have seen, you have experienced. Now help others to benefit.”
The Centre’s motto — “Taking the University to the Communities and bringing the Communities to the University” — was highlighted as a reflection of its outreach philosophy. Established in 1953 as the Department of Extra-Mural Studies, the Centre has evolved into Makerere’s primary unit for community training and lifelong learning initiatives.
Character, Discipline, and Faith
In addition to academic and professional counsel, speakers emphasised moral grounding and discipline.
Graduates were advised to uphold integrity in their workplaces, avoid shortcuts, and resist societal pressures that undermine professionalism. “Your character will sustain your success,” Prof. Muyinda Birevu remarked. “Skills will open doors, but integrity will keep you in the room.”.
A Growing Role in Uganda’s TVET Landscape
The ceremony reflected Uganda’s broader efforts to strengthen Technical and Vocational Education and Training (TVET). The partnership between Makerere University and UVTAB demonstrates how universities and national assessment bodies can collaborate to expand access to quality, standards-based technical education.
Speakers commended the government for supporting TVET reforms and reaffirmed Makerere’s commitment to inclusive education pathways that serve both traditional and non-traditional learners.
As industries evolve and technology reshapes economies, the demand for competent, adaptable professionals continues to grow. The graduates, drawn from multiple disciplines, are positioned to contribute meaningfully to national development.
Looking Ahead
For the 200 graduates, the ceremony symbolised achievement earned through hard work and perseverance. Yet, as repeatedly emphasised, it also marked a beginning.
They leave equipped with recognised qualifications, practical training, and the encouragement of mentors and families. They carry the responsibility to apply their knowledge ethically, pursue continuous improvement, and uplift their communities.
As the event drew to a close, the central message remained clear: Graduation is not merely a celebration of past effort — it is a launchpad for future impact.
“Go out and seek jobs with confidence — you have the skills,” Prof. Muyinda Birevu told them. “Create jobs with courage — you have the innovation.”
With that charge, applause filled the hall, marking not just the award of diplomas, but the commissioning of a new cohort of skilled professionals ready to transform society.
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